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The things that tend to go into a 504 plan typically include:

-changes to the environment (like taking tests in a quiet space)

-changes to instruction (like checking in frequently on key concepts)

-changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don’t change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

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children in classroom while one isn’t listening 

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A brief overview of ten Federal laws that protect the rights of people with disabilities and the Federal agencies to contact for more information.

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Title II talks about access to public places that are federally funded or paid for with tax payer dollars. These include the following

Public education (schools)

Public Transportation

Recreation

Health care

Social services

Courts

Voting

Emergency services

Offices where people go to:

Renew licenses

Apply for food stamps

Pay their taxes

Attend town meetings

Serve on boards and commissions

Conduct other government business

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If you are part of a state/local government program or a person with a disability, there are many aspects of the ADA that you should be familiar with.

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"Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities."

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Title I is in regards to employment of disabled people in places that employ 15 or more people must give people with disabilities an equal opportunity at employment

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Title I of the Americans with Disabilities Act of 1990 prohibits private employers, State and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions, and privileges of employment. The ADA covers employers with 15 or more employees, including State and local governments. It also applies to employment agencies and to labor organizations.

ENFORCEMENT

U.S. Equal Employment Opportunity Commission -- Disability Discrimination

How to File a Charge of Discrimination
If you think you have been discriminated against in employment on the basis of disability, you shouldthe U.S. Equal Employment Opportunity Commission. A charge of discrimination generally must be filed within 180 days of the alleged discrimination. You may have up to 300 days to file a charge if there is a State or local law that provides relief for discrimination on the basis of disability. However, to protect your rights, it is best to contact EEOC promptly if discrimination is suspected.

TECHNICAL ASSISTANCE MATERIALS

Algorithms, Artificial Intelligence, and Disability Discrimination in Hiring
A 6-page publication explaining disability discrimination concerns when employers use algorithms, artificial intelligence, and other technological tools to make employment decisions. This publication provides a broad overview of rights and responsibilities in plain language, making it easily accessible to people without a legal or technical background. (May 2022)

A Guide for People with Disabilities Seeking Employment |
A 2-page pamphlet for people with disabilities providing a general explanation of the employment provisions of the ADA and how to file a complaint with the Equal Employment Opportunity Commission. (Spanish edition available from the ADA Information Line.)

ADA: Know Your Rights -- Returning Service Members with Disabilities | PDF
This 28-page booklet is designed to provide military service members who have been seriously wounded in Operation Iraqi Freedom or Operation Enduring Freedom a basic understanding of their rights under the ADA and where to turn for additional information and assistance.

A Guide to Disability Rights Laws | En Español
A 21-page booklet that provides a brief overview of ten Federal laws that protect the rights of people with disabilities and provides information about the federal agencies to contact for more information. (Spanish, Cambodian, Chinese, Hmong, Japanese, Korean, Laotian, Tagalog and Vietnamese editions available from the ADA Information Line.)

Questions and Answers: The Americans with Disabilities Act and Persons with HIV/AIDS | PDF
A 14-page publication explaining the rights of persons with HIV/AIDS under the Americans with Disabilities Act (ADA), and the requirements of the ADA for employers, businesses and non-profit agencies that serve the public, and State and local governments to avoid discriminating against persons with HIV/AIDS (June 2012).

"Ten Employment Myths"
Many employers misunderstand the Americans with Disabilities Act and are reluctant to hire people with disabilities because of unfounded myths. This seventeen-minute video responds to concerns expressed by employers, explaining the ADA in common sense terms and dispelling myths about this often overlooked pool of well-qualified employees.
More Technical Assistance Materials

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The ADA Home Page provides access to Americans with Disabilities Act (ADA) regulations for businesses and State and local governments, technical assistance materials, ADA Standards for Accessible Design, links to Federal agencies with ADA responsibilities and information, updates on new ADA requirements, streaming video, information about Department of Justice ADA settlement agreements, consent decrees, and enforcement activities and access to Freedom of Information Act (FOIA) ADA material

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classroom lesson plan

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ADA (Americans with Disabilities Act) is a federal civil rights measure that prohibits the discrimination against people with disabilities in multiple aspects of society

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Introduction to the Americans with Disabilities Act

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The Americans with Disabilities Act (ADA) is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. The ADA prohibits discrimination on the basis of disability just as other civil rights laws prohibit discrimination on the basis of race, col…

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The Americans with Disabilities Act: A Brief Overview

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The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990. Its overall purpose is to make American Society more accessible to people with disabilities. In 2008, the ADA Amendments Act (ADAAA) was passed. Its purpose is to broaden the definition of disability, which had been narrowed by U.S. Supreme Court decisions.

