For Newly Identified Student

Parents Quick Guide for Newly Identified Student in Need of Special Education Services

A more comprehensive guide to special education in Connecticut can be found here. http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Parents_Guide_SE.pdf

Throughout this document, there are links to websites that will help the reader gain more in-depth knowledge about the topics at hand. Click on the blue text to access additional information via websites or the forms being discussed. These web resources have been compiled from a number of reliable sources. ______

What is special education?

Some children who are having problems in school may need extra help through special education. Special education is for children who have an identified disability. Schools must follow certain procedures to decide if a child is eligible for special education. These procedures are written in state and federal laws. The special education laws and procedures are complicated and can be hard to understand.

What type of children receive special education services?

Children who are having difficulty in school can be referred to a PPT. The purpose of the PPT is to discuss the concerns and decide how to proceed. Such students are identified through anecdotal records, conversations with parents, individual performance records and standardized test results. These students may have intellectual, learning, emotional, physical, and medical or a combination of needs.

What are related services?

Related services are those services that are needed in order for a child to benefit from special education and to be successful in school. Related services may include, but not be limited to, psychological and counseling services, speech and language services, audiological services, guidance, social work, transportation, physical and occupational therapy and medical services that are required for diagnostic or evaluation purposes.

Can I refer my child to special education?

Yes. Parents who want to refer their child to the Planning and Placement Team may do so by requesting and completing a referral form. http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/ED621.pdf

Will my child be in special education forever?

The ultimate goal of special education is to return students to full inclusion in regular education. The school district is mandated by law to place each child in the least restrictive environment. Given the various natures of disabilities, this is determined on an individual basis in an IEP meeting. Some students need special education intervention for a short time while others will need it for a lengthier time.

What is an IEP?

A written plan and legal document that states a child's present level of functioning; specific areas that need special services; annual goals; short-term objectives; services to be provided; and the method of evaluation to be implemented for children 3 to 21 years of age who have been determined eligible for special education (Cook, Klein, & Tessier, 2004). http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,3, http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/IEPManual.pdf What do all those letters mean?

Special education uses many acronyms that can be confusing. Here are some of the most common:

IEP = Individualized Education Plan, this refers to the documentation (paperwork) that is produced by the team when they meet. This plan outlines what the student’s needs are and what will be worked on in the next year

PPT = Planning and Placement Team, the group that meets to determine eligibility and plan a program for a student

BIP = Behavior Intervention Plan

FBA = Functional Behavior Assessment

ABA = Applied Behavior Analysis

AT = Assistive Technology

ESY = Extended School Year, commonly known as summer school; these services are particular to special education students and are decided at an IEP meeting and included in the IEP

What can I do to plan for an IEP meeting?

1. Communicate with your child, classroom teachers, special education teachers, and related services personnel.

2. Review recent progress updates.

3. Compile a list of your concerns, issues, questions, and ideas. http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Before_PPT.pdf

Who should be present at an IEP meeting?

An IEP meeting should include an administrator, a regular education teacher, a special education teacher, a Pupil Personnel representative (psychologist, guidance counselor), parent, and student (if age 14 or above; however, a student may attend at any time). It also may include related services personnel.

What dates do I need to know?

Notification of a PPT needs to be received 5 days prior to the actual meeting.

Parents should receive a written copy of the IEP (paperwork) within 10 days after the meeting is held.

If I don’t understand something, where can I get help?

Connecticut Parent Advocacy Center is staffed by parents of children with disabilities experienced and well- trained in special education law. Much of their work is done over the phones. Parent Consultants are available to discuss your individual concerns Monday through Friday.

Connecticut Parent Advocacy Center, Inc. (CPAC) 338 Main Street Niantic, CT 06357 (800) 445-2722 Website: http://www.cpacinc.org If I don’t agree, what can I do?

Parents can request mediation or a hearing (due process) to resolve disputes. Mediation is voluntary for both parents AND school districts. It is not mandatory prior to proceeding with Due Process. Parents must file a complaint in writing to:

Connecticut State Department of Education Bureau of Special Education P.O. Box 2219, Room 359 Hartford, CT 06145-2219 FAX: (860) 713-7153 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/Prosaf.pdf

How am I notified about my child’s progress in special education?

The law says that school personnel must update parents on student progress at the same time/frequency that the regular education population is being updated. You should receive progress at the same time (usually a different mailing) as report cards are issued. This progress is directly related to the goals/objectives of the IEP.