Source: http://www.educationrightslaw.com/subb.html
Timestamp: 2019-11-21 22:33:29
Document Index: 234961230

Matched Legal Cases: ['§ 5210', '§ 300', '§ 602', '§ 300', 'art 300', '§ 9101', '§ 9101', '§ 9101', '§ 9101', '§ 9101', '§ 9101', '§ 300', '§ 300', '§ 300', '§ 725', 'art 300', '§ 300', '§ 636', '§ 619', '§ 619', '§ 101', '§ 9101', '§ 300', '§ 300', '§ 639', '§ 671', '§ 701', '§ 300', '§ 9101', '§ 300', '§ 300', '§ 300', '§ 3', '§ 300']

SubB - Special Needs Law at Fabisch Law, L.L.C.
Regulations of the Rhode Island Board of Regents for Elementary and Secondary Education Governing the Education of Children with Disabilities
Subpart A — General Purposes, Applicability, and Authority
300.1 Purposes.
The purposes of these regulations are --
(c) To assist state agencies, local education agencies, education service agencies, Federal agencies, educational collaboratives, and other public agencies to provide for the education of all children with disabilities; and
300.2 Applicability of this part to State, local, and private agencies.
(a) States. The federal regulations which these state regulations implement apply to Rhode Island because Rhode Island receives federal funds under Part B of the Individuals with Disabilities Education Act (IDEA).
(b) Public agencies within the State. The provisions of these regulations --
(1) Apply to all political subdivisions of the State that are involved in the education of children with disabilities, including;
(i) The Rhode Island Department of Education (RIDE) also referred to as the State Educational Agency (SEA).
(ii) Local educational agencies (LEAs), educational collaboratives, education service agencies and public charter schools.
(iii) Other State agencies and schools.
(2) Are binding on each public agency in the State that provides special education and related services to children with disabilities, regardless of whether that agency is receiving funds under Part B of the IDEA or state funds.
(c) Private schools and facilities. Each public agency in the State is responsible for ensuring that the rights and protections under Part B of the IDEA and these regulations are given to children with disabilities --
(2) Placed in private schools by their parents under the provisions of these regulations.
300.3 Authority
Authority. These regulations are established pursuant to Title 16, Chapter 24 of the General Laws of Rhode Island and by the Federal IDEA, 2004 (20 U.S.C. Chapter 33, 1400 et. seq.).
300.4 Act.
Act means the Individuals with Disabilities Education Act (IDEA), as amended.
300.6 Assistive technology service.
Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes --
(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child‘s customary environment;
(e) Training or technical assistance for a child with a disability or, if appropriate, that child‘s family; and
(f) Training or technical assistance for professionals (including individuals providing education or
300.7 Charter school.
Charter School has the meaning given the term in § 5210(1) of the Elementary and Secondary Education Act of 1965, as amended, 20 U.S.C. 6301 et seq. (ESEA)
300.8 Child with a disability.
(a) General. (1) Child with a disability means a child, aged 3 to 21, evaluated in accordance with §§ 300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ―emotional disturbance‖), an orthopedic impairment, autism spectrum disorder, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.
(b) Children aged 3 through 8 experiencing developmental delays. (1) Child with a disability, for children aged 3 through 8 (up to the child‘s ninth birthday), includes a child who shall qualify for special education and related services when the child is experiencing a developmental delay or a disability, as determined by the evaluation process; and
(3) A developmental delay or disability is defined as a twenty five per cent (25%) delay and/or score equal to or greater than two standard deviations below the mean in one of the following areas of development; or a score equal to or greater than 1.5 standard deviations below the mean in two (2) or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development.
(1) Autism Spectrum Disorder. (i) Autism Spectrum Disorder means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 that adversely affects a child‘s educational performance. Included in the spectrum are: Autism, Pervasive Developmental Disorder Not Otherwise Specified, Rett‘s Disorder, Asperger‘s Disorder and Childhood Disintegrative Disorder. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child‘s educational performance is adversely affected primarily because the child has an emotional disturbance as defined herein.
(ii) A child who manifests the characteristics of ―autism spectrum disorder‖ after age 3 could be diagnosed as having ―autism spectrum disorder‖ if the criteria of this section are satisfied.
(3) Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child‘s educational performance.
(4)(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child‘s educational performance:
(5) Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child‘s educational performance but that is not included under the definition of deafness in this section.
(6) Mental retardation means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child‘s educational performance.
(7) Multiple disabilities means concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child‘s educational performance. The term includes impairments caused by congenital anomaly impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).
(9) Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that --
(i) Is due to chronic or acute, health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child‘s educational performance.