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You are NEVER told old for a 504 plan or any sort of assistance!

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Is 16 Too Old for a 504 Plan? — Order Out of Chaos

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Is it too late for a 504 Plan if your high school junior was just diagnosed with ADHD? Can it make a difference with homework at this late stage? Here are my thoughts.

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-Goes through the ages 3-21

-Documentation of impairment is known

-The student is known

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New Jersey Free Appropriate Public Education (FAPE)

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Are you concerned that the education and services offered by your child’s school are inadequate? Contact Susan Clark Law Group LLC today!

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What are the 13 Categories of IDEA?

IDEA lists 13 categories under which a student with a disability can be considered eligible for special education and related services as long as they are between the ages of 3 and 21. The categories are:

Deaf-blindness – These are children with both hearing and visual impairments. Their communication and other needs are extreme, in that they cannot be met using standard programs for the deaf or blind.

Autism – Even though it may cover various symptoms and skills, it largely affects social and communication skills of the child and can also affect behavior.

Emotional disturbance – Can include various disorders such as anxiety disorder, bipolar disorder, schizophrenia, depression, and obsessive compulsive disorder.

Deafness – Severe hearing impairment to the point that they cannot process language through hearing.

Intellectual disability – Below-average intellectual ability that may include poor communication, reading, social, and self-care skills. For example, Down syndrome.

Hearing impairments – Any hearing loss that is not covered in deafness, such as loss of hearing that can fluctuate at given times.

Blindness or visual impairment – Refers to vision problems that can range from partial to full blindness. A child will be ineligible if eyewear can correct the vision problem.

Orthopedic impairment – Refers to any type of impairment on a child’s body.

Multiple disabilities – Refers to a child having more than one disability, as stipulated in IDEA.

Specific learning disability – This is an umbrella term that covers various learning issues, and can affect the child’s writing, learning, speaking, or listening abilities. These include: dysgraphia, dyslexia, auditory processing disorder, dyscalculia, nonverbal learning disability, and many others.

Traumatic brain injury – Refers to any type of brain injury sustained through an accident or a physical force.

Speech or language impairment – Refers to a number of communication problems, such as impaired articulation, stuttering, and voice or language impairment.

Other health impairment – Refers to any condition that largely limits a child’s alertness, energy, and strength.

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The writers have stated that they did not use it as a basis for the character, but instead thought of his actions as "Sheldony". Dr. Sheldon Cooper does not have an official diagnosis of autism, but he demonstrates many traits associated with autism spectrum disorder, specifically the outdated diagnosis of Asperger's syndrome. Sheldon is an example of a student who def had a 504 plan.

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IDEA guarantees these rights to all children who qualify because of a disability:

The right to a “Free and Appropriate Public Education” (FAPE)

A comprehensive evaluation paid for by the school

Services to support their learning needs from age 3-21

An education in the “Least Restrictive Environment” (LRE). This means the school must provide the support to enable a student to learn in a regular classroom with typical peers, as much as possible.

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In 2022-23, more than 66% of children with disabilities were in general education classrooms 80% or more of their school day (IDEA Part B Child Count and Educational Environments Collection), and early intervention services were provided to more than 441,000 infants and toddlers with disabilities and their families (IDEA Part C Child Count and Settings).

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Individuals with Disabilities Education Act

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A A A

Before the EHA's enactment, the fate of many individuals with disabilities was likely dim. Many individuals lived in state institutions for persons with intellectual disabilities or mental illness. Many of these restrictive settings provided only minimal food, clothing, and shelter, and persons with disabilities were often merely accommodated rather than assessed, educated and rehabilitated.

Further, most families were not afforded the opportunity to take part in planning or placement decisions regarding their child, and resources were not available to enable children with significant disabilities to live at home and receive an education at neighborhood schools in their community.

In the 1950s and 1960s, the federal government, with the strong support and advocacy of family associations, began to develop and validate practices for children with disabilities and their families. These practices laid the foundation for implementing effective programs and services of early intervention and special education in states and localities across the country.

