Special Education Law Resource Guide

Week 1 Terms:
IDEA- Individuals with Disabilities Education Act
A federal law (also referred to as EAHCA) permits the right to education for all individuals
with disabilities
Assists individuals with disabilities in giving guardian(s) a voice in all educational
decisions
IDEA safeguards that individuals with disabilities will receive the educational services and
tools appropriate for their unique needs, as well as ensuring each student's needs and
potential will be met to the fullest in the present and future.
Came from constitutional principles of equal protection and due process. IDEA comprises
of the following 4 principles:
1. Provided to all individuals who meet age and eligibility requirements
2. Inclusion: Least restricted environment (LRE) student with disabilities should be
educated to the most extent appropriate for each child's needs
3. IEP
4. Education is FREE
In 1997, IDEA was heightened by including the expectations and outcomes for individuals
with disabilities. The foundation of IDEA never changed, but the outcomes and
expectations sought improvement.

Section 504 of the Rehabilitation Act

Section 504 Promises every child with equal access to education whom acquires 1 or more
impairment(s) that limits a life activity
Section 504 proclaims that all individuals will a disability shall not be excluded from
participating, denied of benefits, or be discriminated within any activity, program or school
entity in which they are receiving the Federal financial assistance.
A who is not eligible or does not meet the criteria for an IEP can potentially be eligible for
a 504 Plan

ADA- Americans with Disabilities Act

This act was passed by Congress in 1990

An expansion of the 504 Rehabilitation Act is the Americans with Disabilities Act (ADA),
prohibits any kind of discrimination in both the public and private educational environment
on the basis of disability
Provided financial assistance, personnel services and even interests in property within
certain grounds
This act not only protects individuals within the school setting, but transcends to public
places, transportation and workplace environments as they must be accessible for
individuals with special needs
 This meaning that each student's opportunities are not restricted and he/she is able to
participate and engage fully in the world around him due to this very act

FERPA- Family Educational Rights and Privacy Act

In addition to equal access, Family Educational Rights and Privacy Act (FERPA) provides
its protection by way of access and accuracy of the school records
Supplies guardian(s) full access to their child(s) records at any time
It gives guardian(s) a say in his education and allows for corrections and appropriate
changes if need be.

HIPAA- Health Insurance Portability Act

This act provides data privacy and security changes
In short, it protects all artifacts and important pieces of your child's health records.

NCLB- No Child Left Behind

NCLB is a federal statute that was created as a result of the Title I of the Elementary and
Secondary Education Act (ESEA). ESEA, enacted in the year of 1965, gives equal
opportunities for all students
One of the reasons individuals with disabilities education is based upon state education
standards, as well as responsible for participation in statewide or alternative assessments
with reasonable supports if applicable

ESSA- Every Student Succeeds Act

Permits every individual to succeed and grow in an educational environment.
School entities are required to spread awareness through programs such anti-bullying,
suspensions, etc. It includes, but is not limited to provisions for even gifted or talented
individuals and ELL's.

ESEA- Elementary and Secondary Education Act

Enacted in 1965
Committed to fulfilling equal opportunities for all individuals with disabilities

FAPE- Free Appropriate Public Education

No matter the disability, every individual is entitled to and has the right to a free education
One size does not fit all

Week 2 Terms:
LRE least restricted environment

All individuals should be included in the general education environment to the most
extent possible.
OHI Other Health Impaired

There are some gaps present in IDEA coverage for individuals with disabilities in terms of
exceptional needs. Even though IDEA does not give coverage, many states do provide
special education programming for the following exceptional needs: gifted and talented,
chronically ill student, student with an illness such as cancer or diabetes, HIV, infectious
disease and ADD/ADHD.

Furthermore, they CAN be covered under law in other health impaired section. That is
if the individual requires special education and related services by reason of their
disability.

In terms of Sarah having ADD, the U.S. Department of Education is listed as a chronic or
acute health problem. ADD or ADHD is not solely eligible for services under IDEA for
Sarah however, she must meet additional requirements and Special Education services.

Accommodations vs Modifications

If an IEP or a 504 plan is developed for Sarah, you will frequently hear the terms
accommodation and modification. An accommodation helps change HOW Sarah
learns, not WHAT she learns. On the flip side, a modification changes WHAT she learns
in the material.

For example, as Sarah possess attention issues, one strategy that may be implemented
into her IEP to break larger tasks into smaller tasks.

