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Some interesting information
which should give CTRS'a basis for developing a plan on how to become involved
in the public schools.
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The funding provisions of IDEA hinge on the requirement
that the public (usually the school district) must provide the services
of an appropriate IEP at no expense to the parents (p. 4).
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Lack of funds cannot be used as an excuse for
failure to provide a free and appropriate public education (FAPE) (p. 7).
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Procedural requirements of the law must insure
meaningful parent participation and in program planning, the parent has
50% of the decision making power (p. 7).
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The key to an effective IEP is that it is based
on the individual child’s unique needs, not on the availability of services
in the district (p.7).
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Don’t worry that what is provided to Sarah will
be a “precedent” for what must be provided to Jennifer. It won’t.
It isn’t. Services must be individualized. A child is entitled
only to what he or she needs, not to what someone else needs (p. 7).
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Parents must have a genuine opportunity for full
participation in the IEP process (p. 13).
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The services offered--special education, related
services, modifications and accomodations--absolutely must be based on
the child’s needs, not on the availability of services (p.14).
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If a student is 14 years or older, or if TRANSITION
services are being considered, a representative of each agency providing
these services should be part of the IEP Team (p. 7) (age change from 16
to 14 with IDEA 97).
General Principles (IEP)
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All of the child’s unique needs must be addressed,
not just his or her academic needs (p. 24).
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The availability of services may not be considered
in writing the IEP. If a service is needed, it must be written on
the IEP and if the district does not have it available, it must be provided
by another agency (p. 25).
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The IEP is a firm, legally binding “commitment
of resources.” The district must provide services listed or the IEP
must be amended (p. 25).
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IEP’s must be individualized. The same amounts
of therapy on many IEP’s (e.g., every child who receives speech therapy
in a particular building receives 30 minutes daily), reveals a violation
of this individualization requirement (p. 25),
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All of the components of the IEP required by law
(e.g., goals and objectives, specific special education and related services)
must be present (p.25).
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