Source: https://telioslaw.com/blog/ii-child-find-and-special-education-services
Timestamp: 2019-04-25 12:24:44+00:00

Document:
Written by Theresa Sidebotham on March 15, 2012 at 1:32 a.m.
This section is an overview of the special education process: (1) identifying and evaluating a child with disabilities; (2) the child’s right to a free, appropriate, public education in the least restrictive environment, and the individualized education program that delivers that education; (3) early childhood education; (4) due process rights available to parents and child when there is a dispute; and (5) school disciplinary issues under IDEA.
If the child is a ward of the state, the agency must “make reasonable efforts to obtain the informed consent from the parent . . . for an initial evaluation to determine whether the child is a child with a disability.”9 However, the agency is not required to obtain informed consent from the parents if: (1) the agency cannot discover where the parents are; (2) the rights of the parents have been terminated; or (3) the parent’s right to make educational decisions has been removed by a judge in accordance with state law, and an individual appointed by the judge to represent the child has consented to an individual evaluation.10 If the agency cannot obtain consent from the parents, there are rules to determine whether someone else is acting as a parent or to appoint an educational surrogate parent (ESP). These rules are discussed more fully in the section on Parents and Surrogate Parents.
After the evaluation, a meeting takes place with a multidisciplinary team of evaluators and parents to determine if a child is eligible for special education services. Advocates and parents should ask for copies of the evaluation before the eligibility meeting,16 although with the short timelines under IDEA, they may not be available.
Other advocates also may be invited,18 at the discretion of parent or school.
Are the right individuals present?
Have procedural safeguards been followed?
Is the eligibility decision a team decision?
After the child is determined eligible under IDEA, an IEP will be created. Usually, determining eligibility and creating an IEP is a successful, collaborative process when the right individuals are present. The eligibility meeting and creation of the IEP may occur at the same or different meetings,20 depending partly upon whether evaluations and IEP proposals have been available to all parties in advance.
If parents or an educational surrogate parent disagree with the decisions made by the IEP team, procedural safeguards protect their rights. Parents may file a request for a due process administrative hearing, may request mediation with or without filing for a due process hearing, or may file an IDEA complaint with the state department of education.27See 20 U.S.C. § 1415 for more details.
In Colorado, “special education” is “specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.”34 The specific instruction that can be provided is detailed in ECEA Rule 2.43.
However, if the parties disagree on the IEP, it may be worthwhile to begin a temporary interim placement with the services the parties do agree on.42 In any case, if an IEP already exists, the student would continue to receive services under that IEP until the dispute is resolved.
More details about developing the IEP are provided in 20 U.S.C. § 1414(d)(1)(A) and 34 C.F.R. §§ 300.320 and 324.
An IEP should be highly specific in terms of present levels of performance, services, and progress to be achieved.
The implementation of the IEP and the student’s progress should be monitored.
Somewhat complex rules determine which administrative unit is responsible for providing services.59 For instance, normally a child is a resident of the administrative unit where the parent or guardian resides, even if the child attends school in another district.60 However, there are exceptions. For instance, if the child is in a foster care home, the child is a resident of the administrative unit where the foster care home is located.61 When a student is placed in a residential treatment facility, the administrative unit of residence is determined by where the parent or guardian resides, unless the student is an “educational orphan,” in which case the administrative unit of attendance, based on where the facility is located, is responsible.62 Place of residence is defined completely in ECEA Rule 2.02.
Different sections of IDEA cover services for young children, depending on their age. These are discussed below.
"to maximize the potential for individuals with disabilities to live independently in society;"
Developmental delays are described in more detail in Rule 2.08(10)(a), as are various “identifiable conditions known to have a high probability of resulting in significant developmental delays.”65 Examples are low birth weight, Down’s syndrome, and fetal alcohol syndrome.
If parents disagree with a school’s decision, such as an evaluation, a change in evaluation, or a denial of services, a good place to start is the informal dispute resolution procedures in the school, such as a conference with the director of special education. IDEA does not require that informal resolution options be exhausted before a due process hearing may be requested, but if issues can be resolved at a lower and local level, it may serve the child better and preserve relationships.
