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§300.17   Free appropriate public education.

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§300.17   Free appropriate public education.

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Free appropriate public education or FAPE means special education and related services that—

(a) Are provided at public expense, under public supervision and direction, and without charge;

(b) Meet the standards of the SEA, including the requirements of this part;

(c) Include an appropriate preschool, elementary school, or secondary school education in the State involved; and

(d) Are provided in conformity with an individualized education program (IEP) that meets the requirements of §§300.320 through 300.324

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§300.530   Authority of school personnel.

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§300.530   Authority of school personnel.

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(e) Manifestation determination. (1) Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the child's IEP Team (as determined by the parent and the LEA) must review all relevant information in the student's file, including the child's IEP, any teacher observations, and any relevant information provided by the parents to determine—(ii) If the conduct in question was the direct result of the LEA's failure to implement the IEP.

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Suspending students gives them the message that they are not wanted. Instead, educators should focus on creating behavior intervention plans that identify the function of the behavior and a replacement behavior. These plans need to have data taken on them and be consistently implemented.

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Schools need to provide support to students that allow them to successfully learn without barriers. If a student's behaviors are negatively impacting their own or others' learning, educators need to work with parents to implement plans that will increase positive behaviors.

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§300.530   Authority of school personnel.

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§300.530   Authority of school personnel.

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(b) General. (1) School personnel under this section may remove a child with a disability who violates a code of student conduct from his or her current placement to an appropriate interim alternative educational setting, another setting, or suspension, for not more than 10 consecutive school days (to the extent those alternatives are applied to children without disabilities), and for additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct (as long as those removals do not constitute a change of placement under §300.536).

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§300.306   Determination of eligibility.

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§300.306   Determination of eligibility.

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(1) A group of qualified professionals and the parent of the child determines whether the child is a child with a disability, as defined in §300.8, in accordance with paragraph (c) of this section and the educational needs of the child; 

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It was interesting hearing classmates' thoughts on the first module exercise with "Jim Gallagher." This reminded me why it is important to have active members on an IEP team, including the parents, and not just one person making the decisions. Not everyone thought he was eligible for services and those that did, didn't all think for the same reason. When working on a IEP team, you need to hear everyone's thoughts on the informal and formal information provided in order to make a decision that is in the best interest of the individual.

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I've always known that having people with disabilities be apart of communities wasn't always a norm. Until taking this course, I wasn't aware of the steps that were taken, such as the Individuals with Disabilities Education Act, to make the nation a more accepting and adaptable place for those living with differences. I believe that there is still more work to be done around educating people of the importance of inclusion and valuing differences. As an educator, I plan to advocate for children with disabilities to  have the same social and learning opportunities as their peers.

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Before this course I never understood why it was a requirement for students with disabilities to take standardized tests. I now understand that having students' goals aligned with their grade level curriculum creates a safeguard that students will get the education they deserve and are capable of.

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§300.160   Participation in assessments.  

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§300.160   Participation in assessments.  

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(a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs, including assessments described under section 1111 of the ESEA, 20 U.S.C. 6311, with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs.

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§300.324   Development, review, and revision of IEP

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§300.324   Development, review, and revision of IEP

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(iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

(iv) 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, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode

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Breaking News! On March 22, 2017, the Supreme Court in Endrew v. Douglas County unanimously rejects the “de minimis” standard for one that “is markedly more demanding than the 'merely more than de minimis' test applied by the 10th Circuit." In his opinion, Chief Justice Roberts says “a student offered an educational program providing ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.”
https://www.wrightslaw.com/law/art/endrew.douglas.benefit.fape.htm

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§300.324   Development, review, and revision of IEP.

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§300.324   Development, review, and revision of IEP.

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4) Agreement. (i) In making changes to a child's IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child's current IEP.

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I used to believe that Supreme Court cases were intimidating and I wouldn't gain much from reading them. Now, I believe that they are informative resources that I need to understand as a special education teacher to be able to provide the education that my students legally deserve.

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Endrew F. v. Douglas County School District 

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Endrew F. v. Douglas County School District 

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(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled
https://www.ecfr.gov/cgi-bin/text-idx?SID=34a7e6180d6f0a3a55c390f4adf88de0&mc=true&node=sg34.2.300_1113.sg5&rgn=div7

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The Henderson School proves that it is possible to make classrooms accessible and enriching communities for students with disabilities to successfully learn amongst their peers.

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Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for all kids, including kids with learning and attention issues.
https://www.readingrockets.org/article/5-examples-universal-design-learning-classroom