(10) Specific learning disability (i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(11) Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child‘s educational performance.
(12) Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child‘s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
(13) Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child‘s educational performance. The term includes both partial sight and blindness.
300.9 Consent.
Consent means that --
(c)(1) The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at anytime;
(3) If the parent revokes consent in writing for their child‘s receipt of special education services after the child is initially provided special education and related services, the public agency is not required to amend the child‘s education records to remove any references to the child‘s receipt of special education and related services because of the revocation of consent.
300.10 Core academic subjects.
Core academic subjects mean English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.
300.11 Day; business day; school day.
(b) Business day means Monday through Friday, except for Federal and State holidays (unless holidays are specifically included in the designation of business day, as in 300.148(d)(1)(ii)).
(2) School day has the same meaning for all children in school, including children with and without disabilities, except for pre-school aged children with mild to moderate disabilities for whom a school day shall consist of a minimum of a two and one-half (2 ½) hours. A school day for pre-school aged children with severe or profound mental retardation or multiple disabilities shall consist of a minimum of five (5) hours.
300.12 Educational service agency.
Educational service agency (ESA) means --
(a) A regional public multiservice agency
(1) Authorized by State law to develop, manage, and provide services or programs to LEAs; and
(2) Recognized as an administrative agency for purposes of the provision of special education and related services provided within public elementary and secondary schools of the State;
(c) Includes entities that meet the definition of intermediate educational unit in § 602(23) of the Act as in effect prior to June 4, 1997.
300.13 Elementary school.
300.14 Equipment.
Equipment means –
(b) All other items necessary for the functioning of a particular facility as a facility for the provision of educational services, including items such as instructional equipment and necessary furniture; printed, published and audiovisual instructional materials; telecommunications, sensory, and other technological aids and devices; and books, periodicals, documents, and other related materials.
300.15 Evaluation.
Evaluation means procedures used in accordance with §§ 300.304 through 300.311 to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs.
300.16 Excess costs.
Excess costs means those costs that are in excess of the average annual per-student expenditure in an LEA during the preceding school year for an elementary school or secondary school student, as may be appropriate, and that must be computed after deducting --
(a) Amounts received –
(b) Any State or local funds expended for programs that would qualify for assistance under any of the parts described in paragraph (a) of this section, but excluding any amounts for capital outlay or debt service. (See Appendix A to part 300 of the federal regulations for an example of how excess costs must be calculated.)
300.17 Free appropriate public education.
Free appropriate public education or FAPE means special education and related services that --
300.18 Highly qualified special education teachers.
(a) Requirements for special education teachers teaching core academic subjects. For any public elementary or secondary school special education teacher teaching core academic subjects, the term highly qualified has the meaning given the term in § 9101 of the ESEA and 34 CFR 200.56, except that the requirements for highly qualified also --
(2) Include the option for teachers to meet the requirements of § 9101 of the ESEA by meeting the requirements of paragraphs (c) and (d) of this section.
(b) Requirements for special education teachers in general. (1) When used with respect to any public elementary school or secondary school special education teacher, highly qualified requires that --
(i) The teacher has obtained full State certification as a special education teacher (including certification obtained through alternative routes to certification), or passed the State special education teacher licensing examination, and holds a license to teach in the State as a special education teacher, except that when used with respect to any teacher teaching in a public charter school, highly qualified means that the teacher meets the certification or licensing requirements, if any, set forth in the State‘s public charter school law;
(iii) The teacher holds at least a bachelor‘s degree.
(2) A teacher will be considered to meet the standard in paragraph (b)(1)(i) of this section if that teacher is participating in an alternative route to special education certification program under which --
(i) The teacher --
(3) Any public elementary school or secondary school special education teacher, who is not teaching a core academic subject, is highly qualified if the teacher meets the requirements in paragraph (b)(1) or the requirements in (b)(1)(iii) and (b)(2) of this section.
(c) Requirements for special education teachers teaching to alternate achievement standards. When used with respect to a special education teacher who teaches core academic subjects exclusively to children who are assessed against alternate achievement standards established under 34 CFR 200.1(d), highly qualified means the teacher, whether new or not new to the profession, may either --
(1) Meet the applicable requirements of § 9101 of the ESEA and 34 CFR 200.56 for any elementary, middle, or secondary school teacher who is new or not new to the profession; or
(2) Meet the requirements of paragraph (B) or (C) of § 9101(23) of the ESEA as applied to an elementary school teacher, or, in the case of instruction above the elementary level, meet the requirements of paragraph (B) or (C) of § 9101(23) of the ESEA as applied to an elementary school teacher and have subject matter knowledge appropriate to the level of instruction being provided and needed to effectively teach to those standards, as determined by the State.