Disability

Any individual who may possess a physical or mental impairment that substantially limits one or more
major life activities, have a record of such an impairment, or are regarded as having such an impairment.

Learning Disability

Learning disabilities present unique challenges. There has been a share of disagreements
about which individuals should be included and what services should be provided.

A specific learning disability revolves around a disorder(s) involved in the understanding

or use in language, spoken or written, that may interfere with an individuals ability to
listen, think, speak, read, write, spell, or a number of other functions.
On the other hand, learning problems does not include disabilities as a result of hearing,
motor, intellectual disabilities, emotional disturbance, or an environmental, cultural or
economic disadvantage.

Related Services

Any individual could be provided educational programming and supportive services to

individuals with disabilities if specified. Some of the related services can be the following
but not limited to: speech and language, physical therapy, occupational therapy, social
workers, counsellors, nurses, physicians, and any number of transportation services.

Behavior Disorder

Can be described as a condition that affects an individuals performance due to

intellectual, sensory, or health contributors. As well as deficiency to create or sustain
relationships, negative behaviors, irregular mood, and other physical symptoms.

Emotionally Disturbed

This group of disorders relate to mental health or severe behavior problems. The National
Dissemination Center for Children with Disabilities (NICHCY) gives 6 types of emotional
disturbances: anxiety disorders, bipolar disorders, conduct, eating, OCD, and psychotic
disorders.

Socially Maladjusted

An individual with this disability does not fall under the emotional disturbance section
unless they acquire an ED.

Zero Reject

No individual can be turned away from an education because they are uneducable. This
is included as one of the six principles of IDEA.

Transition Services

These services are provided for equal access to and from school, events, etc for individuals
with physical disabilities.

Multi-Disciplinary Team Members Roles

This team involves multiple disciplines who are tending to a collective goal. In Sarahs
case, if determined, all members of this team will evaluate her for placement and then
create her IEP.
Parents

Parents take on the invaluable role of consenting to three specific things when
determining the placement for an individual entitled to services, which include the
following: evaluation, placement, and other decisions.

If your child is under the age of 18, they are described to be legally incompetent.

In addition, parents are in charge of the procedural protections, which are designed to
protect your rights as a parent or guardian with a child who has a disability. It also
provides families and school systems alike several ways to problem solve in the process.

Once your child is over the age of 18, procedural safeguards and other rights transfer
unless otherwise noted in the law.

Within the decision-making process itself, a parent can include grandparent, stepparent,
or surrogate parent as appointed by the court or social services agent.

Both guardian(s), whether married or divorced, both have the right under IDEA unless
the divorce clearly states otherwise. They both receive the notices, placement and other
matters in their childs education.

You, as the guardian, are an essential component of the effectiveness of IDEA.

Participation includes, but is most definitely not limited to, notifying guardian(s) in all
stages of the educational path.

Student

A student must meet the eligibility requirements and fit the definition of a child with a
disability directly under law.

Sarah fits into the other health impairment section of the disability definition and is
covered under IDEA.

Once the individual is over the age of 18, procedural safeguards and other rights transfer
unless otherwise noted in the law.

Administrators: LEA

Administrators are the very heart and fabric of schools. They help to mold and infuse a
school with high-quality staff, teachers and personnel. They most importantly take part in
the development of and implementation of IEPs in the special education process.
Another important role they play is developing data needed for getting funding from the
state education agency.

Teachers, Counselors, Nurses, Staff

Teachers:

In the initial implementation of IDEA, there were growing professional demands. It is

known that new expectations with the system, bring new challenges.

Teachers retrieve support from all ends of the spectrum. This meaning that they look for
many forms of consultation from school members. Now that inclusion is on the rise,
general education and special education teachers require a cycle of cooperation and
coordination with one another.

Under the No Child Left Behind (NCLB) and 2004 amendments of IDEA, all teachers
must follow the HQT requirements by having a state certification in their area and hold
at least a bachelor degree. This of course can vary from state-to-state.
Special education teachers who teach two or more core subjects must contend to other
requirements.

Counselors, nurses and other staff in the school are important team players in your childs
school experience. They provide remedies and services to your childs heart, mind and
soul. As well as your childs well-being.

Related Service Providers

Your state upholds the responsibility to hire personnel who are fully trained and well-
versed in their content knowledge, skills and passion with the position. They acquire the
state-approved certification, licensing or any other listed requirement.

