# data[].attributes.body
Professtional Perspective: As a special special education teacher, I believe that the laws that were inforced from the 1920's till now should be followed accordingly. By following the laws that were enacted, it would eleveate the legal issues that tie to meeting compliance. I tak ecompliance very seriously when it comese the my students and their needs and services.

Audience: This topic actually applies to all of the staff that is at school. This can be administration, counselors, general education teachers and special education teachers.

Topic: Special Education and IDEA requirements is the topic of choice. I have picked this topic because I believe that is important for educators to really understand the components that apply under IDEA.

# data[].attributes.body
Elizabeth Taylor, Lead Special Education Teacher, Glenn Middle school
Why is the legal topic important:

I believe that the legal topic stated is important because, it provides set guide lines for our students. Also, I do believe that general education teachers do not have a fully understanding to why and how the students recieve the services that they do. I find my self constanly printing out accomodations, priniting out goals, printing out behavioral intervention plans, and staying late after school, just so I can make sure my students are receving all the services that are stated for them.

Best practices:

Focusing on student outcomes is important because it allows us to make adjustments to their IEP goals and go to ARD if we need to change anything.

Communication with the general education teachers. I never judge the general education teachers for any questions that they might have. That is why I am a special education teacher. If they have questions for me, it is my job to answers them and give them the best advice so that they could use it in their classroom. General education teachers did not recieve the trainings that we did. Therefore, it is important to communicate daily on what they might need help on with our students.

Knowing my staffs schedule. It is important as one of the special education leads to know how my staff is using their time throughout the day. This also ties to the IDEA requirments and what is offered through IDEA. I want know if we are providing those services adequetly and accuartely.

Issues:

I believe that general education teachers have a lack of training in the field of this topic. That is not their fault though. It is the schools job to to make sure that all special programs are talked about to all employees. General education teacher do not have to have extensive training on IDEA, but they should know that basics and how it should look in their classroom.

# data[].attributes.headline
 #3 Professional Association: Smart Kids with Learning Disabilities 

# data[].attributes.subject
 #3 Professional Association: Smart Kids with Learning Disabilities 

# data[].attributes.body
Summary : Smart Kids with Learning Disabilites is a non-profit professtional organization, that is dedicated to providing suppor to parents of children with disabilites. The purpose of the article was to go over the 6 prinicipals of IDEA. As stated, IDEA is the law that provides protection for students  with disabilites. IDEA establishes safeguards to enforce the imporatnvce of compliance among the  school system.

Citation:

Saleh, M. (2021, June 21). Your child's rights: 6 principles of ideaM. Smart Kids. Retrieved September 19, 2021, from https://www.smartkidswithld.org/getting-help/know-your-childs-rights/your-childs-rights-6-principles-of-idea/.

Link:

https://www.smartkidswithld.org/getting-help/know-your-childs-rights/your-childs-rights-6-principles-of-idea/

# data[].attributes.attachment_link.readable_text
The Individuals with Disabilities Education Act (IDEA) was enacted by the federal government to ensure that all children with disabilities are provided with "equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency."

Originally adopted in 1975 and amended in 2004, the IDEA aims to curb educational problems associated with low expectations and insufficient focus on alternative research, teaching methods, and tools. Following are the six major principles of the IDEA, focusing on students' rights and the responsibilities of public schools to children with disabilities.

1. Free Appropriate Public Education

Under the IDEA, every child with a disability is entitled to a Free Appropriate Public Education (FAPE). The IDEA emphasizes special education and related services, which should be designed to meet a child's "unique needs and prepare them for further education, employment, and independent living."

Furthermore, courts have held that the IDEA requires schools to prepare Individualized Education Plans, which confer "meaningful educational benefit" to children with disabilities. The "meaningful educational benefit" requirement includes a focus on raised student expectations, appropriate progress, and transition into postsecondary education and independent living.

Public schools and local school boards are responsible for ensuring that every child with a disability receives a FAPE.

2. Appropriate Evaluation

The IDEA requires that schools conduct "appropriate evaluations"of students who are suspected of having a disability. An appropriate evaluation must be implemented by a team of knowledgeable and trained evaluators, must utilize sound evaluation materials and procedures, and must be administered on a non-discriminatory basis.

Children should not be subjected to unnecessary assessments or testing, and evaluations must be geared toward planning for the child's education and future instruction. Finally, an appropriate evaluation must determine and make recommendations regarding a child's eligibility for special education services in a timely manner.

3. Individualized Education Plan

The Individualized Education Plan (IEP) was established by the IDEA to help ensure every child's access to a Free Appropriate Public Education. The IEP is a written document, developed by an IEP team, which draws upon existing evaluation information in order to meet a student's unique educational needs.

