1 Advocating for Services: How a Parent Can Access a Special Education Program, Special Education Teacher Support Services and/or Related Services Applied Behavioral Counseling Applied ABC Presented by Joan Harrington, EASE Educational Advocacy Services website
2 The Individuals with Disabilities Education Improvement Act
3 IDEIA and FAPE The IDEIA is the law of the land in this country. Every child who has been identified as a child with a disability, by their local school district is entitled to the protections of the IDEIA. This act guarantees that your child should receive a Free and Appropriate Public Education (FAPE). The key word is appropriate. As a parent you want the very best for your child. The law does not guarantee the best. In fact, parents when speaking with DOE personnel concerning their child should avoid using the word best because it is not your right under the act to the best. Parent s are not entitled to an education that maximizes their child s potential.
4 PRESCHOOL EDUCATION OVERVIEW What Is The Committee On Preschool Special Education (CPSE)? CPSE, run by the NYC Department of Education, provides evaluations and services for children from 3 5 years of age who have developmental delays or disabilities. CPSE services are free to families and may be provided at a child s home, child care center, or preschool, or at a CPSE program. How Do I Refer My Child For Preschool Special Education Services? If you think your child (ages 3 5) may need special education services, you must write a letter asking the CPSE to evaluate your child. You can address your letter to the Chairperson of the Committee on Special Education (CSE). If your child is receiving EI services, you can ask your EI service coordinator for help. What Happens If My Child Is Eligible For Preschool Special Education Services? If your child is found eligible for CPSE services based on evaluations, an Individualized Education Program (IEP) is developed. An IEP is a written plan that states the services the CPSE will provide and the goals of these services. The IEP team, which develops this plan, includes the parent, the CPSE administrator, the evaluator, your child s special education teacher or provider, a parent member (another parent of a child with a disability), a language interpreter if needed, and anyone else you invite. What Services Are Available Through The CPSE? Related Services: The CPSE provides related services,either at the child s home, child care center, preschool, or at a service provider s office. A preschooler may receive related services only or may receive related services and one of the programs below. Special Education Itinerant Teacher (SEIT): A SEIT is a special education teacher who works one on one with the child in his/her preschool or child care setting or at the child s home. The SEIT may provide a service such as ABA behavioral therapy or another method for working with children with autism. Integrated Class: A class with typically developing preschoolers and preschoolers with special needs. An integrated class can be half day or full day depending on the child s needs. Special Class: The child is in a half day or full day small, special education class. Home Program: Sometimes a child with autism may need a home based educational program after school in addition to a special class during the day. This is called a dual recommendation. The SEIT and/or related services providers come to the house to provide ABA behavioral therapy or other services to a child.
5 SCHOOL AGED SPECIAL EDUCATION OVERVIEW What is School Aged Special Education? The NYC Department of Education provides evaluations and services for children from 5 21 years of age who have a disability that impacts their education. Evaluations and services are free to families and are typically provided at school. Whom Do I Contact If I Think My School Aged Child Has A Disability? If you think your child (ages 5 21) may need special education services, you should write a letter asking your child s public school to evaluate your child and send a copy of your letter to the Chair of the Committee on Special Education (CSE). If your child is receiving CPSE services during preschool, the CPSE should refer your child to the CSE the year before your child enters kindergarten. Who Is Eligible For School Aged Special Education Services? To be eligible for school aged special education services, a child must meet one of 13 classifications of disability under the law. Each eligible child receives one classification of disability, even if more than one classification would be appropriate. One of the classifications is autism. This is an educational classification that can be used for any child on the ASD spectrum. Some children on the ASD spectrum have a different classification of disability such as speech or language impairment. What Happens If My Child Is Eligible For School Aged Special Education Services? If your child is found eligible for services based on evaluations, an Individualized Education Program (IEP) is developed. An IEP is a written plan that states the services the DOE will provide and the goals of these services. The IEP team, which develops this plan, includes the parent, a district representative (someone familiar with the programs available in the district), a school psychologist, your child s special education teacher or provider, a general education teacher if general education is being considered for your child, a language interpreter if needed, and anyone else you invite. School aged students with ASD can be placed in a range of programs/classes depending on their cognitive levels, social emotional abilities, and other skills and needs. Every child has the right to attend school in the least restrictive environment (LRE) in which the child can make meaningful progress. This means that a child should be educated in the setting most similar to his/her typically developing peers. The DOE should recommend a small, special education class only if a child could not make progress in a large class even with supports and services.
