1

For Parents of

Students

With Disabilities

Special Education

Handbook

2

TABLE OF CONTENTS

Purpose ……………………………………………………………………………… 3

What is IDEA ………………………………………………………………………. 4

Referral Notification ………………………………………………………………. 5

Parent Notification ………………………………………………………………… 6

Testing ……………………………………………………………………………… 7

Eligibility for Special Education …………………………………………………… 8

IEP ………………………………………………………………………………9 – 17

Discipline for Special Education Students ………………………………………..18

Confidentiality ……………………………………………………………………..19

Graduation …………………………………………………………………………20

Due Process …………………………………………………………………………21

Resources ………………………………………………………………….….22 - 24

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Purpose

The purpose of this handbook is to answer many of the common

questions parents/guardians have about special education and available

resources. Parents/guardians are important members of the student’s

educational team. If the student qualifies for special education

services, the parents/guardians will be involved on developing the

Individual Education Program (IEP) for the student.

The information in this booklet discusses the purpose of each step in

this special education process. Information about parental rights may

be found at the end of this booklet.

Additional information may be obtained by contacting the special

education department in McIntosh County or your Georgia Learning

Resource System (GLRS) center.

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The Individuals with Disabilities Education Act (IDEA, Public Law 101-476), was

formerly called Education for All Handicapped Children Act (EHA, Public Law 94-142).

This federal law assures appropriate public education and protects the rights

of students with disabilities. Every step in planning and monitoring your child’s

educational program is protected by this law including:

Notice

Parent Consent

Evaluation

Least Restrictive Environment (LRE)

Individualized Education Program (IEP)

Placement

Confidentiality of Records

Mediation

Due Process hearing

What is the Individuals with Disabilities Education

Plan Act (IDEA)?

IDEA, Public Law 101-476

5

What should I do if my child needs help?

(Referral)

If your child is in GENERAL EDUCATION, contact:

the classroom teacher,

the building principal,

the Problem Solving Team (PST) in your home school, (It is rare for a student to be

referred directly to special education without PST involvement. Parents/guardians

are encouraged to be active members of their child’s problem solving team.) or

the director of special education in McIntosh County (912-437-8862)

If your child is in SPECIAL EDUCATION, contact:

the enrollment personnel at your home school at the time of registering,

the building principal,

your child’s teacher(s),

the special education teacher at your home school, or

the director of special education in McIntosh County (912-437-8862)

If your child is in Pre School (ages 3-5 years), contact:

the principal at your home school, or

the director of special education in McIntosh County (912-437-8862)

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When will I be contacted?

(Notification)

before your child is referred to special education

before your child is to be individually evaluated

after evaluation is completed

before your child is determined eligible or not eligible for special education

services

before an Individual Education Program (IEP) is to be developed or reviewed

before the school district makes any changes in your child’s educational

program

The information you receive will be written so that you can understand it (English

or the language you use). The proposed changes will be explained (why they were

suggested, what other changes were considered, and why some were not chosen).

The notice will also include your special education rights. If you do not understand,

you should ask for clarification.

7

What should I know about testing?

Who? The school will use qualified evaluators. Your written permission is required before your

child can be evaluated for the first time. If you also have information about your child,

the committee will consider that information. McIntosh County uses our school

psychologist who can be contacted at 912-437-8851.

Where?

The test will be given in your child’s home school. However, additional tests given in other

settings may be required prior to placement in special education.

When?

The initial evaluation will be scheduled after you have given your written permission. IDEA

requires that evaluations be completed within 60 days of the signed parental consent.

8

How is it determined if my child is eligible for special education?

State regulations provide the eligibility requirements that a student must meet in

order to qualify for a special education program. All information (evaluations,

interventions, reports, observations, etc.) will be used to determine if your child

will qualify for special education.

You will be invited to a meeting with the school staff and evaluator(s) to determine

whether or not your child meets eligibility criteria. If your child is eligible for

special education, an IEP placement will be completed at this meeting.

If your child is not eligible, intervention strategies will be developed and

implemented to support your child’s learning. These discussions usually take place

with you and your child’s PST at your home school.

Eligibility Report

Evaluations

Work Strategies

Psychological

Observation

Intervention Data

Progress Monitoring

9

What is an Individualized Education Program (IEP)?