Advocates, Attorneys

The Handicapped Childrens Protection Act (HCPA), one of many amendments to IDEA,
was an important milestone in ensuring effective advocacy.

Week 3 Terms:
Evaluation Report (ER)

The ER, or the Evaluation Report, is an all-inclusive document that includes

information from various evaluations.
 It is formulated by the school psychologist with the assistance and contributions of the
general education teacher, parents, special education teacher.
It functions as document that includes the groups assessment and eligibility decision.
Our IEP teams revaluation report includes WHY and HOW the child qualifies for
special education according to the evaluations. This report should always be revisited
every three years.

Child Find

Mandated by IDEA, Child Find is a legal requirement that continuously searches for
and evaluates individuals who may have a disability with the utilization of Child Find
activities.
o For example, a district could hold conferences to train all personnel and staff on
policies or hold playgroups where guardians are asked to engage in a
developmental questionnaire
7 Main Elements:
1. Definition of the Target Population: each state clarifies the criteria that
distinguishes the child who are eligible for assistance.
2. Public Awareness: each state spreads awareness about individuals who require
help and services (parents, guardians, educators, school personnel, etc.)
3. Referral and Intake: a child is referred for services, this varies by state and by the
individual
4. Screening and Identification: look for possible disabilities or developmental
delays
5. Eligibility Determination: screening results contrasted to states eligibility
guidelines
6. Tracking: the state is constantly informed and follows up with children who are
getting services
7. Agency Collaboration: specific states have various agencies that acquire
responsibilities mandated by IDEA. This meaning that resources should be
harmonized to make sure of the service availability

Universal Screenings

Also referred to as sweep screenings or group assessments, are administered to all

individuals as they are a useful tool to potentially identify a need to refer a child to
special education. Some types of common group screenings include the following:
hearing and vision, basic fine motor/gross motor/basic perceptual motor skills,
statewide achievement tests, and norm-reference academic achievement tests.
1) Hearing and vision universal screenings provide that any deviation from normal
performance would lead to a referral or recommendation.
 2) Next, the statewide achievement tests provide access to academic performance
levels. Under NCLB, states have compiled this assessment in the subjects of
reading, math and science starting in third grade. At this time, this does not
concern Jimmy as he is in the 1st grade, but it is an area to keep in mind for the
future.
3) Lastly, norm-referenced testing put quite simply compares individuals to a
group norm or average
4) All schools are permitted to do all of these types of screenings.

Consent

Parent or guardian must be notified, fully informed and agree to all of the information
relevant to what the school is proposing
Must understand and agree in writing
3 Areas of Written Notices (a school provides):
1. Proposed Action
2. Evaluation Procedure
3. Procedural Safeguards available under IDEA
Dispute Resolution Process: If a guardian disagrees, a school must make the reasonable
efforts to obtain consent and may try to override a parents refusal
Homeschool or Private School: public schools cannot reverse a refusal to consent

Procedural Safeguards

These spell out both the LEGAL RIGHTS and PROTECTIONS you have as the parent
of your child, as well as what the school CAN and CANNOT do when evaluating and
providing special education & related services
Protection of rights of both the individual and the parents
These safeguards include the following rights to resolve problems/disagreement:
o To hold a hearing when/if there is a disagreement over a individuals disability
o Placement or program
o To be represented
o Have record of hearing
o To appeal
o To seek review in the court

Eligibility
Eligibility draws upon information from the following sources:
o All evaluations performed
o Parent input
o Teacher recommendations
o Information concerning students physical condition
o Social/Cultural background
 o Adaptive behavior
If a student is eligible for special education, the next step is the development of the IEP

Categories of Disabilities

Under IDEA, an individual is eligible for special education if they are unfavorably
affected by 1 (or more) of the following 13 categories & conditions:
1) Specific Learning Disability (SLD)
2) Other Health Impairment (OHI)
3) Autism Spectrum Disorder (ASD)
4) Emotional Disturbance (ED)
5) Speech or Language Impairment
6) Visual Impairment (including blindness)
7) Deafness
8) Hearing Impairment (HI)
9) Deaf-Blindness
10) Orthopedic Impairment (OI)
11) Intellectual Disability (ID)
12) Traumatic Brain Injury (TBI)
13) Multiple Diseases