6 BEHAVIORAL SUPPORTS Many children with ASDs have behaviors that interfere with their learning. Your child s CPSE/CSE/school or ABA provider such as Applied Behavioral Counseling should conduct a Functional Behavioral Assessment (FBA) to determine when, why, and under what circumstances a child shows behaviors. For example, some children with ASDs have difficulty with transitions and some show behaviors when they are having difficulty communicating their needs. After an FBA is conducted, the CPSE, CSE, school and ABA provider such as Applied Behavioral Counseling should work with the parent and the IEP team to develop a Behavior Intervention Plan (BIP). A BIP has strategies for how to address and change the child s behaviors. Your child may also be eligible for behavioral supports such as an individual behavior management paraprofessional or counseling.
7 RELATED SERVICES AND SUPPORTS Students with disabilities (ages 3 21) may receive a wide range of related services and supports. These include: Assistive Technology: Equipment and services to help your child move or communicate. Your child is entitled to and may need assistive technology even though it is not always discussed at IEP meetings. Counseling: to help manage your child s behavior and help develop skills such as play and expressing feelings. Hearing and Vision Education Services: specific modifications, techniques, and equipment for children with hearing or vision loss. Occupational Therapy (OT): to develop skills such as fine motor, visual perception, and sensory processing. Paraprofessional: An individual assistant to help your child with serious behavior management or health needs. Some children also need paraprofessionals on the school bus. Parent Training and Counseling: This service teaches parents how to help their children make academic progress and address their children s educational needs. The DOE must offer parent training to parents of children with autism. Physical Therapy (PT): to develop skills such as gross motor, strength, and range of motion. School Health Services: such as a nurse. Speech Therapy: to develop receptive and expressive language and articulation. Transportation: If your child needs special transportation accommodations such as an airconditioned bus, limited travel time, or an individual paraprofessional for the bus, you will need a note from your child s doctor
8 Parents are entitled, for their child, to an education that is sufficient to confer some educational benefit to their child. This can include specialized instruction and/or related services that are individually designed to provide educational benefit to their child. Individualized is the key word. The school district must develop and IEP and/or an IESP that is individually tailored to meet your childs unique educational needs. This is critical In order to offer a FAPE your childs IEP and/or IESP must offer specific services that are targeted to address the childs areas of weakness and/or disability. The key here is the IEP and/or IESP
9 IEP vs. IESP No one should agree to an IESP unless they understand what it means. For example DOE personnel at a meeting can say to a parent, Do you plan to keep your child in a Yeshiva? and parent says, Yes and the parent will automatically be given an IESP and it might not be what they want or need. If you are seeking tuition you cannot have an IESP An IEP The school district is responsible to provide your child with a FAPE including related services, SETTS, special class, technology services and/or assistive tech device, extended school year services and transportation. An IESP The parent is responsible to provide and pay for their childs private school, the school district will provide SETTS, related services and maybe technology.
10 I will now go through the IEP/IESP and discuss in a little more detail what is required by law both procedurally and substantively.
22 EVALUATIONS FOR EDUCATIONAL SERVICES If a parent or professional suspects that a child may have a delay or disability, including autism, evaluations to determine what educational services may be appropriate may be obtained from: Early Intervention (EI), provided by the NYC Department of Health and Mental Hygiene, for children from birth to 3 years of age. The Committee on Preschool Special Education (CPSE), which is a part of the NYC Department of Education (DOE), for children from 3 to 5 years of age. The Committee on Special Education (CSE), which is a part of the NYC Department of Education (DOE), or your child s public school, for children 5 years of age and older. Medical and Other Professionals Many insurance companies, including Medicaid, cover educational, psychological, psychiatric, neurological, neuropsychological, and other evaluations as medical expenses. **Applied Behavioral Counseling conducts assessments for children with autism who have insurance. The assessment is covered by the child s insurance and thereafter ABA services can be provided.