Early federal legislation supported improved programs and services. Notable examples included:

the Training of Professional Personnel Act of 1959 (Public Law 86-158), which helped train leaders to educate children with mental retardation*;

the Captioned Films Acts of 1958 (Public Law 85-905), the training provisions for teachers of students with mental retardation* (Public Law 85-926), and 1961 (Public Law 87-715), which supported the production and distribution of accessible films;

the Teachers of the Deaf Act of 1961 (Public Law 87-276), which trained instructional personnel for children who were deaf or hard of hearing;

the Mental Retardation Facilities and Community Mental Health Centers Construction Act of 1963 (Public Law 88-164) expanded previous specific training programs to include training across all disability areas;

the Elementary and Secondary Education Act of 1965 (Public Law 89-10) and the State Schools Act (Public Law 89-313) provided states with direct grant assistance to help educate children with disabilities; and

the Handicapped Children's Early Education Assistance Act of 1968 (Public Law 90-538) and the Economic Opportunities Amendments of 1972 (Public Law 92-424) authorized support for, respectively, exemplary early childhood programs and increased Head Start enrollment for young children with disabilities.

Landmark court decisions further advanced increased educational opportunities for children with disabilities. For example, the Pennsylvania Association for Retarded Citizens v. Commonwealth (1971) and Mills v. Board of Education of the District of Columbia (1972) established the responsibility of states and localities to educate children with disabilities.

* A 2017 revision reflected changes made to the Individuals with Disabilities Education Act by Rosa's Law, which replaces references to "mental retardation" in Federal law with "intellectual disability" or "intellectual disabilities."

On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act ( Public Law 94-142), or the EHA. The EHA guaranteed a free, appropriate public education, or FAPE, to each child with a disability in every state and locality across the country.

The four purposes of the EHA were:

to assure that all children with disabilities have available to them...a free appropriate public education which emphasizes special education and related services designed to meet their unique needs,

to assure that the rights of children with disabilities and their parents...are protected,

to assist States and localities to provide for the education of all children with disabilities, and

to assess and assure the effectiveness of efforts to educate all children with disabilities.

The law authorized financial incentives to enable states and localities to comply with the EHA.

The EHA was a response to Congressional concern for two groups of children: the more than 1 million children with disabilities excluded entirely from the education system and the children with disabilities who had only limited access to the education system and were therefore denied an appropriate education. This latter group comprised more than half of all children with disabilities who were living in the U.S. at that time.

Facts and Figures

In the 1976-77 school year, 3,694,000 students aged 3 through 21 were served under the EHA.

To achieve the national goals for access to education for all children with disabilities, several special issues and special populations required federal attention. Key amendments to the law in the 1980s and 1990s reflected these national concerns.

Reauthorizations

The 1986 reauthorization (Public Law 99-457) addressed early intervention and mandated that individual states provide services to families of children born with disabilities from the time they are born. Previously, these services were not available until a child reached the age of three.

The 1990 reauthorization (Public Law 110-476) changed the law's name from EHA to the Individuals with Disabilities Education Act, or IDEA. It also added traumatic brain injury and autism as new disability categories. Additionally, Congress mandated that as a part of a student's individualized education program (IEP), an individual transition plan (ITP) must be developed to help the student transition to post-secondary life.

The 1997 (Public Law 105-17) reauthorization articulated a new challenge to improve results for children with disabilities and their families. This included an emphasis on access to the general curriculum. Additionally, states were given the authority to expand the "developmental delay" definition to also include students up to age nine. The law also required parents be provided an opportunity to attempt to resolve disputes with schools and local educational agencies (LEAs) through mediation and provided a process for doing so.

Birth Through Age 2

The 1980s saw a national concern for young children with disabilities and their families. While the EHA mandated programs and services for children 3 to 21 years that were consistent with state law, the 1986 amendments to the EHA mandated that states provide programs and services from birth.

These early intervention and preschool programs prepared young children with disabilities to meet the academic and social challenges that lie ahead of them, both while in school and in later life.

Facts and Figures

In the 1980-81 school year, 4,144,000 students aged 3 through 21 were served under EHA. By the 1990-91 school year, 4,710,000 infants, toddlers, children, and youth with disabilities from birth through age 21 were served under IDEA.

Ages 3 Through 21

The 1980s and 1990s saw a push to expand the opportunities for educating children with disabilities in the least restrictive environment. For example, in the early 1980s, EHA supported several "Severely Handicapped Institutes" to develop and validate effective approaches for integrating children with significant disabilities with their non-disabled family members at home and their non-disabled classmates at school.

Model projects' efforts led the way for millions of children with significant disabilities to attend their neighborhood schools and learn the life skills needed for full, active participation in integrated activities with their family members, friends, neighbors and co-workers.