Under the IDEA, an IEP must include information regarding a student's present levels of educational performance, annual goals and benchmarking objectives, services and supplementary aids to be received, and a detailed explanation of instances where a student is not participating in the general classroom and why.

An IEP is also required to include information regarding consistent reporting on student progress as well as "transition" to adult life. Finally, it is required that an IEP account for the planning concerns of the parents and child, the strengths of a particular child, and the specific "academic, developmental, and functional needs" of the child.

4. Least Restrictive Environment

The IDEA places a strong emphasis on placement in a general education setting. Under the IDEA, a student is guaranteed placement in the Least Restrictive Environment (LRE) possible. Therefore, an IEP team must explore a number of alternatives for enabling a student to participate in the general education classroom. These may include: classroom modifications, supplemental aids and services, alternative instructional methods, etc.

If an IEP team determines that a student cannot be satisfactorily educated in a general education setting, then the team must make responsible efforts to determine the LRE for that student outside of the general classroom.

5. Parent Participation

The IDEA has a special provision for "parent participation in placement decisions." Under this provision, state educational agencies and local school boards must ensure that the parents of a child with a disability are members of any group that makes decisions regarding the placement and LRE of that child.

Parents have the right to equal participation in this process, and are entitled to notification of a planned evaluation, access to planning and evaluation materials, and involvement in all meetings regarding their child's placement. Additionally, parents retain the right to refuse further evaluation of their child. Both students and parents must be invited to IEP meetings, and the IDEA explicitly establishes a role for the parent as equal participant and decision maker.

6. Procedural Safeguards

Finally, the IDEA establishes procedural safeguards to help parents and students enforce their rights under federal law. The primary purpose of this requirement is twofold: safeguards protect parental access to information pertaining to placement and transition planning; and procedures are put in place to resolve disagreements between parents and schools regarding the placement of a student.

Under the IDEA procedural safeguards, parents have a right to review all educational records pertaining to their child, receive notice prior to meetings about their child's evaluation, placement, or identification, and to obtain an Independent Educational Evaluation (IEE) for consideration at such meetings.

If disagreements arise, parents have the right to request mediation or due process hearings with state-level education agencies, and beyond that may appeal the decision in state or federal court.
Matthew Saleh is a Research Fellow at Cornell University's Employment and Disability Institute and a Research Associate at the Campaign for Educational Equity at Teachers College, Columbia University. He received his J.D. from the Syracuse University College of Law and is currently a doctoral candidate at Columbia University.
Related Smart Kids Topics

# data[].attributes.attachment_link.title
Your Child's Rights: 6 Principles of IDEA

# data[].attributes.attachment_link.description
The Individuals with Disabilities Education Act (IDEA) was enacted by the federal government to ensure that all children with disabilities are provided with "equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency."

# data[].attributes.headline
#4: New Guidance Reaffirms Importance of Full Implementation of IDEA Amidst COVID-19 Pandemic

# data[].attributes.subject
#4: New Guidance Reaffirms Importance of Full Implementation of IDEA Amidst COVID-19 Pandemic

# data[].attributes.body
Summary:

COVID and IDEA compliance

Mode of instuction- during the pandemic

Free appropriate education

Identification, location, and evaluation

FAPE and COVID

The office of Special Education and Rehabilitation services sent out a letter to its state and local partners, explaining how IDEA is going to be met during the pandemic. There is a sublink of the letter attached.

Citation :

Rhodes, G. (2021, August 24). New guidance reaffirms importance of full implementation of idea amidst covid-19 pandemic. Individuals with Disabilities Education Act. Retrieved September 19, 2021, from https://sites.ed.gov/idea/new-guidance-reaffirms-importance-of-full-implementation-of-idea-amidst-covid-19-pandemic/.

Link:

https://sites.ed.gov/idea/new-guidance-reaffirms-importance-of-full-implementation-of-idea-amidst-covid-19-pandemic/

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.title
New Guidance Reaffirms Importance of Full Implementation of IDEA Amidst COVID-19 Pandemic - Individuals with Disabilities Education Act

# data[].attributes.attachment_link.description
The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) sent a letter to its state and local partners reiterating its commitment to ensuring children with disabilities and their families have successful early intervention and educational experiences in the 2021-2022 school year.