(d) Requirements for special education teachers teaching multiple subjects. Subject to paragraph (e) of this section, when used with respect to a special education teacher who teaches two or more core academic subjects exclusively to children with disabilities, highly qualified means that the teacher may either --
(1) Meet the applicable requirements of § 9101 of the ESEA and 34 CFR 200.56(b) or (c);
(e) Separate HOUSSE standards for special education teachers. Provided that any adaptations of the State‘s HOUSSE would not establish a lower standard for the content knowledge requirements for special education teachers and meets all the requirements for a HOUSSE for regular education teachers --
(1) The State may develop a separate HOUSSE for special education teachers; and
(f) Rule of construction. Notwithstanding any other individual right of action that a parent or student may maintain under this part, nothing in this part shall be construed to create a right of action on behalf of an individual student or class of students for the failure of a particular SEA or LEA employee to be highly qualified, or to prevent a parent from filing a complaint under §§ 300.151 through 300.153 about staff qualifications with the SEA as provided for under this part.
(2) For purposes of § 300.18(d)(3), a fully certified regular education teacher who subsequently becomes fully certified or licensed as a special education teacher is a new special education teacher when first hired as a special education teacher.
(h) Private school teachers not covered. The requirements in this section do not apply to teachers hired by private elementary schools and secondary schools including private school teachers hired or contracted by LEAs to provide equitable services to parentally-placed private school children with disabilities under § 300.138.
330.19 Homeless children.
Homeless children has the meaning given the term homeless children and youths in § 725 (42 U.S.C. 11434a) of the McKinney-Vento Homeless Assistance Act, as amended, 42 U.S.C. 11431 et seq.
300.20 Include.
300.21 Indian and Indian tribe.
(b) Indian tribe means any Federal or State Indian tribe, band, Rancheria, pueblo, colony, or community, or as further defined at 34 CFR part 300.21.
300.22 Individualized education program (IEP).
Individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§ 300.320 through 300.324.
300.23 Individualized education program team.
Individualized education program team or IEP team means a group of individuals described in 300.321 that is responsible for developing, reviewing, or revising an IEP for a child with a disability.
300.24 Individualized family service plan (IFSP).
Individualized family service plan or IFSP has the meaning given the term in § 636 of the Act
Infant or toddler with a disability --
(a) Means an individual under three years of age who needs early intervention services because the individual --
(b) May also include, at the State‘s discretion --
(2) Children with disabilities who are eligible for services under § 619 and who previously received services under Part C of the Act until such children enter, or are eligible under State law to enter, kindergarten or elementary school, as appropriate, provided that any programs under Part C of the Act serving such children shall include --
(ii) A written notification to parents of their rights and responsibilities in determining whether their child will continue to receive services under Part C of the Act or participate in preschool programs under § 619 of the Act.
300.26 Institution of higher education.
Institution of higher education --
(a) Has the meaning given the term in § 101 of the Higher Education Act of 1965, as amended, 20 U.S.C. 1021 et seq. (HEA); and
300.27 Limited English proficient.
Limited English proficient has the meaning given the term in § 9101(25) of the ESEA.
300.28 Local educational agency (LEA).
(a) General. Local educational agency means a public board of education or other public authority legally constituted within the State for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district, or other political subdivision of the State, or for a combination of school districts or counties as are recognized in the State as an administrative agency for its public elementary or secondary schools.
(b) Educational service agencies and other public institutions or agencies. The term includes --
(1) An educational service agency, as defined in § 300.12
(2) Any other public institution or agency having administrative control and direction of a public elementary or secondary school, including a public non-profit charter school that is established as an LEA under State law.
300.29 Native language.
300.30 Parent.
(2) A foster parent, unless State law, regulations, or contractual obligations with the State or local entity prohibit a foster parent from acting as a parent;
(3) A guardian generally authorized to act as the child‘s parent, or authorized to make educational decisions for the child (but not the State if the child is a ward of the State);
(4) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child‘s welfare; or
(5) A surrogate parent who has been appointed in accordance with § 300.519 or § 639(a)(5) of the Act.
300.31 Parent training and information center.
Parent training and information center means a center assisted under §§ 671 or 672 of the Act.
300.32 Personally identifiable.
Personally identifiable means information that contains –
(a) The name of the child, the child‘s parent, or other family member;
(c) A personal identifier, such as the child‘s social security number of student number; or
300.33 Public agency.
Public agency includes the SEA, LEAs, Educational Collaboratives, ESAs, non-profit public charter schools that are not otherwise included as LEAs or ESAs and are not a school of an LEA or ESA, and any other political subdivisions of the State that are responsible for
providing education to children with disabilities.