23 Parents Rights In The Evaluation Process For evaluations through Early Intervention or the Department of Education: A parent has the right to consent or refuse to consent to special education evaluations and services. A parent has the right to a copy of all of his/her child s evaluations. A parent whose main language is not English has the right to a written copy of the evaluation report in his/her preferred language or to an oral translation. Once a child is receiving special education services, a re evaluation should be done at least every three years. This is called the triennial evaluation. A parent does not have to wait three years before requesting a new evaluation. A parent may request a reevaluation every year. For example, a parent may want to request an evaluation when a parent thinks that a child is not making progress. For EI and CPSE, a parent has the right to choose an evaluation agency. A parent can request a second evaluation if the parent disagrees with the evaluation. For school aged students, a parent has the right to request independent evaluations from the DOE if he/she feels that the evaluations conducted by the DOE are inadequate.
24 INSTRUCTIONAL PRACTICES The law requires that a child s IEP include the special education, supports, and services that the child will receive based on peerreviewed research to the extent practicable. Parents can ask for a student s IFSP or IEP to include one or more research based instructional practices. However, the DOE often refuses to include a specific method on the IEP. The DOE must provide the child with an appropriate educational program that allows the child to make progress. Here are a few examples of instructional practices commonly used for children with autism. More information about some methodologies can be found at ABA (Applied Behavioral Analysis): ABA uses the science of behavior analysis to teach skills. ABA is typically provided on an individual basis, with a teacher working one to one with a child. ABA may include: Task Analysis: teaching a skill by breaking it down into small steps Discrete Trial: teaching one step at a time Positive Reinforcement: giving a reward for a correct response Verbal Behavior: using ABA to teach and reinforce speech
25 PRIVATE SCHOOLS There are three ways the NYC Department of Education (DOE) may pay for non public (or private) school when it has not provided an appropriate public school placement for a student with a disability. Some schools are on a list of special education state approved non public schools and may be recommended by the DOE. Other schools are not state approved, and parents must file an impartial hearing to get tuition funding. For more information on schools outside of the DOE that serve children with ASD Non Public School (NPS) Recommendation On A Student s IEP The DOE may decide that the public school system has no appropriate public school program for your school aged child. In this case, the DOE will make an IEP program recommendation called defer to the Central Based Support Team (CBST). The CBST is an office that matches state approved non public schools with students. Its general number is (718) When a child s case is sent to the CBST, a case worker is assigned to search for schools. You may also want to contact schools from the state approved list yourself to speed up the process. Nickerson (or P1) Letter The DOE must provide the parent with a Nickerson letter when a student s IEP recommends a special class and the DOE has failed to offer a placement within the mandatory timelines. A Nickerson letter requires the DOE to pay tuition for the school year at a state approved non public school. To use your Nickerson letter, you must find an appropriate school on the state approved list that will accept your child. Due to the limited number of non public schools, getting this letter does not guarantee you will be able to find a school for your child. Payment Through an Impartial Hearing If you can prove at a hearing that the DOE failed to provide your child with a free appropriate public education (FAPE), you may be able to win payment for tuition at a private day or residential school. You will also have to prove that the school you have chosen is appropriate to address your child s special education needs. An impartial hearing is the Only way to have the DOE pay for a private school that is not on the list of state approved nonpublic schools. Parents must request a hearing every school year they want their child to attend a non approved school.
