|
IDEA changes
highlighted
(October
2005 Issue)
The latest version of IDEA contains changes in many areas. The
following is a snapshot of changes in seven impacted categories.
Changes to Assessment Methods:
Schools will not be limited to using the IQ-achievement discrepancy
model for determining whether a child is learning-disabled. State
Departments of Education will decide which methods are to be used.
Reduced Paperwork:
A demonstration program through which 15 states can propose paperwork
reduction plans to the Department of Education will be established.
After some paperwork requirements are waived, the 15 states will
try the plans for up to four years. In addition, psychologists may,
in some cases, notify parents of meetings via email (instead of
through written notices). Parents must indicate they are willing
to be notified via email.
Role of Local School Districts:
States are to establish targets to which they will be held accountable.
The Secretary of Education is to apply sanctions to states that
fail to address non-compliance with their state plan (sanctions
may include redirection of funds or withholding of funds).
Eligibility Determination:
Initial evaluations for IDEA services are to be conducted within
60 days of receiving parental consent for an evaluation, unless
the state currently has its own timeline for evaluation.
Individualized Education Plans (IEPs):
Minor changes may be made to a child's IEP during the school year
without reconvening the entire IEP team, if a parent agrees. Quarterly
reports will be sent to parents on the progress their child is making
toward meeting IEP goals.
Disciplinary Procedures:
School personnel may suspend or move a child with a disability who
violates a code of student conduct to an interim setting for no
more than 10 school days. If the alternate placement is to exceed
10 days and the infraction is deemed not to have resulted from the
disability, normal disciplinary procedures are to be followed.
Post-School Planning:
Requires that transition services and planning for students with
disabilities begin at age 16. School district must provide, within
a summary of the student's academic achievement and performance,
recommendations on how to meet "post-secondary" goals.
Ami Albernaz
|