Parents may file a due process complaint notice "with respect to any matter relating to the identification, evaluation, or educational placement of the child, or the provision of a free appropriate public education to such child."89 The due process complaint notice may be filed any time from immediately to within two years of the date the parent knew or should have known of the alleged basis for the complaint. The hearing request triggers a strict timeline.90 Any issues not raised in the complaint may not be addressed unless the school district agrees, or the notice is formally amended.91 Once a due process complaint has been filed, the school district has 15 days to convene a resolution session involving the parents and relevant members of the IEP team, unless the parties agree to waive the resolution session or agree to attempt to resolve the dispute through mediation.92 In the rather rare event (in Colorado) that the case goes into due process, the impartial due process hearing is a full-blown administrative hearing in front of a hearing officer.93 Either side can appeal the decision to the Colorado Department of Education, which will conduct an impartial review under an administrative law judge.94 In 2011, Colorado is moving towards a single tier due process system in which ALJs from the Office of Administrative Courts will conduct IDEA administrative hearings. If the new ECEA Rule 6.02 is passed, the new review process will take effect in July 2011.
try to identify a teacher or counselor the child can talk to regularly. A child who believes there is a way to solve problems is less likely to melt down or explode.
education for the student on how to manage his or her own behavior by recognizing escalating stress and learning strategies to cope.
Sometimes, when the student knows a highly structured plan exists, including positive steps that the student can control, the incidence of stress-induced inappropriate behavior is drastically reduced. If support staff provides regular training in problem solving and conflict management each time a conflict situation arises, the student not only internalizes the positive strategies, but approaches life with growing hope that problems may have a solution. Hope is a powerful motivator for positive behavior.
Nationally, restraint and seclusion techniques in schools have become issues of concern, because of cases of abuse and even death of children.148 The Government Accountability Office issued a lengthy report on seclusions and restraints and some of the problems.149 Colorado has developed rules governing the use of seclusion or restraint.
Seclusion means placing a student alone in a room from which the student cannot voluntarily leave. It does not mean time-out, where the student is not physically prevented from leaving.154 Some argue that it does include blocking a student from leaving a room, even when the door is not locked, if the staff person is just outside the room.
1. Peter W. D. Wright, Pamela Darr Wright, Special Education Law, 72 (Harbor House Law Press Inc. 2d ed. 2007); See 20 U.S.C. § 1412(a)(3) (2005); 34 C.F.R. § 300.111(a); C.R.S. § 22-20-103 (4).
2. 34 C.F.R. § 300.111(c) (2006).
3. State Bd. of Ed. Rule 4.02(1)(a)(i) and (ii), 1 Code Colo. Regs. 301-8 (2009).
5. 20 U.S.C. § 1414(a)(1)(B) (2005).
7. 20 U.S.C. § 1414(a)(1)(D)(i).
8. 20 U.S.C. § 1414(a)(1)(D)(ii).
9. 20 U.S.C. § 1414(a)(1)(D)(iii).
10. 20 U.S.C. § 1414 (a)(1)(D)(iii)(II).
11. Wright, supra note 1 at 93; 20 U.S.C. § 1414(a)(1)(C).
12. 34 C.F.R. § 300.301(d) (2007).
13. 34 C.F.R. § 300.304(c)(5) (2006).
14. 20 U.S.C. § 1415(b)(1)(2005).
15. Randy Chapman, The Everyday Guide to Special Education Law, 27 (The Legal Center for People with Disabilities and Older People 2005); 20 U.S.C. § 1415.
16. Kathleen McNaught, Learning Curves: Education Advocacy for Children in Foster Care 50 (ABA Center on Children and the Law 2004).
18. McNaught, supra note 16 at 50.
21. 34 C.F.R. § 300.300(b)(3).
22. 34 C.F.R. § 300.300(b)(4)(i).
23. 34 C.F.R. § 300.300(c)(2).
24. 34 C.F.R. § 300.300(b)(3).
25. 34 C.F.R. § 300.300(b)(4).
26. 34 C.F.R. § 300.300(d)(3).
27. McNaught, supra note 16 at 62-63.
28. 34 C.F.R. § 104.33(b)(1).
29. Chapman, supra note 15 at 79.
30. Id. at 79; 34 C.F.R. § 104.34(b) and 104.37(a).
31. Wright, supra note 1 at 293.
33. 20 U.S.C. § 1401(9) (2008).
35. Bd. of Educ. v. Rowley, 458 U.S. 176 (1982).
36. Bd. of Educ. v. Rowley, 458 U.S. 176 (1982); Wright, supra note 1 at 51.
38. 20 U.S.C. § 1400(c)(5)(A) (2005).