26 MEDIATION & IMPARTIAL HEARINGS The law gives parents certain rights during the special education process if the DOE fails to provide an appropriate education to their child. Below are brief descriptions of several ways parents can resolve disputes with the DOE. Mediation is a meeting between the parent, a DOE representative, and an outside neutral mediator to try to resolve disagreements. The mediator is not a judge, but is trained to help the parties reach an agreement about their dispute. To request mediation, give your written request to the local mediation center and to the school or CSE. A list of local mediation centers is available at Both sides must agree to participate in mediation. If both sides reach an agreement at mediation, the DOE and the parent must honor the agreement. An Impartial Hearing is held before an Impartial Hearing Officer who acts as a judge for your case. The hearing officer is an independent decision maker who is not a DOE employee. He/she has the authority to decide what solution is appropriate after hearing testimony and receiving evidence from both the parent and the school district. Because a hearing is a formal process, parents often bring an advocate or an attorney to represent them. A hearing officer s decision must be followed by both the DOE and the parent, unless either side appeals to the State Review Officer. To file a Complaint with the DOE, call 311 and ask for the Special Education Call Center, which is responsible for investigating and responding to special education complaints in NYC. You also have the right to file a State Complaint with the New York State Education Department regarding any violations of special education law. For a sample state complaint form, go to:
27 ADDITIONAL SUPPORT SERVICES In addition to educational services provided by Early Intervention or the Department of Education, children with ASD may be eligible for services through other programs. Medicaid is an income based, government funded program. With Medicaid, a person with ASD can get coverage for all medical services and service coordination. There are 4 ways a child with ASD can obtain Medicaid: 1. If a child qualifies for SSI (Supplemental Security Income), then he/she automatically qualifies for Medicaid. To qualify, the child s parent must meet income criteria. 2. If a parent receives public assistance, then a child can receive Medicaid. 3. A person with ASD who is older than 18 may qualify for SSI if he/she is unable to earn money due to his/her disability. If he/she qualifies for SSI, then he/she automatically qualifies for Medicaid. 4. If a child is younger than 18 and the parent does not meet the income guidelines for SSI, the child may qualify for Medicaid through the Medicaid Waiver Program. To apply for the Medicaid Waiver Program, contact the Developmental Disabilities Service Organization (DDSO) in the appropriate borough for a list of agencies that can help you enroll. If the child has a service coordinator, he/she can help apply for the program. The Medicaid Waiver Program, also known as the Home and Community Based Services (HCBS) waiver program, provides Medicaid and other services to a person with disabilities regardless of the family s income Services can include: Community habilitation Respite care Day habilitation (21 and older) Individualized Residential Alternative (IRA), a group home for adolescents and adults with disabilities. Family Reimbursement Programs Some of the agencies providing services for persons with autism receive funding for Family Reimbursement Programs. Families can apply to the individual agencies for financial assistance for emergencies, or some costs related to camp, needed furniture, or clothing. Some medical related expenses such as surgeries and medical equipment are covered as well, so long as accurate records and receipts are provided. Each agency will have its own application process and criteria. For a list of agencies providing Family Reimbursement Programs, contact your local DDSO or the OPWDD Information Line: (866)
28 PROGRAMS FOR ADULTS Transition to Adulthood It is important to plan ahead for a child s future. Do not wait until a child is aging out to investigate and apply for available transition resources. Beginning at age 15, a student s IEP must include a transition plan. A parent should contact the service coordinator (if the child has one), the school district Transition Coordinator, the school, and/or the CSE to: (1) learn about program options, timelines, and when to put a student on waiting lists and (2) develop a transition plan. A wide range of programs and services for people with ASD aged 21 and over is provided by the Office of Persons with Developmental Disabilities (OPWDD) Parents can apply for their services at any time, but should apply at least 2 years before their children transition out of the school system. Adult Career and Continuing Education Services Vocational Rehabilitation (ACCESS VR), formerly VESID, coordinates adult vocational rehabilitation and related services to help individuals successfully achieve employment. Once again, it is important to make the contact and obtain information on the process two years before transitioning out of the school system. For more information, contact OPWDD at (866) , or ACCESS VR at (800) , Adult Programs Include: Day Habilitation: typically, a 5 day per week, center based program that assists persons with developmental disabilities to learn, retain, or improve self help, communication, socialization, and community integration skills. Individuals may volunteer at various job sites in the community. An Individualized Service Plan is developed establishing the goals to be addressed for each individual. Community Habilitation (formerly known as Residential Habilitation): services are typically offered in an individual s home and an Individualized Service Plan (ISP) is developed to address self help skills, behavioral needs, communication, and social skills at home and in the community. Day Treatment: a day program, including clinical behavioral services, that addresses the individualized needs of people with autism who have more intensive needs. The availability of this type of program is limited. Respite Services: provides temporary relief for caregivers of individuals with autism so that they may take care of other personal and family needs. Services are usually provided in the home. Residential Services: group homes of 6 to 8 individuals with staff 24 hours per day for 7 days per week. The individuals live in a family type setting with staff who assist and guide them in preparing meals, caring for their home, and transporting them to and from day habilitation programs, job sites, medical visits, and recreational trips. Sheltered Work and Supported Employment Programs: programs offering employment for persons with autism with the additional support of a job coach.