In general the IEP is a written document developed at the IEP meeting to:

develop measurable annual goals based on individual student needs,

state the special education services and, if needed, related services and

supplementary aid(s) that the school system will provide for your child

IEP

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What is an IEP/Placement Meeting/Staffing?

After all evaluations are completed, an IEP/Placement Meeting/Staffing will be

scheduled for a time and place mutually agreeable to you and the other committee

members. You will receive written notice of the meeting including the names of

persons who have been invited by the school system. You may also bring anyone you

wish to the meeting.

The group will look at all information about your child and will develop an

Individualized Education Program (IEP). You are a key member of this committee.

You will provide information about your child’s strengths and special needs that is

very important for program planning.

IEP/Placement

Meeting/Staffing

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Who may attend?

you

anyone you request*

general education teacher that has contact with student

special education teacher that will serve student

the school psychologist or educational evaluator who can interpret

instructional implications of the evaluation(s)

school personnel who are knowledgeable about the availability of resources

(administrator)

school personnel who have the authority to commit to special education

services (administrator)

other agency representatives, if appropriate

*Note: It is helpful if you let the IEP chairperson know at least (3) days before

the IEP meeting if you have invited anyone to the meeting.

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What should I bring to the IEP/Placement Meeting?

a copy of any existing medical or educational records

a brief description of any concerns you may have about your child

homework samples that show strengths and weaknesses which highlight your

areas of concern and pride

a note pad that lists any information you wish to share or questions you wish

to ask during the meeting (You can also use this note pad to record

additional ideas during the course of the meeting.)

a highlighter to mark certain information on reports that you may receive

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What will the IEP/Placement Committee do?

The IEP Placement committee will…

look at the student’s present level of performance contributed by all

members of the committee

develop measurable annual long term goals for the student

establish how the student’s progress will be measures and how the

parent/guardian will be regularly informed

determine the student’s participation in standardized testing

discuss placement options

recommend appropriate educational supports and related services that would

allow maximum access to the general curriculum (This range of services is

often referred to as the Least Restrictive Environment or LRE.)

Be sure to ask questions if you need clarification of any information.

What does Least Restrictive Environment (LRE) mean?

To the maximum extent appropriate, the student with a disability attends the

school in his/her home area with age and grade peers. The student with a

disability receives the special education services within the general education

classroom, if appropriate. When it becomes clear that the IEP goals and

objectives cannot be achieved there, the committee will then consider more

restrictive services.

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What range of services (LRE) will be considered?

regular class without support

regular class with consultative support - The student remains in the

general class setting and the special education teacher assists the regular

education teacher in understanding the needs of the student with a

disability and in developing appropriate modifications within the regular

classroom.

regular class with co-teaching support - The student remains in the

general class setting and the special education teacher and regular education

teacher teach a content course together.

regular class with pull-out into a self-contained – The student receives

special education services for a portion of the school day in the special

education class.

special education room – The student leaves the general class to receive

educational support from the special education teacher(s). This service is

often referred to as a resource or self-contained class setting.

resource – The student receives special education services for less than half

of the school day in the special education class.

special day school – The student’s education needs require unique

specialized instruction that is available in the general educational setting or

in the local school special education setting.

home instruction; or

instruction in a hospital/institution with residential programs.

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Who gives permission for special education services to begin?

You must give permission for your child to begin the special education program by

signing consent for placement.

Parents and teachers involved in developing the IEP may sign their names on the

form. The signatures represent documentation of involvement; however,

signatures are not required for the school system to provide IEP services once

consent for placement has been signed. The IEP document is a plan for the

student’s education.

When will we review my child’s IEP?

At least once a year, your child’s IEP will be reviewed, and it may be reviewed

sooner if you or the school requests. At the annual review meeting your child’s

progress will be discussed, and goals and objectives will be reviewed and updated.

Placement options will be reconsidered.

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How can the IEP be changed?

If you have concerns about your child’s special education program, it is important

that you contact your child’s school. You may want a conference with school staff

or ask for an IEP review. The IEP committee will address such areas as amount of

time in each service area, goals and objectives, placement services, evaluations,

and/or whether your child is making progress. Remember that the IEP can be

changed, and you may request a review meeting at any time.

How long will my child be eligible for special education?

