September 2010 In Spanish | En español The education of children with disabilities is a top national priority. Our nation's special education law, the Individuals with Disabilities Education Act (IDEA), sets high standards for their achievement and guides how special help and services are made available in schools to address their individual needs. More than 6 million children with disabilities receive special education and related services … [Read more...]
Print 
PDFWhen the IEP Team Meets
September 2010This info in Spanish | Esta información en españolIEP teams are made up of individuals who bring different perspectives and expertise to the table. Pooling their knowledge, team members set out to craft an individualized response to a specific child’s needs, taking into account that same child’s strengths and talents. The end product is the child's individualized education program.There's a lot of information shared at IEP meetings, … [Read more...]
Placement Issues
September 2010 This information in Spanish | Esta información en español Where will a student with a disability receive his or her special education and related services? IDEA requires placement in the least restrictive environment (LRE) for each child, a setting that is based on the child's IEP. Use the options and paths below to find out more about: who decides placement; how they decide it; what LRE is and why it's a foundation … [Read more...]
Placement, Short-and-Sweet
September 2010 Once the IEP team has decided what services a child needs, a decision must be made about where services will be provided. Where the child’s IEP is carried out is called placement. Parents have the right to be part of the group that decides the child’s placement. In deciding the child’s placement, the group must make sure that the child has the maximum opportunity appropriate to learn with children who do not have disabilities—in … [Read more...]
General Authority of School Personnel
September 2010At the beginning of the school year, students often receive guidelines of expected standards of behavior, dress, academic integrity, and attendance, as well as the consequences of violating those standards. IDEA addresses the extent to which schools may take disciplinary action when a child with disabilities violates a local code of student conduct. These codes vary from place to place, so it may be important for you to get a copy of … [Read more...]
Subpart D of the Part B Regulations: Evaluations, Eligibility, IEPs, and Placement
En español | In Spanish If you're looking for practical information, summaries, or how-to's about evaluation, eligibility, IEPs, or placement, visit our Children (3-22) pages, where you'll find what you're looking for in abundance. The page you're on right now gives you IDEA's exact words, without explanation or commentary. e-CFR Data is current as of September 24, 2010 The latest iteration of these regulations is available online at GPO … [Read more...]
Applying Discipline Rules to Students with Disabilities
October 2010 NICHCY is pleased to offer you three types of information about how discipline rules may be applied to students with disabilities who violate a code of conduct. These webpages are found in our section on Placement, under Children and Youth (3-22), with quick-links to them below. ________________________ Placement and School Discipline A not-so-brief overview of how disciplinary action at school can affect a student's placement. … [Read more...]
Educational Environments for the Pupil with Behavioral Disorders: A Best Evidence Synthesis
NICHCY's Structured Abstract 63 describes the following: Title | Educational Environments for the Pupil with Behavioral Disorders: A "Best Evidence" Synthesis Author | Schneider, B.H., & Leroux, J. Source | Behavioral Disorders, 19(3), 192-204 Year Published | 1994 Abstract Reviews 25 controlled studies comparing the progress of children with behavioral disorders* in different educational settings. Pupils in self-contained special programs … [Read more...]
Indicator 5 | Participation/Time in General Education Settings (LRE)
Updated, April 2013 Indicator 5 is meant to address student placement in the least restrictive environment (LRE) and reads as follows: _____________________________________ Percent of children with IEPs aged 6 through 21 served: A. Inside the regular class 80% or more of the day; B. Inside the regular class less than 40% of the day; and C. In separate schools, residential facilities, or homebound/hospital placements. [20 U.S.C. 1416(a)(3)(A)] _____________________________________ Resources … [Read more...]
Indicator 6 | Preschool Children in General Education Settings
Updated, April 2013Indicator 6, sometimes referred to as Preschool LRE, concerns itself with the number of children with disabilities in preschools who received their special education services in general education settings, alongside their peers without disabilities. This is in keeping with the principles and requirements of IDEA with respect to children's placement in the least restrictive environment (LRE).The indicator reads as follows:______________________________Percent … [Read more...]
