Source: http://www2.ed.gov/policy/speced/leg/idea/brief12.html
Timestamp: 2014-07-23 21:10:25
Document Index: 645538752

Matched Legal Cases: ['§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300', '§300']

Archived: IDEA'97 Provisions of Special Interest to Parents -- Topic Brief
Below is a description of selected provisions in the final IDEA-Part B regulations (including certain items that have been retained, modified, or added since publication of the NPRM) that may be of special interest to parents:**
All notes in the NPRM have been removed from the final regulations, and have been addressed, as follows: The substance of the notes has been (1) added to the text of the regulations if it was considered to be a requirement; (2) added to Appendix A (formerly Appendix C) if it was directly relevant to the Notice of Interpretation on IEPs; or (3) incorporated into the discussion of applicable comments in the Analysis of Comments and Changes. All other notes have been deleted.
Two "Appendices" have been included in the final regulations: Appendix A -- Notice of Interpretation on IEPs; and Appendix B -- Index to IDEA-Part B regulations.
Three "Attachments" have been added, as follows: Attachment 1 -- Analysis of Comments and Changes; Attachment 2 -- Final Regulatory Flexibility Analysis; and Attachment 3 -- Table showing "Disposition of NPRM Notes in Final Regulations ..."
"Parent Counseling and Training."
The statement, "helping parents to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP" has been added to the definition of "parent counseling and training."
(See §300.24(b)(7).)
The final regulations clarify that a child may not be determined eligible under IDEA-Part B if -- "(1) The determinant factor for that eligibility determination is-- (i) Lack of instruction in reading or math; or (ii) limited English proficiency; and (2) the child does not otherwise meet the eligibility criteria under §300.7(a)."
(See §300.534(b).)
(See §300.308).
Children with Disabilities in Public Charter Schools Children and Parents Retain All Rights.
A new §300.312 has been added, which makes it clear that children with disabilities in public charter schools and their parents retain all rights under this part, and that compliance with Part B is required regardless of whether a public charter school receives Part B funds.
Individualized Education Programs (IEPs--§300.340-300.350).
Involving all Teachers And Service Providers Who Implement a Child's IEP.
To enhance implementation of each child's IEP, the final regulations provide that public agencies must ensure that -- (1) the IEP is accessible to each of the child's teachers and services providers; and (2) each teacher and provider responsible for implementing the IEP is informed of his or her responsibilities and of the specific accommodations, modifications and supports that must be provided for the child in accordance with the IEP.
(See §300.142(b).)
Regular Education Teachers as IEP Team Members.
The final regulations include the statutory requirements of IDEA '97 regarding regular education teachers on the IEP team (i.e., (A) the team must include at least one teacher, if the child is or may be participating in the regular education environment (see §300.344(a)(2)), and (B) the teacher must, to the extent appropriate, participate in the IEP process, including assisting in the determination of positive behavioral interventions, and of supplementary aids, program modifications, and supports for school personnel that will be provided for the child.(See §300.346(e).) Inviting "Other Individuals" to be on IEP Team.
To ensure that parents may invite any individual "with knowledge or special expertise" to be on the IEP team, the final regulations provide that the determination of the individual's knowledge or expertise is made by the party who invited the individual (i.e., the parents or the public agency).
(See §300.344(c).)
Informing Parents About "Other Individuals" on IEP Team.
The final regulations provide that public agencies must inform parents relating to the participation of other individuals on the IEP team who have knowledge or special expertise about the child (i.e., the ability of either party -- the parents or public agency -- to invite individuals with knowledge or special expertise to be on the IEP team.
(See §300.345(b).)
The final regulations clarify that, in developing each child's IEP, the IEP team (in addition to considering the strengths of the child and the results of evaluations) also must consider "As appropriate, the results of the child's performance on any general state or district-wide assessments." (See §300.346(a)(1).)
BEHAVIOR THAT IMPEDES LEARNING.
In the case of a child whose behavior impedes his or her behavior consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior.
In the case of a child with limited English proficiency, consider the language needs of the child as they relate to the child's IEP.
BRAILLE NEEDS.
In the case of a child who is blind or visually impaired, provide for instruction in braille ...unless the IEP team determines that it is not appropriate for the child.
"Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs..."
Consider whether the child requires assistive technology devices and services.
Parents to Receive Copy of IEP.
The final regulations provide that parents must be given a copy of their child's IEP(s), without cost and without having to request it.