At your child’s annual IEP meeting reevaluation will be considered. If additional

information is needed to determine continued placement/eligibility it may be

gathered and discussed.

Annual

Review

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What do I do after the IEP meeting?

Be certain to develop a plan so that you can carry out your responsibilities

for your child.

Initiate a written communication log that passes between home and school on

a daily or weekly basis so that you can share information with each other.

This will prevent minor difficulties from becoming major crisis.

Mark your calendar for follow-up school meetings that were scheduled

during the IEP meeting.

Add your copy of the IEP to your child’s efforts, the teachers’ efforts, and

the program.

Keep a notepad by the phone to record important discussions and plans. You

will want to take this notepad to the next IEP meeting.

Now what?

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What about discipline and school rules?

Students in special education are accountable for following school rules and

regulations and may be suspended for up t 10 days in a school year without the

special education program having to review the IEP.

Students with disabilities who have numerous discipline referrals must have a

Functional Behavioral Assessment (FBA) and a Behavioral Intervention Plan (BIP)

describing interventions and strategies for behavior(s). It is prudent for the

school system to have a Behavioral Intervention Plan (BIP) in place by the time

your child has accumulated five (5) days of out-of-school suspension.

When suspension beyond 10 days is considered, then the school system must

schedule an IEP meeting to consider a change in placement.

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What should I know about my child’s special education records?

(Confidentiality)

You may…

see your child’s records

ask someone to help you review the records

ask what kind of information is included in your child’s file and where it is

kept

ask for an explanation of anything in the records that you do not understand

ask that a record be amended or place a statement of explanation in the

record if the school system refuses to amend it

control the release of records except authorized persons or to other

schools by withholding written permission

ask who has received copies of these records

Your child’s special education records are considered confidential. The records will

be destroyed when they are no longer needed. However, the special education

program must try to contact you or your child before the records are destroyed,

so that you may have the records if you desire. Records are kept until 5 years

after the child’s graduation date. At that time an ad is placed in the local

newspaper of intent to destroy records.

You may find it helpful to keep all of your child’s records in one place. This

information may be useful to another school district (in the event you move), your

child’s physician, the Social Security Administration, your insurance company, or

other agencies.

Confidential

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What about Graduation?

Your child may earn one of the following diplomas or certificate:

High School Diploma

Your child may earn one of the following diplomas by satisfying attendance

requirements, GHSGT requirements, and the state assessment requirements.

College Preparatory

Technology/Career-Preparatory

Or

Special Education Diploma

Your child with a disability may earn a special education diploma if he

completes his Individualized Education Program (IEP) but does not meet the

state assessment requirements and/or has not completed all the

requirements for a high school diploma.

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What if I disagree?

If you do not agree with the evaluation results, eligibility, or your child’s special

education program, it is important that you share your concerns. Talk to your

child’s special education teacher, or contact the special education director’s office

at

912-437-8862.

What is mediation?

If you and the school district do not agree on the IEP, you can appeal the decision

of the IEP team.

Who may request a due process hearing?

You may request a due process hearing if you do not agree with the evaluation,

identification, placement, services, or Individualized Education Program (IEP). The

school system also has the right to ask for a hearing when a parent refuses to give

consent for initial evaluation or placement of the child into special education. The

decision of the hearing officer may be appealed by either the parents or the

school district by bringing a civil action in state or federal court.

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What Resources are available?

GLRS

Coastal Area, Savannah●●●●●●●●●●●●●●●●●●●●●●●●●●●●●800-827-5239

East Central, Dublin ●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 800-741-3534

East Georgia, Augusta●●●●●●●●●●●● ●●●●●●●●●●●●●●●●● 800-282-7552

Metro East, Atlanta●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 404-325-3011

Metro South, Griffin● ●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 770-412-4082

Metro West, Atlanta●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 404-352-2697

Middle Georgia, Macon●●● ●●●●●●●●●●●●●●●●●●●●●●●●●●478-471-5400

North Georgia, Cleveland●●●●●●●●●●●●●●●●●●●●●●●●●●●●706-865-2141

North Central, Ellijay●●●● ●●●●●●●●●●●●●●●●●●●●●●●●●● 706-276-1111

Northeast Georgia, Winterville●●●●●●●●●●●●●●●●●●●●●●●706-742-8292

Northwest Georgia, Rome●●●●●●●●●●●●●●●●●●●●●●●●●●●●706-295-6189

South Central, Waycross●●●●●●●●●●●●●●●●●●●●●●●●●●●● 912-338-5998

South Georgia, Lenox●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● 229-546-4367