Additionally, in 1982, the U.S. Supreme Court addressed for the first time, what is meant by a free appropriate public education under EHA. In Hendrick Hudson Dist. Bd. Of Ed. v. Rowley, the Supreme Court concluded that to meet its obligation to provide FAPE, the school district must provide access to specialized instruction and related services which are individually designed to provide educational benefit to the child with a disability. In 2017, the Court revisited the question of what level of educational benefit the school district must confer on children with disabilities to provide FAPE, as noted in Endrew F. v. Douglas County School District Re-1 (2017) below.

The law has also supported the preparation of students for vocational success through new and improved transition programs.

The law's 1983 amendments ( Public Law 98-199), 1990 amendments ( Public Law 101-476) and 1997 amendments ( Public Law 105-17) supported initiatives for transition services from high school to adult living.

Because of these mandates, each transition-aged student's IEP must include transition plans or procedures for:

Identifying appropriate employment and other postschool adult living objectives for the student;

Referring the student to appropriate community agencies; and

Linking the student to available community resources, including job placement and other follow-up services.

The IEP must also specifically designate who is responsible for each transition activity.

Facts and Figures

Of student with disabilities ages 14 through 21 who were known to have left school in the 1994-95 school year:

52% graduated with a regular diploma,

63% graduated with a regular diploma or certificate of completion, and

34% dropped out.

In 2004, the IDEA reauthorization aligned the IDEA with the No Child Left Behind Act requirements.

The 2004 reauthorization called for:

Early intervening services for children not currently identified as needing special education but who need additional academic and behavioral support to succeed in a general education environment,

Greater accountability and improved educational outcomes, and

Raised standards for instructors who teach special education classes.

The 2000s and 2010s saw revised regulations to the IDEA. The department issued these periodic revisions to address the implementation and interpretation of the IDEA.

In August 2006, the department issued regulations necessitated by the 2004 reauthorization. The 2006 IDEA regulations required schools to use research-based interventions in the process of assisting students with learning difficulties or determining eligibility for special education. The 2006 regulations also addressed other new requirements included in the 2004 reauthorization, such as:

The resolution process required when a parent files a due process complaint, and

Shifting the responsibility to provide equitable services for parentally-placed private school children with disabilities to the local educational agency (LEA) in which the private school is located.

In 2008, the department issued regulations it determined were needed to clarify and strengthen effective implementation and administration of IDEA programs. These IDEA regulations addressed:

Parental consent for continued special education and related services;

Non-attorney representation in due process hearings;

State monitoring, technical assistance, and enforcement;

Allocation of funds; and

Positive efforts to employ and advance in employment individuals with disabilities.

Both 2011 and 2013 regulations included clarifications or revisions to the IDEA for infants and toddlers with disabilities programs. Additionally, the 2013 regulations revised the parental consent requirements related to a child's or parent's public benefits and ensured parent of children with disabilities are specifically informed of all their legal protections when public agencies seek access to public benefits or insurance to pay for services required under the IDEA.

The 2015 revisions revised regulations governing the requirement that LEAs maintain fiscal effort; removed the authority for states to define modified academic achievement standards and develop alternate assessments based in those modified academic achievement standards or eligible students with disabilities.

The department revised the regulations in 2016 with the goal of promoting equity under IDEA. The revised regulations help ensure that states meaningfully identify LEAs with significant disproportionality and that states assist LEAs in ensuring that children with disabilities are properly identified for services, receive necessary services in the least restrictive environment.

The 2016 revised regulation also helps ensure children with disabilities are not disproportionately removed from their educational placements by disciplinary removals. The changes were necessary to address the well-documented and detrimental over-identification of certain students for special education services, with particular concern that over-identification results in children being placed in more restrictive environments and not taught to challenging academic standards.

Notably, a 2017 revision reflected changes made to the IDEA by Rosa's Law, which replaces references to "mental retardation" in Federal law with "intellectual disability" or "intellectual disabilities." Other 2017 revisions removed and revised IDEA definitions based on the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA).

In March 2017, the Supreme Court ruled on a landmark case that defines the scope of FAPE requirements under IDEA. In Endrew F. v. Douglas County School District Re-1, the Supreme Court determined that "[t]o meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." The Court additionally emphasized the requirement that "every child should have the chance to meet challenging objectives."