# data[].attributes.headline
#5: Department submits Annual Report to Congress on nation’s progress related to the Individuals with Disabilities Education Act

# data[].attributes.subject
#5: Department submits Annual Report to Congress on nation’s progress related to the Individuals with Disabilities Education Act

# data[].attributes.body
Summary:

2017 IDEA report - Submitted to Congress

FAPE

Protected parents rights

Assisting the states in providing services

Effectiveness on instructional delivery

Citation:

Office of Special Educaiton. (2018, August 28). Department submits annual report to Congress ON nation's progress related to the individuals with Disabilities Education Act. Individuals with Disabilities Education Act. Retrieved September 19, 2021, from https://sites.ed.gov/idea/department-submits-annual-report-to-congress-on-nations-progress-related-to-the-individuals-with-disabilities-education-act/.

Link:

https://sites.ed.gov/idea/department-submits-annual-report-to-congress-on-nations-progress-related-to-the-individuals-with-disabilities-education-act/

# data[].attributes.body
Source of Law: Statutory Law/ Public Law 93-112

Citation: 20 U.S.C. § 1400, et.

Link: https://askearn.org/topics/laws-regulations/rehabilitation-act/#:~:text=website%20builders%20The%20Rehabilitation%20Act,employment%20practices%20of%20federal%20contractors.

Law/Legal Requirments:

Resonable accomodations for employees with disabilities

Program accesibility

Effective communication with people who have heaering or vision disabilities

prohibits discrimination in programs that were conducted by fedral agencies

# data[].attributes.headline
#7: The Education for Handicapped Children Act 1975

# data[].attributes.subject
#7: The Education for Handicapped Children Act 1975

# data[].attributes.body
Source of Law: Statutory Law/ Public Law 94-142

Citation: §89 Stat. 773

Link: https://www.govinfo.gov/content/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf

Law/Legal Requirements:

Requires schools to provide free and appropriate education

Students should be given an Individualized Education Program

Outline goals and services that students shall recieve

# data[].attributes.body
Source of Law: Statutory Law/ Public Law 110-325

Citation: 42 U.S.C. § 12101

Link: https://www.ada.gov/2010_regs.htm

Law/Legal Requirements:

Programs and buildings to be accessible to people with disabilities

Non-discriminatory behavior based on disability

Appropriate jobs no matter the disability

# data[].attributes.headline
#9: The Individuals with Disabilities Education Act 1990

# data[].attributes.subject
#9: The Individuals with Disabilities Education Act 1990

# data[].attributes.body
Source of Law: Statutory Law/ Public Law 101-476

Citation: 20 U.S.C. § 1400, et.

Link: https://texasprojectfirst.org/node/38

Law/ Legal requirements:

Students can be considered for regular code of conduct

Transition planning starts at age 14

Assistive technology needs of the students will be considered by the IEP team

General Education teachers are apart of the IEP team

# data[].attributes.headline
#10 Local Administrative Law/ Supplemental Special Education Services 

# data[].attributes.subject
#10 Local Administrative Law/ Supplemental Special Education Services 

# data[].attributes.body
What is it and why it was choosen:
Supplemental Special Education Services was a new program adopted by TEA and used in the San Angelo ISD school district. This policy helps eligible families of students with disabilites to obtain educational materials even with COVID-19 going on.

Citation:

Sec. 26.001

Link

https://www.saisd.org/departments/special-programs/sses

# data[].attributes.attachment_link.keywords[]
supplemental special education services (sses)

# data[].attributes.attachment_link.title
Supplemental Special Education Services (SSES) - San Angelo Independent School District

# data[].attributes.attachment_link.description
Supplemental Special Education Services (SSES) - San Angelo Independent School District

# data[].attributes.body
Ethics Code:

Code of Ethics and Standard Practices for Texas Educators

Item/ Professional behavior

Citation:

§247.2 Standard 3.4

Connection:
This specfic code of ethics says that a educator shall not discriminate the parcipation of a prgram due to ones disability. This code of ethics ties back to IDEA, which gives the rights to students for free non-discriminatory public education.

Link:

https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

# data[].attributes.attachment_link.readable_text
Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

# data[].attributes.headline
#12 Personal Connection to the Legal and Ethical Standards

# data[].attributes.subject
#12 Personal Connection to the Legal and Ethical Standards

# data[].attributes.body
How connections to the law guided my career:

IDEA impacts me educational journey to become a special education coordinator in many ways. The main way is help me understand the importance of teaching IDEA to all educators so that they understand how it should look like in their classroom. Without IDEA I would not be a special education teacher, and students would have not recieved adequet services that they need. It is my goal as future administrator, to implement the special education laws to my best ability.

# data[].attributes.headline
#13 Bulleted list of Recommendations / Best Practices for Compliance

# data[].attributes.subject
#13 Bulleted list of Recommendations / Best Practices for Compliance

# data[].attributes.body
Best practices for compliance:

Free appropriate education

Appropriate Evaluation

Individualized Education Plan

Least Restrictive Enviornment

Parent Participation

Procedural Safeguards

Communication

Documentation