Legal & Ethical Guide for Identification of Special Education Students for K-12 Educators and Administrators by Taj Coleman https://padlet.com/tcoleman131/z5say6i454dezncl en-us 2020-11-15 03:41:34 UTC 2025-09-29 15:49:25 UTC hello@padlet.com Constitutional Law tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923631834 Fourteenth Amendment
  • In the 14th Amendment, this law provides equal protection and due process of the law. 
  • States must provide equal access to schooling regardless of a disability.

U.S. Const. amend. XIV
]]> 2020-11-15 04:03:31 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923631834 Statutory Law tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923632270 Individuals with Disabilities Education Act
  • This federal law ensures students with disabilities are ensured a free appropriate public education that is tailored to fit their personal needs.
  • This section states that States have a legal duty to identify, locate, and evaluate all students who are eligible for special need services.

20 U.S.C. § 1412 (3)(A)
]]> 2020-11-15 04:04:02 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923632270 Judicial Law tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923632591 A.W. v. Jersey City Public Schools
  • A school district in New Jersey failed to identify a student who had severe dyslexia.
  • From 1988-2000, the school district failed to provide A.W. with a free appropriate public education (FAPE) under Individuals with Disabilities Education Act (IDEA)
A.W. v. Jersey City Public Schools (486 F.3d 791) 2007
]]> 2020-11-15 04:04:26 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923632591 Administrative Law tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923632894 Adaptation for Special Populations 
  • This section gives information for referring a child for special education. 
  • Schools have no more than 15 days to fulfill a request made by a parent asking for evaluation to receive special education services.
19 T.A.C §89.1011
]]> 2020-11-15 04:04:46 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923632894 Dallas ISD for Identification of Special Education Students tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923722777
  • Dallas ISD provides notices for identifying students for special education services. This document gives parents information regarding students with disabilities and their rights as a parent/guardian. 
    • Dallas ISD. (n.d.). Special Education / Child Find. Retrieved November 15, 2020, from https://www.dallasisd.org/cms/lib/TX01001475/Centricity/Domain/153/Procedural%20Safeguards%20-%20English%20Access.pdf
    ]]>     2020-11-15 05:25:40 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923722777     Child Find Matters tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923776085
  • This section gives information on early interventions for students with disabilities. This section also defines what "child find" is and information about how it operates in each state. 
    • NASET. (2019, July 23). NASET.org Home Page. Retrieved November 20, 2020, from https://www.naset.org/index.php?id=earlyintervention2
    ]]>     2020-11-15 06:10:04 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/923776085     Steps for Identifying Special Education Students tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939338167
  • This website provides educators with the critical steps for identifying students for special education services and monitoring their progress. This resource is important because it points out the steps designed to ensure special education students are being identified and serviced under IDEA.
    • Reading Rockets. (2013, November 07). 10 Steps in the Special Education Process. Retrieved November 19, 2020, from https://www.readingrockets.org/article/10-steps-special-education-process
    ]]>     2020-11-19 00:19:07 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939338167     A.6. Appropriate Referrals and Advocacy tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939418813
  • This section of relates to identifying special education students because school counselors have a duty to advocate for students and make appropriate referrals.  School counselors are to collaborate with other school personnel when they notice a child has early signs of distress affecting their learning.
    • American School Counselor American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Retrieved November 19, 2020, from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
    ]]>     2020-11-19 00:58:53 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939418813     Ed Department Reminds Schools Of IDEA Obligations During Pandemic tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939527356
  • This news article summarizes how special education teachers should still be servicing their students despite being in a pandemic. Teachers who are servicing students with special needs should be providing various resources that accommodates those who are receiving either in-person or virtual learning. Schools may also determine may choose to prioritize special needs students coming to school to based on their individualized needs.
    • Diament, M. (2020, October 05). Ed Department Reminds Schools Of IDEA Obligations During Pandemic. Retrieved November 20, 2020, from https://www.disabilityscoop.com/2020/10/05/ed-department-reminds-schools-of-idea-obligations-during-pandemic/29019/
    ]]>     2020-11-19 01:54:55 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939527356     Importance tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939619176
  • It is important for educators to know how to identify special education students. Under IDEA, states have a legal duty to locate, identify, and evaluate children who may benefits from special education services. Children who are identified early under special education have a better chance at being successful in their academics. Educators who fail to identify students are doing a disservice to the child's learning.
  • An issue I believe educators should carefully watch is how COVID-19 is affecting special education students. COVID has greatly affected students, especially special education students. Many special need students are not receiving their services. If school districts are not implementing methods for educators to service children effectively online, we will see special education fall behind severely.
    • ]]>     2020-11-19 02:45:51 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/939619176     Professional Perspective tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/941998845 The topic I am choosing to focus on is identification of special education students. I am considering this topic from the role of a school counselor. The audience will be novice educators entering the education field and working with special education students. I chose this topic because currently, I am a special education teacher. I was not aware of all the laws that came with special education services. I hope that this legal and ethical guide will provide a clear pathway for understanding how to identify special education students and implementing services.

    ]]>     2020-11-19 16:05:17 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/941998845     As Pandemic Persists, Parents Of Students In Special Ed Face ‘No-Win Situation’ tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/943958902
  • This article relates to the identification of special education students because this student who has been identified has been receiving little to no services because of COVID-19. After a student has been evaluated and identified as special needs, they should continually receive their services according to their Individualized Education Program (IEP). However, many parents are seeing a regression in students' progress because the lack of services being provided.
    • ]]>     2020-11-20 00:34:55 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/943958902     Staying in Compliance with Special Education tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/943998927
  • Under IDEA, special educations are to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE).
  • It is a state's legal duty to identify, locate, and evaluate all suspected children with a disability and provide special education and services.
  • In Texas, schools have no more than 15 days to fulfil a request made by a parent asking for evaluation of special education services.
  • The earlier a child with a disability is identified, the more likely he/or she will be academically successful.
  • Individualized Education Program (IEP) are tailored to each student's need to ensure academic success.
  • Students are to receive accommodations whether they are in-person or virtual learning.

    • ]]>     2020-11-20 00:55:40 UTC https://padlet.com/tcoleman131/z5say6i454dezncl/wish/943998927     Statutory Law tcoleman131 https://padlet.com/tcoleman131/z5say6i454dezncl/wish/945985336 Evaluations, eligibility determinations, individualized education programs, and educational placements
    • This section under IDEA provides information regarding evaluations, eligibility, individual education programs, and educational placement
    • Parents of child or state agencies may request initial evaluation of child to see if there is a disability. Parents may refuse services.
    • Individual Education Programs are written statements designed to accommodates each student personal needs. 
    • Students are to be placed in the least restrictive environment (LRE).
    20 U.S.C. § 1414

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