39. Thompson v. R2-J Sch. Dist. v. Luke P., 540 F.3d 1143 (10th Cir. 2008)(standard for FAPE is “some educational benefit,” not maximization); Sytsema v. Academy Sch. Dist. No. 20, 538 F.3d 1306 (10th Cir. 2008)(same); K.L. v. Mercer Island Sch. Dist., 575 F.3d 1025 (9th Cir. 2009)(2004 reauthorization of IDEA did not alter FAPE standard).
40. Chapman, supra note 15 at 5-6.); 20 U.S.C. § 1401(26).
41. 20 U.S.C. § 1415(b)(3).
42. Joseph B. Tulman and Joyce A. McGee, eds., Special Education Advocacy for Children in the Juvenile Delinquency System 9-16 (University of the District of Columbia School of Law Juvenile Law Clinic, 1998).
43. 34 C.F.R. § 300.114(a).
44. L.B. and J.B. v. Nebo School Dist., 379 F.3d 966, (10th Cir. 2004).
45. 20 U.S.C. § 1412(a)(5) (2005); Chapman, supra note 15 at 13.
46. 34 C.F.R. § 300.114(a).
47. 20 U.S.C. § 1414(d)(1)(A) (2005).
48. Email from Brad Bittan, Juvenile Law Attorney (May 22, 2008)(on file with author).
49. 20 U.S.C. § 1414(d)(1)(B); 34 C.F.R. § 300.321.
51. Chapman, supra note 15 at 34-35.
52. 20 U.S.C. § 1414(d)(4)(A).
53. 34 C.F.R. § 300.305.
54. 20 U.S.C. § 1414(a)(2)(A) and (B).
55. McNaught, supra note 16 at 24.
57. 20 U.S.C. § 1414(d)(2)(C)(i)(I).
58. 20 U.S.C. § 1414(d)(2)(C)(ii).
59. See C.R.S.§ 22-20-109; C.R.S. § 22-20-107.5.
62. Email from Maureen Wirth, Colorado Department of Education (May 19, 2008, 9:27 a.m.)(on file with author).
63. 20 U.S.C. § 1431(a) (2005).
64. 20 U.S.C. § 1432(5) (2005).
66. 20 U.S.C. § 1434(1) (2005).
67. 20 U.S.C. § 1435(a)(3) (2005); See C.R.S. § 27-10.5-701; C.R.S. § 27-10.5.-702; C.R.S. § 27-10.5-703; C.R.S. §27-10.5-704.
68. See 42 U.S.C. § 5106a(b)(2)(A)(xxi) (2003).
69. Angela J. Herrick & Helen D. Ward, Advocating for the Educational Needs of Children in Out-of-Home Care 6-7 Colorado Department of Human Services.
70. Early Intervention Colorado State Plan Under Part C of the Individuals With Disabilities Education Act, p. 1, Department of Human Services, Division of Developmental Disabilities (2010).
71. Id. at pp. 11-12.
72. Chapman, supra note 15 at 93.
73. Early Intervention Colorado State Plan Under Part C, supra note 66 at pp. 20-23.
74. Chapman, supra note 15 at 93, 96.
75. 20 U.S.C. § 1436(e).
77. 20 U.S.C. § 1439(a)(3); 34 C.F.R. § 303.405.
78. 34 C.F.R. § 303.404(a).
79. Chapman, supra note 15 at 98.
80. 34 C.F.R. § 303.342(b)(2); Office of Special Education Programs, Letter of 11/13/2009, available at http://www2.ed.gov/policy/speced/guid/idea/letters/2009-4/wipple102709complaintres4q2009.pdf (viewed Feb. 19, 2011).
81. Id. at 98-99; 20 U.S.C. § 1436(d)(8); 20 U.S.C. § 1437(a)(9)(A)(i) (2005).
82. McNaught, supra note 16 at 79.
83. Chapman, supra note 15 at 100-101; 20 U.S.C. § 1439(a) (2005).
84. 20 U.S.C. § 1419(a) (2005).
86. 20 U.S.C. § 1413(f)(1) (2005).
87. 20 U.S.C. § 1415(d).
88. 20 U.S.C. § 1415(b)(3) and (c).
89. 20 U.S.C. § 1415(b)(6).
90. 20 U.S.C. § 1415(c) and (f).
91. 20 U.S.C. § 1415(c)(2)(E) and (f)(3)(B).