Facts and Figures

Birth Through Age 2

In 2005-06, 299,048 infants and toddlers with disabilities from birth through age 2 were served under IDEA, Part C. By 2018-19, 409,315 infants and toddlers with disabilities from birth through age 2 were served under IDEA, Part C.

Ages 3 Through 21

In the 2018-19 school year, 7,130,238 students with disabilities from 3 through 21 were served under IDEA, Part B.

In the 2017-18 school year, 72.7% of students with disabilities, age 14-21, exiting school graduated with a regular high school diploma and 16% dropped out.

Educators/Service Providers

In the 2005-06 school year, 695,466 teachers and related service personnel were employed to serve students age 3 through 21. By the 2017-18 school year, 942,446 teachers and related service personnel were employed to serve students age 3 through 21.

Families

From the beginning of special education legislation, families of children with disabilities have been considered important partners in meeting the needs of children with disabilities.

IDEA includes key principles to guide families and professionals to work together to enhance the educational opportunities for their children.

IDEA requires active parent participation throughout the educational process including the development of the child's IEP.

IDEA 1997 amendments mandated that schools report progress to parents of children with disabilities as frequently as they report to parents of non-disabled children. The intent was to maintain an equal and respectful partnership between schools and families.

Educators and Service Providers

IDEA has continued the long-standing federal commitment to provide an adequate supply of qualified teachers.

Today, hundreds of thousands of professionals specializing in early childhood and special education are being trained with IDEA support. These professionals include early intervention staff, classroom teachers, therapists, counselors, psychologists, program administrators, and other professionals who will work with future generations of children with disabilities and their families.

IDEA has supported states and localities in meeting their identified challenges for personnel preparation.

For example, IDEA has supported local communities who were developing and implementing early childhood programs; schools serving students with low-incidence disabilities, such as children who are blind or deaf or children with autism or traumatic brain injury; and schools in rural or large urban areas, where financial and other resources are often scarce.

State Lead Agencies, State Educational Agencies, and Local Educational Agencies

The IDEA requires states and other public agencies to implement programs designed to improve results for infants, toddlers, children and youth with disabilities and their families.

Additionally, the IDEA allows for the award of annual formula grants to states to support early intervention services for infants and toddlers with disabilities and their families, and the provision of special education and related services to preschool children ages three through five, and children and youth with disabilities

Discretionary Grant Recipients

IDEA discretionary grants award grants through a competitive process to state educational agencies, institutions of higher education, and other nonprofit organizations to support technical assistance and dissemination, technology and media services, state personnel development grants, personnel preparation, state data collections, and parent-training and information centers.

U.S. Department of Education, Office of Special Education and Rehabilitative Services. "History: Twenty-Five Years of Progress in Educating Children With Disabilities Through IDEA."

U.S. Department of Education, Office of Special Education Programs, Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, selected years, 1979 through 2019.

U.S. Department of Education, EDFacts Data Warehouse (EDW): "IDEA Part B Personnel Collection" 2011-12 to 2017-18. Data from 2011 includes US and Outlying areas data from 2012 - 2017 includes the US, Outlying Areas, and Freely Associated States.

U.S. Department of Education, EDFacts Data Warehouse (EDW): "IDEA Part B Exiting Collection," selected years, 1996 through 2018.

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A History of the Individuals With Disabilities Education Act

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Congress enacted the Education for All Handicapped Children Act, now the IDEA, in 1975 to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families.

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Schools will give the support you need with a plan!

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FAPE is an acronym for Free Appropriate Public Education, which is a right that all children with disabilities in the United States have to an education that is free and meets their needs.

"FAPE means that schools have to make sure all children have what they need to learn and progress at school. It also means families cannot be charged money for services at school.

Assistive Technology (AT): AT is any item a child needs to keep up or do better in school."

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Myth #1: Kids who get special education services have to be in a separate classroom.

Fact: IDEA, the U.S. special education law, says that kids who get special education should be in the same classrooms as other kids as much as possible. This concept is called least restrictive environment, or LRE. Research shows that two-thirds of kids with learning disabilities spend at least 80 percent of their day in the general education classroom with all the other kids.

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If you're exploring special education for your child or a child you know, you may hear all kinds of things that give you pause. It can be hard to know what's true and what's not. Here's the reality behind 10 common special education myths.

Myth #1: Kids who get special education services have to be in a separate classroom.

Fact: IDEA, the U.S. special education law, says that kids who get special education should be in the same classrooms as other kids as much as possible. This concept is called least restrictive environment, or LRE. Research shows that two-thirds of kids with learning disabilities spend at least 80 percent of their day in the general education classroom with all the other kids.

