Westmoreland Intermediate Unit real providing Resources, Education, Assistance, and L
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Westmoreland Intermediate Unit REAL - Providing Resources, Education, Assistance, and Leadership to our community ![c:\documents and settings\mrain\local settings\temporary internet files\content.ie5\i1x2t5gi\mpj04393260000[1].jpg](15547_html_c0fbb92.jpg)
Does your child have special needs? PARENT RESOURCE GUIDE FOR STUDENTS VOLUNTARILY ENROLLED IN PRIVATE SCHOOLS 2011-2012 Contents Introduction 3 Is your child having difficulty in school? 4 Evaluation Process 6 Services Provided in the Non-Public Schools 7 Special Education Disabilities 8 Sample Parent Letter Requesting Evaluation…………………………………………………11 Non-Public Schools Contact List 12 Westmoreland County Public Schools Contact List 14 Westmoreland Intermediate Unit Contact List 16 Additional copies of this booklet may be downloaded from the website under the Special Education link: www.wiu.k12.pa.us Introduction The Individuals with Disabilities Education Act (IDEA) is a federal law that requires each state to ensure that a free appropriate public education (FAPE) is available to all eligible children with disabilities residing in that state. The information is this booklet explains the provisions related to, and benefits available to, children with disabilities who are enrolled by their parents in private schools, including religious schools, when the provision of FAPE is not at issue. In IDEA, these children are often referred to as “parentally placed private school children” with disabilities, and the benefits available to them differ from the benefits for children with disabilities in public schools. IDEA is designed to improve educational results for all children with disabilities. Therefore, it provides benefits and services to children with disabilities in public schools and requires school districts to make services and benefits available to children with disabilities enrolled by their parents in nonpublic (private) schools. The law includes language requiring state education agencies (SEA’s) and local education agencies (LEA’s) to ensure the equitable participation of parentally placed children with disabilities in programs assisted by or carried out under the equitable participation requirements that apply to them. In Pennsylvania, the LEA responsible for administration of Equitable Participation programs is the Intermediate Unit. The LEA’s obligations to parentally placed private school children with disabilities are different from its responsibilities to those enrolled in public schools or to children with disabilities placed in a private school by a public agency (rather than by parents) as a means of providing FAPE. Parentally placed children with disabilities do not have an individual entitlement to services they would receive if they were enrolled in a public school. Instead, the LEA is required to spend a proportionate amount of IDEA federal funds to provide equitable services to this group of children. Therefore, it is possible that some parentally placed children with disabilities will not receive any services while others will. For those who receive services, the amount and type of services also may differ from the services the child would receive if placed in a public school by the parents or in a private school by a public agency. LEA’s are required to consult with private school representatives and representatives of parentally placed children with disabilities during the design and development of special education and related services for these children. Further information regarding IDEA regulations can be found at http://idea.ed.gov
If you believe that your child may be in need of a special education program, an evaluation process to assess your child’s needs is available to you at no cost through the school district in which you live or from the intermediate unit (IU) in which your private school is located. A special education program often involves adapting materials and modifying instruction to better meet your child’s specific learning/behavior needs. If you request an evaluation, a team of experts trained in assessing children will determine if your child has a disability and, if so, is in need of special education and related services. You are an important member of your child’s evaluation team. Before the school district or the intermediate unit proceeds with an evaluation, it will notify you in writing (Permission to Evaluate) of the specific types of tests and procedures it plans to use, and of your rights throughout this process. The evaluation cannot be scheduled until you sign the written notice (Permission to Evaluate), indicating that you consent to the proposed testing and assessments, and return the notice to the school district or intermediate unit. Only a parent, guardian, or surrogate can grant permission to evaluate a student. If, after the evaluation, your child is found to have a disability and in need of special education and related services, the public school will offer to write an Individualized Education Program (IEP). An IEP is a written document that specifically describes the services your child needs. The services in the IEP will be offered to your child in a public school placement. This offer is referred to as Free Appropriate Public Education (FAPE). If you wish to accept the offer, you will have to enroll your child in the public school. It may also be possible to dual enroll your child so that your child attends the nonpublic school for part of the day and the public school for part of the day. The final decision regarding whether dual enrollment will occur is your choice. (There is no requirement to offer special education services under dual enrollment) If you choose to have your child remain in the nonpublic school, you have the right to decline the development of an IEP. If WIU7 conducts the evaluation and your child is found to have a disability and in need of special education and related services, WIU7 cannot develop an IEP or offer FAPE. The Individuals With Disabilities Education Act (IDEA) states that there is no entitlement to the provision of FAPE when parents unilaterally place their child in a nonpublic school. If the parents have given permission to share information with the resident school district, they can pursue an IEP/FAPE with their district is they so desire. Consultative services can be provided at the nonpublic school to the staff working with your child.
