Promoting early identification and partnerships between families, primary health care providers & the community.

Distributed by: Snohomish Health District
Contributors: University of Washington, Center on Human Development & Disability (CHDD) & the Washington State Department of Health (DOH). Issue Author: Julia T. Mattson, MD, PhD, Fellow, Developmental-Behavioral Pediatrics. Issue editor and co-author: Sophie Lu, MN, ARNP, Developmental Pediatric Nurse Practitioner, UW CHDD. Reviewers: Glenna Gallo, Assistant Superintendent of Special Education Services, Office of Superintendent of Public Instruction (OSPI).

SPECIAL EDUCATION - THE KEY THINGS TO KNOW

Special Education is education that addresses the individual needs of children with disabilities.

Children with learning disabilities, neurodevelopmental disabilities, and physical disabilities benefit from customized education programs and/or specialized services to meet their individual needs.

SPECIAL EDUCATION FACTS & TERMINOLOGY

13% of students (6.7 million total in U.S.) enrolled in public schools receive special education services.

A specific medical diagnosis is not required for a child to be evaluated for special education.

Students who do not qualify for an IEP may still require some degree of accommodations in the classroom (ex. preferential seating) and may qualify for a 504 plan. A 504 plan is a blueprint for how the schools will provide supports and remove barriers for a student with a disability, so the student has equal access to the general education curriculum.ⁱ Unlike the IDEA, Section 504 does not require a public school to provide specially designed instruction.

TERMINOLOGY

Individualized Education Program (IEP): A written statement for a student eligible for special education that is developed, reviewed, and revised in accordance with state and federal laws. It describes the amount of time that the student will spend receiving special education, any related services the student will receive, and the academic/behavioral goals and expectations for the year.ⁱⁱ

Specially Designed Instruction (SDI): Adapting the content, methodology, or delivery of instruction as appropriate to the needs of an eligible child. SDI is to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.ⁱⁱⁱ

Accommodation vs. Modification: Accommodations change how a student learns the material. Modifications change what a student is taught or expected to learn.^iv

SPECIAL EDUCATION LAW

Under the Individuals with Disabilities Education Act (IDEA) Part B, children (ages 3 to 21) with disabilities are entitled to a free and appropriate public education (FAPE) in the least restrictive environment (LRE).

Referral A referral for an IEP evaluation can be initiated by a parent, teacher, or other person involved in care of the child. Parents must sign consent for evaluation. Evaluation A comprehensive multidisciplinary assessment is conducted to determine eligibility for educationally related services. IEP A child's IEP details the specially designed instruction (SDI) and/or related services necessary to maximize a child's education and learning.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

IEP Evaluation:
Comprehensive evaluations are used to determine what a child's strengths and weaknesses are and to assist in developing an IEP.

Specially Designed Instruction:
Provided in general or special education settings.

Related Services (may include):

Speech and language therapy
Occupational therapy
Physical therapy
Social work & counseling

Psycho-Educational Evaluation - Academic, Adaptive, Speech & Therapy, Motor, Social, Medical

IEP Team Members:

Parents/Caregivers
Special Education teacher(s)
General Education teacher(s)
School representative
An individual who can interpret the evaluation results
Student (if appropriate)
Individuals with knowledge or expertise about the child
Representatives from other agencies

ROLE OF PRIMARY CARE PROVIDERS

ADVOCATE: Help families navigate the special education system and know their rights.
COLLABORATE: As a child's medical home, primary care providers (PCPs) are asked to partner with families and schools. PCPs can also partner with specialists such as developmental-behavioral providers.
COMMUNICATE: PCPs can ask families to sign a release of information so that information can be shared with their child's school and vice versa. Written documentation and updated medical records may be requested by school districts.
EDUCATE: Teach families about their shared decision-making and integral role in the IEP process.
SURVEILLANCE: Provide screening and surveillance at each well-child visit to identify whether a child may have a disability and refer for a special education evaluation.

RESOURCES

Regional:

Partnerships for Action, Voices for Empowerment (PAVE)
https://wapave.org/category/parent-and-family/
WA State Governor’s Office of the Education Ombuds
https://oeo.wa.gov/contact/
Special Education Support Center: WA Education Association
http://specialeducationsupportcenter.org/
Guidance for Families: Special Education in Washington State, Office of Superintendent of Public Instruction (OSPI)
https://www.k12.wa.us/student-success/special-education/guidance-families-special-education-washington-state
Special Education Federal Child Count and Educational Environment Data, Office of Superintendent of Public Instruction (OSPI)
https://www.k12.wa.us/student-success/special-education/special-education-data-collection/state-special-education-data-collection-summaries

National:

Center for Parent Information & Resources
https://www.parentcenterhub.org/partb
Empower Families as Partners in the LRE: A Presentation for Parents
https://www.pattan.net/Videos/Empowering-Families-as-Partners-in-the-Least-Restr
National Association of School Psychologists
https://www.nasponline.org/resources-and-publications/families-and-educators
Special Education Guide
https://www.specialeducationguide.com/
Understood: For Learning & Attention Issues
https://www.understood.org/en
U.S. Department of Education IDEA Website
https://sites.ed.gov/idea/parents-families/
Wright’s Law – Special Education Resources
https://www.wrightslaw.com/idea/

REFERENCES

[1] Understanding 504 Plans, Understood.org
https://www.understood.org/en/school-learning/special-services/504-plan/understanding-504-plans

[2] Individualized Education Program (IEP), Office of Superintendent of Public Instruction (OSPI)
https://www.k12.wa.us/student-success/special-education/guidance-families-special-education-washington-state-0

[3] Sec. 300.39 Special education, Individuals with Disabilities Education Act (IDEA)
https://sites.ed.gov/idea/regs/b/a/300.39

[4] The Difference Between Accommodations and Modifications, Understood.org
https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/the-difference-between-accommodations-and-modifications