Myth #2: Special education is only for kids with severe physical and intellectual disabilities.

Fact: Most kids who have special education services don't have severe disabilities. The majority of these students have a specific learning disability. That includes kids with reading challenges like dyslexia, and those with math challenges like dyscalculia.

Myth #3: Getting services is always a battle.

Fact: You've probably heard stories of parents who had to "fight" to get services for their kids. But nearly 6 million kids in the U.S. receive special education services. So there are plenty of stories about it going well. Knowing kids' rights can make a huge difference in making the process go smoothly.

Myth #4: Kids who receive special education will be labeled forever.

Fact: It's natural to worry about the stigma of a "label." But special education focuses on services and supports based on a child's needs, not a label. When you work with teachers, it helps them understand who your child is - beyond test scores and evaluations. Your input helps the school provide the best services. And keep in mind that getting the best help now doesn't mean kids will have special education services forever.

Myth #5: Kids who get special education have to take ADHD medications.

Fact: Taking medication for ADHD is an individual decision you make with the help of a doctor. In fact, IDEA - the federal law covering special education - specifically states that schools can't require a child to take medication to get services.

Myth #6: Special education services are expensive, so other kids will lose out on activities.

Fact: Schools get federal funding for special education programs. That funding doesn't pay for everything. But it helps to ensure that only a small part of the local school budget goes to special education. All kids have the right to a free appropriate public education (FAPE). If a child needs special education services, try not to be held back by concerns about where the school gets that money.

Download this one-pager on FAPE.

Myth #7: Kids who have special education services have to take the "special ed bus."

Fact: Some kids do get what's known as "special transportation." It's an option the law allows for. But kids don't have to take it. If your child goes to the neighborhood school and has no problems on the regular bus or is able to take public transit, there's no reason to take a special bus.

Myth #8: Kids who get special education can't participate in the same activities as other kids.

Fact: Kids who get special education services can join the same activities as other kids - both in and outside of school. The law says so! It's true that some kids with learning and thinking differences have a hard time with social situations. But it doesn't mean kids can't participate in extracurricular activities. It's a great way to make friends and develop skills outside of a classroom setting.

Myth #9: Kids with special education services don't get a good education.

Fact: Special education has changed a lot over the years. The changes have helped to make sure students get a FAPE and that they're not separated from their peers without justification. Parents now play a bigger role in the process. There's more research and awareness of learning and thinking differences. And personalized learning, assistive technology, and other approaches have changed how kids are taught.

Myth #10: If you've never had special education, you won't know how to support a child who does.

Fact: If you don't have firsthand experience with special education, it's natural to worry that you won't be able to relate. Having a good relationship with teachers can help you get ideas on how to support your child. Talking openly with kids is key, too. Find out what to say when kids are worried about getting extra help.

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Myths about special education may make you avoid pursuing it for a child. Get the facts behind 10 common special education myths so you can make informed decisions.

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A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy. Both are free. Some students have both, and some just have one or the other.

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The success of inclusive classrooms hinges on the belief that diversity enriches the learning experience for all students. In these environments, students with disabilities are not merely present; they are active, valued members of the classroom community. This approach fosters a culture of acceptance and understanding, breaking down barriers and promoting empathy among students.

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Least Restrictive Environment: 6 REAL-WORLD Examples

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Explore ‘Least Restrictive Environment: 6 REAL-WORLD Examples’ to understand how LRE benefits students with disabilities in diverse educational settings.

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The Americans with Disabilities Act: A Brief Overview

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The Americans with Disabilities Act (ADA) was signed into law on July 26, 1990. Its overall purpose is to make American Society more accessible to people with disabilities. In 2008, the ADA Amendments Act (ADAAA) was passed. Its purpose is to broaden the definition of disability, which had been narrowed by U.S. Supreme Court decisions.

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Least Restrictive Environment: 6 REAL-WORLD Examples

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Explore ‘Least Restrictive Environment: 6 REAL-WORLD Examples’ to understand how LRE benefits students with disabilities in diverse educational settings.

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Introduction to the Americans with Disabilities Act

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The Americans with Disabilities Act (ADA) is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. The ADA prohibits discrimination on the basis of disability just as other civil rights laws prohibit discrimination on the basis of race, col…

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Students with food allergies may be entitled to accommodations under Section 504, typically referred to as a “504 plan.”