The evaluation must be completed and a copy of the Evaluation Report (ER) or Psychological Report must be provided to the parent within 60 calendar days from the date the Permission to Evaluate form is received by the Public School District or the Intermediate Unit. Parents that are interested in having their child evaluated should contact… Evaluation Process ** Initial evaluations from schools in the Diocese of Greensburg will mainly be conducted by the public school. Options are explained and evaluation process is started.** Meeting is scheduled with nonpublic school, parents, and WIU EP Specialist to review the report. At that time, the parents may decide to forward the report to the public school for an offer of FAPE. OR The parents can decide to keep child at the nonpublic school for agreed upon equitable participation services Child’s building principal Meeting is scheduled with district, parents, and nonpublic school to review the report. If eligible, the district will offer FAPE. Parentsmustdecide to Accept IEP andenrollchild in public school OR Accept IEP and seek dual enrollmen OR Keep child at non-public school- student may be eligible for agreed upon equitable participation servicenot FAPE An evaluation is completed within 60 calendar days from the date the permission is received Signed permission form is forwarded to the WIU Equitable Participation Specialist Evaluation is completed within 60 calendar days from the date the Permission to Evaluate is received by the district District issues Permission to Evaluate Principal issues permission to evaluate form to the parent Parent must contact the home school district where they reside and request an evaluation. EQUITABLE PARTICIPATION Parent is only interested in Equitable Participation services (no individual entitlement) FAPE Parent would like to explore services and the need for special education with the school district of residence Meeting is scheduled with district, parents, and nonpublic school to review the report. If eligible, the district will offer FAPE. Parents must decide to Accept IEP and enroll child in public school OR Accept IEP and seek dual enrollment OR Keep child at non-public school- student may be eligible for agreed upon equitable participation services, not FAPE An evaluation is completed within 60 calendar days from the date the permission is received Meeting is scheduled with nonpublic school, parents, and WIU EP Specialist to review the report. At that time, the parents may decide to forward the report to the public school for an offer of FAPE. OR
** Initial evaluations from schools in the Diocese of Greensburg will mainly be conducted by the public school. Services Provided in the Nonpublic School
Technical assistance, training/staff development, observation, or consultation, etc. will be provided in the following areas:
Special Education Disabilities
A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance.
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section.
Significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.
A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures.)
Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that
A student may demonstrate a specific learning disability in any of the following 8 areas:
A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
An impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. Sample Parent Letter Requesting an Evaluation For a Student Voluntarily Enrolled in a Private School Your Address Your Phone Number Date
Your Child’s Public School District of Residence Address of School Dear ; I am the parent of , whose date of birth is . My child currently attends School in . My child is experiencing significant learning problems in school and I am, therefore, requesting that a complete Multidisciplinary Evaluation be done to determine whether my child qualifies for special education according to Federal and State statutes (IDEA 2004 and Chapter 14). Please send me the written notice of parental consent so that the evaluation may proceed. I understand that the evaluation will be completed within 60 calendar days of your receipt of my signed consent. Thank you. Sincerely, Your Name Westmoreland County Non-Public Schools Contact List 2011-2012
Westmoreland County Public School District Contact List 2111-2012
Westmoreland Intermediate Unit Contacts Kate Zingarelli Educational Programs Specialist Westmoreland Intermediate Unit 102 Equity Drive Greensburg, PA 15601 kzingarelli@wiu.k12.pa.us 724-836-2460 ext. 2310 Michelle Ogg Equitable Participation Specialist Certified School Psychologist Westmoreland Intermediate Unit 102 Equity Drive Greensburg, PA 15601 mogg@wiu.k12.pa.us 724-836-2460 ext. 2338 Visit our website at: http://wiu.k12.pa.us ![c:\documents and settings\mrain\local settings\temporary internet files\content.ie5\vwlsdtmv\mcj04242360000[1].wmf](15547_html_7e7d0da0.gif) Download 307,09 Kb. Do'stlaringiz bilan baham:
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