Southeast Georgia, Vidalia●●●●●●●●● ●●●●●●●●●●●●●●●●● 912-537-7797

Southwest Georgia, Albany●●●●●●●●●●●●●●●●●●●●●●●●●●● 229-431-1230

West Central, Grantville●●●●●●●●●●●●●●●●●●●●●●●●●●●● 770-583-2528

West Georgia, Columbus ●●●●●●●●●●●●●●● ●●●●●●●●●●●● 706-649-0742

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Agencies and Professional Organizations

Alexander Graham Bell Association for the Deaf

2000 M Street, NW Suite 704

Washington, D.C. 20036

202-337-5220

www.agbell.org

American Association of Adapted Sports Programs

(AAASP)

404-294-0070

www.aaasp.org

American Association of Mental Retardation

478-456-3912

www.aamr.org

American Foundation for the Blind

100 Peachtree Street, Suite 620

Atlanta, GA 30303 404-526-2303

www.afb.org/afb

American Speech and Language Hearing Assoc. (ASHA)

10801 Rockville Pike

Rockville, MD 20852

800-638-8255

www.asha.org

Association for Children with Down Syndrome

4 Fern Place

Plainview, NY 11803

516-933-4700

www.acds.org

Atlanta Alliance on Developmental Disabilities (AADD)

828 W. Peachtree Street, NW Suite 304

Atlanta, GA 30308

404-881-9777

www.aadd.org

Atlanta Area School for the Deaf

890 North Indian Creek Drive

Clarkson, GA 30021

404-296-7101

www.doe.k12.ga.us/aasd/

Down Syndrome Association of Atlanta

7000 Peachtree-Dunwoody Road, NE

Building 5, Suite 100

Atlanta, GA 30328

404-320-3233 www.down-syndrone-atlanta.org

Autism Research Institute

4182 Adams Ave.

San Diego, CA 92116

www.autism.com/ari

Autism Society of America

2971 Flowers Rd. South Suite 140

Atlanta, GA 30341

770-451-0954

www.autism-society.org

www.asaga.com

Babies Can’t Wait/Early Intervention

770-451-5484 912-438-5600

800-229-2038 404-657-2721

www.ph.dhr.state.ga.us/programs/bcw

Brain Injury Association of Georgia

1447 Peachtree Street, NE Suite 810

Atlanta, GA 30309

404-817-7577

www.braininjuryga.org

CHADD - Children & Adults with Attention Deficit

Disorder

800-233-4050 770-381-8687

www.chadd.org

Council for Exceptional Children (CEC)

800-328-0272

www.cec.sped.org

Council for learning Disabilities (CLD)

913-492-8755

www.cldinternational.org

Department of Human Resources

2 Peachtree Street, NW Suite 35-403

Atlanta, GA 30303

404-657-3053

www.ph.dhr.state.ga.us

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Legal or Mediation Services

American Civil Liberties Union of Georgia

142 Mitchell Street, SW Suite 301

Atlanta, GA 30303

404-523-5398

Atlanta Legal Aid Society

151 Spring Street, NW

Atlanta, GA 30303

404-524-5811

Atlanta Volunteer Lawyers’ Foundation

225 Peachtree Street

Suite 1

105-South Tower

Atlanta, GA30303

404-521-0790

Disabilities Right Law Center

100 Peachtree Street, NW Suite 2100

Atlanta, GA 30303

404-892-4200

Georgia Advocacy Office

100 Crescent Centre Parkway Suite 520

Tucker, GA 30084

404-885-1234

800-537-2329

Georgia Legal Services Program

1100 Spring Street, NW Suites A & B

Atlanta, GA 30309

404-206-5175 404-892-7707

Justice Center of Atlanta, Inc.

976 Edgewood Avenue, NE

Atlanta, GA 30307

404-523-8236

Lawyer Referral Service of the Atlanta Bar Association

229 Peachtree Street

Atlanta, GA 30303

404-521-0777