92. 20 U.S.C. § 1415(e) and (f)(1)(B).
93. 20 U.S.C. § 1415(f) and (h).
94. 20 U.S.C. § 1415(g).
95. 20 U.S.C. § 1415(i); Wright, supra note 1 at 117.
96. Tulman, supra note 39 at 9-16.
97. 20 U.S.C. § 1415(j).
98. Wright and Wright, supra note 1.
99. 34 C.F.R. § 300.151(b).
100. McNaught, supra note 16 at 17.
102. 20 U.S.C. § 1415(k)(1)(A) (2005); 34 C.F.R. § 300.530(a).
103. Wright, supra note 1 at 118.
104. Chapman, supra note 15 at 64-65.
105. McNaught, supra note 16 at 93.
106. 20 U.S.C. § 1415(k)(5).
107. 20 U.S.C. § 1415(k)(5)(B); 34 C.F.R. § 300.534(b).
108. 20 U.S.C. § 1415(k)(5)(C); 34 C.F.R. § 300.534(c).
109. 20 U.S.C. § 1415(k)(5)(D); Wright, supra note 1 at 122; 34 C.F.R. § 300.534(d).
110. 20 U.S.C. § 1415(j).
111. Tulman, supra note 39 at 4-8.
112. 20 U.S.C. § 1415(k)(1)(B); 34 C.F.R. § 300.530(b)(1).
113. 20 U.S.C. § 1415(k)(1)(C) & (E).
114. Tulman, supra note 39 at4-15.
115. 20 U.S.C. § 1415(k)(1)(E)(i); CDE State Complaint Decision 2010:516.
116. Email from Brad Bittan, Juvenile Law Attorney (May 22, 2008)(on file with author).
117. 20 U.S.C. § 1415(k)(1)(E)(i).
118. 20 U.S.C. § 1415(k)(1)(E)(i)(I); 34 C.F.R. § 300.530(e).
119. 20 U.S.C. § 1415(k)(1)(E)(i)(II).
120. 20 U.S.C. § 1415(k)(1)(E)(ii).
121. 34 C.F.R. § 300.530(e)(3).
122. Chapman, supra note 15 at 63.
123. Wright, supra note 1 at 119.
124. Unique Challenges, Hopeful Responses: A Handbook for Professionals Working With Youth With Disabilities in the Juvenile Justice System 52 (Pacer Center, Minneapolis, MN 1997).
125. Stephen Starin, Functional Behavioral Assessments: What, Why, When, Where, and Who? Available at.http://www.wrightslaw.com/info/discipl.fab.starin.htm (viewed Oct. 15, 2010).
126. 20 U.S.C. § 1415(k)(1)(F)(i) through (iii); 34 C.F.R. § 300.530(f).
127. 18 U.S.C. § 930(g)(2) (2008).
128. 18 U.S.C. § 1365(h)(3) (2002).
129. 20 U.S.C. § 1415(k)(1)(G) and (k)(7); 34 C.F.R. § 300.530(g) & (i).
130. 20 U.S.C. § 1415(k)(1)(G).
131. 20 U.S.C. § 1415(k)(2); 34 C.F.R. § 300.531.
132. 20 U.S.C. § 1415(k)(1)(D)(i); 34 C.F.R. § 300.530(b)(2) and (d).
133. 20 U.S.C. § 1415(k)(1)(D)(ii); 34 C.F.R. § 300.530(d)(1)(ii).
134. 20 U.S.C. § 1415(k)(3)(A).
135. 20 U.S.C. § 1415(k)(3)(A).
136. 20 U.S.C. § 1415(k)(4); 34 C.F.R. § 300.533.
137. 20 U.S.C. § 1415(k)(4).
139. Chapman, supra note 15 at 63.
140. Herrick and Ward, supra note 65 at 5-3.
142. Chapman, supra note 15 at 83.
145. Tulman, supra note 39 at 4-22.
147. Wright, supra note 1 at 293.
148. Letter from the Secretary of Education, July 31, 2009, available at http://www2.ed.gov/policy/elsec/guid/secletter/090731.html (viewed Feb. 19, 2011).
149. Government Accountability Office, Seclusions and Restraints, May 19, 2009, available at http://www.gao.gov/new.items/d09719t.pdf (viewed Feb. 19, 2011).
150. 1 CCR 301-45, 2620-R-2.00(6).

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