The final regulations make clear that (A) each public agency, in addition to providing services, must make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP; and (B) "Nothing in this section limits a parent's right to ask for revisions of the child's IEP or to invoke due process procedures if the parent feels that the efforts required in paragraph (a) of this section are not being made."
If a parent requests an IEE, a public agency may ask why the parent objects to the public evaluation, but may not require the explanation; and "the public agency may not unreasonably delay either providing the [IEE] at public expense or initiating a due process hearing to defend the public evaluation."
(See §300.502.)
The final regulations on parental consent (1) replace "consent" with "informed parent consent;" (2) add "reevaluation" to the list of actions requiring consent; and (3) add that "A public agency may not use a parent's refusal to consent to one service or activity...to deny the parent or child any other service, benefit, or activity of the public agency, except as provided by this part." (See §300.505.) The regulations also provide that "With regard to services required to provide FAPE to an eligible child under this part, a public agency may access a parent's private insurance proceeds only if the parent provides informed consent consistent with §300.500(b)(1) [definition of "consent"]."
(See §300.152(f).)
The final regulations provide that if a mediator is not selected on a random (e.g., a rotation) basis from the state's list, both parties are involved in selecting the mediator and agree with the selection of the individual who will mediate.
(See §300.506(b)(2)(ii).)
The final regulations provide that if a state hearing or review officer's decision agrees with the parent's position that a change in the child's placement is appropriate, the decision must be implemented at that point, even if the public agency appeals that decision. This provision, which is consistent with most of the court decisions that have addressed this question, ensures that children will not remain in inappropriate placements for prolonged periods of time while a public agency appeals a decision in the parent's favor.
(See §300.514(c).)
Evaluation-Eligibility; Least Restrictive Environment (LRE).
Procedures for Determining Eligibility--Obtaining Parent Input.
"Parent input" has been added to the variety of sources from which the public agency will draw in interpreting evaluation data for the purpose of determining a child's eligibility under this part.
(See §300.535(a)(1).)
LRE--Placements.
A new §300.552(e) has been added that prohibits the removal of a child with a disability from an age-appropriate regular classroom solely because of needed modifications in the general curriculum.
The final regulations provide that if an SEA, in resolving a complaint, finds a failure to provide appropriate services to a child with a disability, the SEA must address: "(1) How to remediate the denial of those services, including, as appropriate, the awarding of monetary reimbursement or corrective action, which could include compensatory services or other corrective action appropriate to the needs of the child..."
(See §300.660(b).)
Complaints vs due process hearings. A new §300.661(c) has been added to clarify that - (A) if an issue in a complaint is the subject of a due process hearing, that issue (but not any issue outside of the hearing) would be set aside until the conclusion of the hearing; (B) the decision on an issue in a due process hearing is binding; and (C) a public agency's failure to implement a due process decision would have to be resolved by the SEA.
Prior to enactment of the IDEA Amendments of 1997, the statute only specifically addressed the issue of discipline in a provision that allowed school personnel to remove a child to an interim alternative educational placement for up to 45 days if the child brought a gun to school or to a school function. The 1997 Amendments incorporated prior court decisions and Department policy that had held that -- (1) schools could remove a child for up to 10 school days at a time for any violation of school rules as long as there was not a pattern of removals; (2) a child with a disability could not be long-term suspended or expelled from school for behavior that was a manifestation of his or her disability; and (3) services must continue for children with disabilities who are suspended or expelled from school.
In addition, the 1997 Amendments (1) expanded the authority of school personnel regarding the removal of a child who brings a gun to school, to also apply to all dangerous weapons and to the knowing possession of illegal drugs or the sale or solicitation of the sale of controlled substances; and (2) added a new ability of schools to request a hearing officer to remove a child for up to 45 days if keeping the child in his or her current placement is substantially likely to result in injury to the child or to others. The Amendments also added new provisions that require schools to assess a child's troubling behavior and develop positive behavioral interventions to address that behavior, and that describe how to determine whether the behavior was a manifestation of the child's disability.
Removals of Up to Ten School Days at a Time.
Providing Services During Periods of Disciplinary Removal.
Conducting Behavioral Assessments and Developing Behavioral Interventions.
Change of Placement; Manifestation Determinations.
** The description of changes made to specific sections of the regulations since the NPRM does not include all changes made to those sections, nor does it include all changes in which parents may have an interest. (See "Major Changes..." in the preamble to the final regulations for a more complete description.) Printable view