Specific Learning Disabilities

Under the new requirements of IDEA, a child has a SLD if:
o The individual does not satisfactorily achieve milestones for childs age, meet
state-approved grade-level standards, when given learning or instruction
appropriate for their age or state-approved standards:
1) SPEAK
Oral expression
2) LISTEN
Listening comprehension
3) WRITE
Written expression
4) READ
Basic reading
Fluency skills
Comprehension
5) MATH
Problem solving
Calculation
6) REASON

RTI, RTII, MTSS

 Response to Intervention (RTI): As it addresses the needs of ALL individuals by
grouping instruction in a scientific and research-based intervention process, it combines
assessment and intervention within a multi-tiered instructional and behavioral system to
help to increase student achievement and minimize problem behaviors. This helps
schools to identify individuals who may be at-risk for poor learning outcomes, monitor
progress, provide evidence-based interventions, and fluctuate the intensity and nature of
interventions depending on the receptivity.

Response to Instruction and Intervention (RTII): Whole-classroom based

STEPS:
1) Formative Evaluation
2) Evaluate Results
3) Group based on ability level
4) Helps to meet individuals where they are!
3 TIERS:
1) Tier 1 (CORE INSTRUCTION) : Individuals who MASTERED
concept/lesson- 17/20
2) Tier 2 (GROUPS): individuals who did not yet master concept/lesson- 16/20
or less
a. Varying types of further instruction & clarification in areas they did
not fully grasp
b. If Tier 2 do not master, move to Tier 1
c. Other may still stay in Tier 1 who havent mastered and continue
working, whereas other move to TIER 3
3) Tier 3 (ONE-ON-ONE) : This grouping provides more individualized
instruction and dishes out learning in small pieces

BASIC OVERVIEW OF RTII:

UNIVERSAL SCREENING
MULTIPLE TIERS OF INTERVENTION
DATA-DRIVEN DECISION MAKING
PROBLEM SOLVING TEAMS
FOCUS ON CCSS

Multi-Tiered System of Support (MTSS)

An UMBRELLA framework that includes: RTI and Positive Behavioral Intervention

and Supports (PBIS)
A WAY of organizing two things: INSTRUCTION and INTERVENTION
GOAL: to provide HIGH-QUALITY INSTRUCTION & SUPPORTS

Free Appropriate Public Education (FAPE) Application

 FAPE is used to protect the educational rights of individuals with disabilities
Assured by both IDEA and the Section 504 Rehabilitation Act

Extended School Year (ESY)

Services may be supplied for an individual with a disability to acquire educational or

special services past the full school year
Used for individuals who have the need to continue making progress towards goals and
eliminate as much regression as possible

Burden of Proof

Part of the due process

If individuals legally in care of an individual with special needs disagree of purpose or
appropriate nature of a special education program or placement

Cost Implications

Amount that is necessary to be paid or given in order to obtain/receive something

Cost of something

Week 4 Terms:
Consent, Signatures, Procedural Safeguards

Consent

Through the special education journey, parents have the ability to suggest addition, things to
take away, or other changes the school may propose. They have full control to be a partner in
making decisions.

Signatures
The day of an IEP meeting, each attending individual of this meeting will sign on the signature
page of this document. Each professional will speak on their expertise, and all share their
thoughts and concerns

Reviewing and Revising IEPs

In all that has been discussed, Isaacs IEP plan is going to give him the tools, confidence, and
support that he needs to be successful inside and outside of school. Isaacs teachers will be
frequently monitoring his progress to his goals, and use the instruction and services that fits his
 unique needs. His IEP will be reviewed yearly, or sooner if need be. If his parents have any
concerns, questions, or suggestions throughout the year, they are more than welcome to contact
his teachers.

Related Services: Transportation, AT, OT, PT, Speech

Related services help a child with a disability to benefit from special education. Some
examples of potential services are the following:

Speech-language pathology: centered on helping with communication and language

difficulties
Physical: helps areas of the body, movement, strength
Occupational therapy: help with manipulation of the hands, fine motor, daily life skills, etc.
School health services, etc.
This is not an all-inclusive list, but can give you a general idea of the handful of services a
child can receive. Part of these services can be transportation services. This helps students to
go to and from school. For example, if an individual has cerebral palsy, which causes a loss of
motor function. A handicap accessible vehicle can help them get home and provide easy access
at all times.
Discipline

A way of practice to create positive behavior. For instance, a student may receive a warning or
consequence if an action was a sad choice. They want to stop and think; by taking a look at
what they did and why they did it. In kindergarten, all students are part of a How Am I Doing
Today chart. On this chart, they have a green smile face (wow choices), yellow (not so happy
choices), and a red frowny face (sad choices). They start the day with a happy face, but if a
child is still making sad choices not behaving, they lose their smile. If they dont fix their
behavior, they get a yellow face. If it continues to worsen, they will get a red face and a note
sent home. All children can make mistakes, as their emotions, circumstances and other people
& their interactions can make a big impact.

