Even those not strictly in a special education role should understand the basics of serving students with disabilities.
The Basics of 特殊教育
Individuals with Disabilities Education Act (的想法)
The federal Individuals with Disabilities Education Act (的想法) mandates a “free appropriate public education” for students with disabilities — as defined by the statute — and ensures special education and related services to those children. 的想法, along with Texas state regulations, outline the process of how a student in need of special education services is identified and tested, as well as how their curriculum and classroom placement should be modified.
Students with disabilities should learn alongside other students in the classroom as much as possible to promote inclusion. Aids or extra services must be provided by the district to make this inclusion a reality. This might include a variety of accommodations, including technical support, 教师培训, 或额外的援助. If a student ends up with a placement outside of the traditional classroom, there must be proof by the district of the setting not benefiting the student.
第504节
第504节 of the federal Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities, including in public education. While 的想法 provides funding for the education of students with disabilities defined by that law, 第504节 is an anti-discrimination regulation that is not tied to funding.
If a student does not qualify for 的想法 funding but has a condition that meets the definition of disability, they may qualify for accommodations under 第504节. There is no federally mandated procedure for identifying and evaluating students for 第504节 accommodations, and policies are set by local school districts.
Assessing Students for 特殊教育 Services
Assessing whether a student needs special education services follows a defined procedure. After a referral from a teacher or another figure with knowledge of the student, an assessment should be provided (with the permission of a parent or legal guardian) within 60 days.
The student’s school is financially responsible for the assessment.
特殊教育 Placement
Once a student has been assessed, 承认, 审查, and Dismissal (ARD) committee determines eligibility and placement in special education services.
An ARD committee includes the student’s parents or legal guardian, a special education representative, a general education classroom teacher, and a school administrator. Depending on the child’s disability, other people may be required (or optional) to be in attendance as outlined by the 法律框架.
That committee constructs an Individualized Education Program (IEP), which outlines educational goals for the student and the plan to achieve those goals, 包括检查点, 修改后的课程, and other possible services specific to the student. Teachers must follow the guidelines and requirements for the IEP of their student, and every teacher who interacts with that student must be aware of the relevant components.
The Texas Education Agency has a 模型中的形式 在其网站上.
The ARD committee is also responsible for determining, 在任何时候, whether services should be discontinued for the student. ARD committee meetings can be requested at any time.
学生纪律
A student who receives special education services is subject to the same state standards regarding removal from class for excessive disruptive behavior, but long-term alternative placement (more than 10 days) of such a student can be made only by an ARD committee. For more information, see our guide to the 学校安全的行为.
为学生的安全, the Texas Education Code specifies that special education classrooms may be required to record (with audio and visual elements) classroom activities upon a request by a parent or legal guardian, a member of the school board, 或者工作人员.
法律信息
问题?
If you have questions or concerns, please contact your 当地的工会. If you’re a member of the Associate Membership Program,请联系 安保服务部门.