29 Advocacy Tips for Parents Get copies of all school records and documents, read them carefully, and make sure you understand what they mean Keep an organized file of all of your child s records so that you can refer to them later Keep copies of all the forms you complete for your child, including a record of the agency or individual to whom you sent them Put your requests in writing and get confirmation they were received Don t sign anything that has not been explained to you or that you don t understand or agree with Take notes Don t be afraid to ask questions Ask for an interpreter at meetings Request written translation of evaluations and IEPs in your native language
30 Thank you for your attention! Presented By: Joan Harrington, EASE Educational Advocacy Services
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Module 9: Supporting Students With Special Needs Lesson One: Overview of U.S. Education Laws and Procedures for Students With Special Needs Lesson Two: The School Liaison s Role in Facilitating the Academic
EARLY INTERVENTION: QUESTIONS AND ANSWERS IMPORTANT: ELC's publications are intended to give you a general idea of the law. However, each situation is different. If, after reading our publications, you
OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED The Individuals with Disabilities Education Act (IDEA): Evaluation Procedures Under Part B Note: All TAPS are posted on OSPI s Web
Adaptive Physical Education Adapted Physical Education - APE Adapted physical education is a diverse program of developmental activities, exercises, games, rhythms, and sports designed to meet the unique
Your Guide to Services From the West Virginia Division of Rehabilitation Services Provided By: Protection and Advocacy for Individuals with Disabilities Since 1977 West Virginia Advocates Can I Get Services
SAR ACADEMY: A PARENT S GUIDE TO WORKING WITH THE NEW YORK CITY DEPARTMENT OF EDUCATION Introduction Children living in New York State and attending school in New York City (NYC) may be entitled to special
Special Education Process: From Child-Find, Referral, Evaluation, and Eligibility To IEP Development, Annual Review and Reevaluation Companion Document to NJOSEP Code Trainings October/November 2006 Updated
Summary of Vocational Rehabilitation Rights: Eligibility for Services A Self-Advocacy Guide 5025 E. Washington 100 North Stone Avenue Suite 202 Suite 305 Phoenix, AZ 85034-2005 Tucson, AZ 85701 602-274-6287
L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program
SPECIAL EDUCATION, COMMUNITY RESOURCES AND TRANSITION FOR THOSE WITH DISABILITIES Jacqueline L. Cruse, Outreach Coordinator The Arc: Greater Houston 3737 Dacoma, Suite E, Houston, Texas 77292 713.957.1600
A Parent s Introduction to Exceptional Student Education in Florida Florida Department of Education This publication is produced through the Bureau of Exceptional Education and Student Services (BEESS),
Autism: A Family Perspective Shannon M. Haworth, MA, QMHP Former Virginia LEND Trainee Family Discipline Background Mother of a child with Autism Spectrum Disorder Former VA-LEND Trainee, Family Discipline
Traveling the Special Education Highway A Parent s Guide to a Successful Journey Arizona Department of Education Exceptional Student Services Revised 2015 TRAVELING THE SPECIAL EDUCATION HIGHWAY The Individuals
The Early Intervention Program u For Children with Special Needs Birth to Age Three u From the New York State Department of Health A Parent s Guide Welcome to the Early Intervention Program The early years
Brain Injury Association of New Jersey 825 Georges Road, 2nd Floor North Brunswick, NJ 08902 Phone: 732-745-0200 Helpline: 1-800-669-4323 Website: www.bianj.org E-mail: firstname.lastname@example.org SOURCES OF FUNDING