Counseling

Helps an individual figure out an issue, talk things out, and have a person to listen/talk to no
matter the situation

Health Issues

Sometimes individuals are eligible for special education due to a HEALTH ISSUE. This
means it is a condition or some type of disease, physically or mentally, that is causing trouble
with ones body

Assistive Technology
An item, a piece of technology/equipment or a product that helps to either INCREASE or
MAINTAIN the functional potential of individuals with disabilities

1. ITEMS (picture cards)

2. PIECE OF EQUIPMENT (iPad)

Full Inclusion

An individual with or without a disability included in the general education at all times

Continuum of Placement

If it seems an individual in special education is not making progress or going backwards, a

CONTINUUM OF PLACEMENT may be considered. These are required by law to help
meet individuals where they are and their needs. There are many alternative placements that
could help him if need be. Every student should be where they are most comfortable, where
their needs are being met, and where they can be most successful.

LRE

Its important to note that no matter any childs disability, they will be placed in the LEAST
RESTRICTIVE ENVIRONMENT (LRE). This does not restrict individuals with disabilities
access to the general education curriculum, unless otherwise noted. This allows individuals to
be with his peers, but receive the help and support he needs along with it.

Classroom Elements & Location

These responsibilities include specific classroom elements and

locations. ACCOMMODATIONS are a switch or change in content or learning that help
Isaac to overcome his disability. A MODIFICATION means a change in whats taught or
looked for in a students work. This can mean he is given a shorter passage that is on his
reading level in language arts class. Supports mean for Isaac to receive Specially Designed
Instruction (SDI). This means changing what is taught or how a child works at school.
The content can mean for example, in math, if Isaacs class were to sort 20 manipulatives into
various groups, to provide the best benefit for Isaac he may instead sort 10 groups of counters.
In all, it makes learning more ACCESSIBLE and ATTAINABLE for Isaac.

Resource Room

Some students may receive direct, tailored instruction in a RESOURCE ROOM. It is most
always for individuals for have specific learning disabilities. It is a peaceful and safe space for
individuals to get one-on-one help for their class work or attend to any other needs they may
have.
 Week 5 Terms
Placement

Once the IEP team has agreed to WHAT services an individual may need, a decision must be
made WHERE services are provided.

Undue burden

An cost of accommodations and overall financial resources at hand. Public

schools pay for these services and supports. When FAPE is not in effect for
postsecondary students, the special services they need will most likely be paid
out of pocket in the best interest of the student and their unique needs.
504 Plans

Section 504 of the Rehabilitation Act prohibits discrimination of any qualified

individuals by program or activity receiving federal funding or additional
assistance.
Transition plan regulations

This is described a process mandated by IDEA. It must begin before a student

turns 16, be individualized and unique to the student, based on their strengths,
preferences, interests and goal. Most of all, it should depict functional outcomes
and how each individual shall be involved in the community and the skills they
need to get to that point.

Transition Services

This was where the school staff and personnel helps to compose her strengths,
needs, skills and interests. This is a place where goals were set to prepare her
for life beyond high school.
Graduation Requirements
A test will not be given to test Janes cerebral palsy, but it will help create a
picture of her achievement and abilities. It will be carried out with testing
accommodations. By contacting the institution Jane wishes to attend, you can
provide documentation and the need for the adjustment in testing conditions for
Jane. Some examples of testing conditions include the following:

Braille
Large Print
Tape recorded responses
Extended testing time
Small group setting
Private room

Compensatory Relief

This gives every child FAPE that was once denied it. For postsecondary
individuals, they will be covered, supported and provided with the best tools they
need.
Post-Secondary Services

One service for postsecondary students is a disability coordinator. At a

postsecondary institution, there are generally one to two staff members who
address the needs of all individuals with disabilities. They have the following
responsibilities:

Evaluate documentation
Works alongside students to determine appropriate services
Assist students in coordinating services/testing modifications
A patient and helpful individual to talk through any problems or issues that
may come about

Post-secondary individuals will meet with them two or three times during the
semester. The student will be the one responsible for her academic
programming and progress in a similar way all students attending the institution
are.
 Week 6 Terms
Procedural Safeguards

Primary Features: right to notice, opportunity to participate in team

meetings, and consent
School institutions must provide written notice for a change,
identification, evaluation, or educational placement

Due Process Hearings

A parent may request this if they believe their childs IEP is inappropriate
Burden of Proof is one of the slipperiest member(s) of the family of legal
terms
Once hearing arrives, either party may seek review by appealing to state
educational agency or to an IU
o Review based upon the record and any other evidence
Reviewing official must then make a decision and provide written findings
and a final decision
State review process: must be done in 30 days

Dispute Resolution

Under IDEA, there are 3 dispute resolution processes (mediation, file

citizen complaint or request a due process hearing) that can address
these concerns
o Concerns about identification, evaluation, educational placement
or FAPE

Mediations
 As the first step in due process, it is created to be less-confrontational as
it helps both parents and school district reach an agreement or
compromise
Mediator is a neutral party: they have no affiliation with the district or
institution
Benefits:
o Helps parents to understand the reasoning and POV/ helps school
hear parents POV
o More room for flexibility in settlement as avoids cost of hearing
o Maintain positive relationship with the district
o Both parties must agree to the solution
o Low cost
o COLLABORATION is key ingredient

Behavior Modification Plans

When proactive classroom management does not work, some can receive
interventions such as small group instruction in specific areas of need
Recordings of the behaviors should be concrete, non-emotional terms,
surrounding environment, material taught, location, etc.
Triggers and patterns are key to behavior intervention
As a teacher continues to observe behavior and record CYCLE OF
DISRUPTION, gather data for Functional Behavioral Analysis (FBA)
Want to encourage new skills to increase appropriate behavior
Why a Behavioral Intervention Plan?
o For individuals in special education with an EMOTIONAL or
BEHAVIORAL ISSUE
To note, not all emotional or behavioral problems are long term
Lowering the Cycle of Disruption
o Stage One: Understand that AGGRESSION leads to aggression
o Stage Two: Acceleration is when an individual engages others in
their outburst or outward behavior
o Stage Three: rage or anger may set in, this is where the behavior
PEAKS
Manifestation Determination

Used for specific cases and violations of student code of conduct as

required by IDEAs discipline procedures
A review to find out whether a childs behavior that led to a disciplinary
measure is linked to their disability
Must occur within 10 days of any decision to switch a childs placement
LEA, parent and relevant IEP team members are involved
o If conduct was caused by or related to disability

OR

o If conduct in question was direct result of LEAs failure to implement

IEP

Stay Put

These rights apply when you fight a change the school wants to make in
your childs IEP
By exercising this right, your child can remain in his current placement
until you settle the dispute
Placement includes both LOCATION and SERVICES in IEP
Must use this right within 15 days of being informed of the change to IEP
If you dont take action, by filing a due process or request of mediation,
you may not have a choice
One exception: SCHOOL CAN MOVE YOUR CHILD FOR UP TO 45 days if
they are threatening safety of themselves or others

Discipline

What is Discipline?
 A guiding principle for discipline under IDEA states that a school cannot
single-handedly change a placement by taking the student from school for
behavior caused by their disability
Student programming must be changed to address behavior concerns
Students receive FAPE even with removal through suspension or expulsion
Issues in Discipline:
o Whether there has been a change in placement by respect of
disciplinary removal from classroom
o Occurs when temporary removal is needed for emergency reasons
When a BEHAVIOR or CONDUCT is due to disability
o Step One. School conducts FBA and develops a Behavior
Intervention Plan to focus on behavior issues
o If manifestation is due to school not implementing IEP, school
MUST take immediate action to fix issues
When a BEHAVIOR or CONDUCT is not due to a disability
o Disciplined same way/manner as a student without a disability
o If expelled or suspended, school must give services to enable
progress in curriculum & to meet goals and objectives of IEP
Parents must be notified and provide procedural safeguards
If due process is requested, a resolution meeting may occur
with 11 days

Week 7 Terms
ADA

504 Plan

Reasonable Accommodations

Costs