Exceptional Caring Role of the School Nurse in Special Education The Nuts and Bolts of Special Education.

Exceptional Caring

Role of the School Nurse in Special Education

The Nuts and Bolts of Special Education

A. History

Definition-specifically designed instruction to meet the needs of a child with a disability. 1. Instituted,1972 (Public Law 94-142)2. Amended,1990, Individuals with Disabilities Education Act, (IDEA)3. Applies to children, ages 2-21, inclusive4. Federal regulations-broad, State regulations-may expand on federal regulations

B. Purpose and Services

Laws require all schools to ensure that identified children with disabilities receive a :

Free Appropriate Public Education (FAPE)____________________________________________

SERVICES--Individualized Educational Program (IEP)

C. Special Education Process

1. Identification and referral2. Evaluation3. Determination of Eligibility4. Development of IEP5. Re-evaluation

I. Identification and Referral

1. Child Find-screenings-preschool/school2. Individual-parent, physician, therapist, etc. 3. School Based Team a. person referring child b. administrator c. teacher d. specialist e. person who knows of alternative interventions

II. Child Study/School Based Review Team

1. Must meet within ten business days2. Recommendations a. refer for full evaluation b. classroom interventions (RTI, VTSS) c. family interventions-medical/mental health/other agency involvement

III. Evaluation

1. Parent must given written permission to test2. Testing must be completed within 65 business days3. Includes: a. Psychological testing -intelligence b. Educational testing-academic performance c. Social History-social/emotional status, adaptive skills d. Hearing screening, vision screening (if requested) e. Medical records if appropriate

IV. Determination of Eligibility

1. Reports reviewed by Eligibility Team ( School Based Team plus testing staff)2. Parent input3. Student found eligible for : autism, deafness/hearing impairment, blindness/visual impairment, developmental delay(optional), emotional disability, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, traumatic brain injury

IV. Development of Individualized Education Program (IEP)

Definition-a written plan designed to meet a student’s academic and/or behavioral needs.

Legally binding. Procedural safeguards. ______________________________________________Timeline--meeting held thirty calendar days following eligibility determination

IV. Development of Individualized Educational Program (IEP) cont.

See separate slide

V. Re-evaluation

Mandatory every three yearsMay be conducted sooner if recommended by IEP Team

IEP -Individualized Education Program

Definition-a written plan designed to address any needs based on a student’s identified disability. LEGALLY BINDING. Procedural safeguards must be offered. _____________________________________________Timeline--meeting held thirty calendar days following eligibility determination.

IEP Meeting

Attendees: a. parentb. student, if appropriatec. general education teacherd. administrator or designeee. other people invited at parent/school discretion

IEP Plan

1. Binding for 364 days-must be rewritten prior to anniversary date2. May be amended at any time during year3. Requires parent written permission to implement4. Includes: a. Present Level of Performance b. strengths of student c. most recent evaluation results

IEP Plan (cont.)

d. student’s academic, developmental, functional needse. intervention strategies and supports for classroomf. language needs, if limited Englishg. instruction in Braille, if necessaryh. communication needsi. benchmarks and short-term objectivesj. language/communication needs if hearing impaired/deafk. assistive technology needs

504 Eligibility and Plan

A. Overview--falls under Americans with Disabilities Act

B. Purpose-protects any person who has a physical or mental impairment that substantially limits one or more major life activities.

C. Services -504 Plan

504 Eligibility Determination Process

1. Identification and referral2. Evaluation3. Determination of Eligibility4. Development of 504 Plan5. Re-evaluation

1. Identification and Referral

1. Child Find-screenings-preschool/school2. Individual-parent, physician, therapist, etc3. School Based Team a. person referring child/reports from referring source b. administrator c. teacher d. specialist e. school nurse

Child Study/School Based Review Team1. Must meet within ten business days2. Recommendations a. refer for evaluation b. classroom interventions c. family interventions-medical/mental health services d. parent permission recommended e. Procedural safeguards

2. Evaluation

Process for gathering data to support medical/mental health impairment must be completed within 65 business days.

3. Determination of Eligibility

1. Reports review by Eligibility Team ( includes School Based Team plus testing staff)2. Parent input3. Student found eligible a. walking, bending, lifting, major body functions b. concentrating, learning, thinking c. reading, breathing, manual tasks d. hearing, seeing, communicating

4. Re-evaluation

Mandatory every three yearsMay be conducted sooner if recommended by 504 Team

504 Plan Meeting

Meeting attendees: 1. Parent2. Student, if appropriate3. Administrator4. Teacher 5. School Nurse6. Other people invited at parent/school discretion

504 Plan

Definition--written plan designed to reflect unique needs of student. Purpose--to “Level the Playing Field”Timeline-written within thirty days of eligibility determination.Must:a. be directly related to impairment, b. address necessary accommodations to access school programs and activities

504 Plan

1. Binding for 364 days-needs to be reviewed/revised prior to anniversary date.2. May be amended at any time during year. 3. Needs to address detailed specific accommodations4. Needs to clearly and in detail, indicate when and where accommodations are provided throughout the school day.