(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also includes school health services and school nurse services, social work services in schools, and parent counseling and training.
(1) Related services do not include a medical device that is surgically implanted, the optimization of that device‘s functioning (e.g., mapping), maintenance of that device, or the replacement of that device.
(2) Nothing in paragraph (b)(1) of this section --
(1) Audiology includes --
(vi) Determination of children‘s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.
(3) Early identification and assessment of disabilities in children means the implementation of a formal plan for identifying a disability as early as possible in a child‘s life.
(5) Medical services means services provided by a licensed physician to determine a child‘s medically related disability that results in the child‘s need for special education and related services.
(6) Occupational therapy --
(i) Means services provided by a qualified occupational therapist; and or services provided by a certified occupational therapist assistant under supervision of a certified occupational therapist; and
(ii) Includes --
(7) Orientation and mobility services --
(8) Parent counseling and training means --
(iii) Helping parents to acquire the necessary skills that will allow them to support the implementation of their child‘s IEP or IFSP.
(9) Physical therapy means services provided by a qualified physical therapist or by a qualified physical therapy assistant under the supervision of a qualified physical therapist.
(10) Psychological services includes --
(iv) Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, and behavioral evaluations;
(12) Rehabilitation counseling services means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with a disability by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended, 29 U.S.C. § 701 et. seq.
(13) School health services and school nurse services means health services that are designed to enable a child with a disability to receive FAPE as described in the child‘s IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person.
(14) Social work services in schools includes --
(i) Preparing a social or developmental Assessment on a child with a disability;
(iii) Working in partnership with parents and others on those problems in a child‘s living situation (home, school, and community) that affect the child‘s adjustment in school;
(15) Speech-language pathology services includes --
(16) Transportation includes –
(ii) Travel in and around school buildings, travel to and from community and work-based instruction sites as determined by the IEP team; and
(iv) Those requirements in § 300.902 of these regulations.
300.35 Scientifically based research.
Scientifically based research has the meaning given the term in § 9101(37) of the ESEA.
300.36 Secondary school.
Secondary school means a nonprofit institutional day or residential school that provides secondary education, as determined under State law, except that it does not include any education beyond grade 12.
300.37 Services plan
Services plan means a written statement that describes the special education and related services the LEA will provide to a parentally-placed child in a private school who has been designated to receive services, including the location of the services and any transportation necessary, consistent with § 300.132, and is developed and implemented in accordance with §§ 300.137 through 300.139.
300.38 Secretary.
(2) Special education includes each of the following, if it meets the requirements of paragraph (a)(1) of this section --
(i) Speech-language pathology services for students through eight years of age (up to the child‘s ninth birthday)
(ii)Travel training; and
(2) Physical education means --
(i) The development of --
(3) Specially designed instruction means adapting, as appropriate to the needs of an
eligible child under this part, the content, methodology, or delivery of instruction--
(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to --
300.40 Reserved.
300.41 State educational agency.
State educational agency or SEA means the Rhode Island Department of Elementary and Secondary Education (RIDE) which is responsible for the general supervision of all education programs for children with disabilities in Rhode Island including all such programs administered by any other state or local agency.
300.42 Supplementary aids and services.
Supplementary aids and services means, aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extra-curricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§ 300.114 though 300.116.
(a) Transition services means a coordinated set of activities for a child with a disability that --
(1) Is designed to be within a results oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child‘s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or related services, if required to assist a child with a disability to benefit from special education.
300.44 Universal design.
Universal design has the meaning given the term in § 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002.
300.45 Ward of the State.
(a) General. Subject to paragraph (b) of this section, ward of the State means a child who, as determined by the State where the child resides, is--
(b) Exception. Ward of the State does not include a foster child who has a foster parent who meets the definition of a parent in § 300.30.
300.46 Vocational evaluation
Vocational evaluation is a strength-based, student-centered process, by which information is obtained to assist students in designing individualized education and vocational services to reach their career goals. This includes the use of formal and informal methods to collect information, including: Interest inventories, student interviews, parent interviews, skill and aptitude tests, on-campus and off-campus situational assessments, work samples, vocational evaluations, performance in career related courses and other methods. Vocational evaluation is an ongoing process, not a single test or procedure. The results of Vocational evaluation are shared at IEP meetings, and the information obtained through the Vocational evaluation should be infused into designing the student‘s educational services and in developing appropriate, measurable post secondary goals.
300.47 Teacher of record
Teacher of record means --
(a) The teacher responsible for content instruction and determining student grades.
(b) The term teacher of record has the same meaning given the term by RIDE Office of Educator Quality and Certification