Panel on Mental Retardation - In 1961, President Kennedy appointed a panel of experts to prepare a national plan for "combating mental retardation." Elementary and Secondary Education Act in 1965 - The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975). ... ESEA is an extensive statute that funds primary and secondary education, emphasizing high standards and accountability. As mandated in the act, funds are authorized for professional development, instructional materials, resources to support educational programs, and the promotion of parental involvement. (QUALITY AND EQUALITY) Public Law 94-143 - The Education for all handicapped Children Act (EHA) - Public Law 94-143. Passed in 1975 and later reauthorized as IDEA. guaranteed a free appropriate public education to each child with a disability. The Individuals with Disabilities Education Improvement Act (IDEIA) - is the federal law that govern the education of children with disabilities. IDEA - Individuals with Disabilities Education Act. Federal legislation with the strongest and most direct impact on special ed. The Right to a free, appropriate public education in the least restrictive environment. It requires that students with disabilities be included in the general education classroom only removed with special services if the classroom environment cannot be modified to adequately support their educational progress. Inclusion - The practice of educating students with disabilities in the general education classroom so they may participate in day-to-day routines alongside students without disabilities. Inclusion treats the general education classroom as the student's primary placement. (LRE and FAPE) Mainstreaming - students with disabilities were included in the general education classroom only when their achievement would be near grade level without substantial support. Child find - Through IDEA, the federal government provides states with funding for special ed but in return the states must comply pertain to children from birth to 21. States must conduct child find activities to identify and evaluate children who may have disabilities. Students who may have a disability must be evaluated, at no cost to the parents, for their eligibility for special service. Parents must be in involved in the evaluation process. Either parents or a school professional (teacher) may request an evaluation, but parental consent is required before evaluation can take place. Free Appropriate Public Education (FAPE) part of IDEA - students with disabilities are entitled to the same types of educational experiences as their peers without disabilities. Schools must provide each child with a disability an education experience that is appropriate to his or her age and abilities at no cost to the parents. LRE Least Restrictive Environment -Students with disabilities are to be educated in the least restrictive environment, meaning that their educational experiences must be as similar as possible to those of children who do not have a disability. The goal of LRE is for students with disabilities to remain in the general education classroom to the greatest extent possible, with the fewest possible changes to day-to- day routines, and to be removed from regular classes and provided with special services only when the severity of their disability requires doing so in order for them to be educated appropriately. Continuum of service - allows these students to participate to the greatest extent possible. IEP individualized Education Plan - Between the ages of 3 and 21, each student with a disability must have an IEP. It describes the child's present level of progress and learning capacity, the short- and long term educational goals for the child, and the accommodations and services which will be provided in order to achieve those goals. It is created by a team typically consisting of the child's parents, a special ed. professional, a general ed. teacher, a representative of the school, and others. The educational objectives described in the IEP must align with state curriculum standards for general education. When the student reaches 16 the IEP must contain a description of the student's goals falling graduation and the transition services needed to achieve those goals. Individualized Family Service Plan (IFSP) - Prior to the age of 3, each child who shows signs of developmental delay must have an IFSP. It is a written document similar to the IEP that focuses on the gmail and the child's natural environment. The Vocation Rehabilitation Act and the Americans with Disabilities Act (ADA) - forbids discrimination against individuals with disabilities. The Family Educational Rights and Privacy Act (FERPA) - helps ensure the privacy of educational records such as IEPs. The No Child Left Behind Act (NCLB) - increases the accountability of schools with respect to the academic progress of students with disabilities. Referrals - IDEA, as well as New York State regulations, specify a process for referrals. In order to determine if a child has a disability and requires special ed. services, a referral for evaluation must be made. A referral can be made by parents, school staff, or administrators. Physicians, judicial officers, and students over 18, can make a request for an initial referral too. Parents whose children have not previously received the case of an initial referral, parental consent is required in order for evaluation to proceed. CSE Committee on special education - The multidisciplinary teams that receives referrals. They are in charge of making arrangements for the evaluation of a student who has been referred. They determine the basis of evaluation results whether the student is eligible for special ed services. they are in charge of developing and implementing an IEP. They review the IEP on an annual basis and modify it as need. They develop a transition plan too. CPSE Committee on preschool Special Education - For children between the ages of 3 and 5 the team is called. Procedural Safeguards - consists of a set of rules and procedures designed to protect the rights and interest of parents and their children with disabilities. Schools are required to give parents an explanation of the procedural safeguards (parents' rights) when their children are evaluated or re-evaluated. Due Process - Refers to the principles that attempt to guarantee the rights of citizens. Due Process hearings - allow the parents to bring their complaints before an impartial, experienced individual from outside the school district. The hearing are conducted at no cost to parents, although parents are ordinarily responsible for their attorney's fees. Due process hearings can also be requested by schools, as happens sometimes, for example when parents refuse to allow a child to be evaluated for the presence of a disability. Age of Majority - is the age that a person becomes a legal adult. In many states, including New York, the age of majority is 18. Once a student with a disability has reached the age of majority, the student must receive notice of IEP meetings, consent to evaluations and other IEP content, and otherwise function as their parents once did prior to the student reaching the age of majority. Prereferral - The purpose of pre referral is to help students who are struggling in the gen ed setting before referring them for special ed. assessment. The team obtains information about the student's strengths and weakness, designs and oversees the implementation of interventions, and evaluates the results of the interventions. If the interventions are not successful, referral for special education assessment will be made. RTI Response to Intervention - is used as the pre referral process. It is a school-level process that involves screening, monitoring, and responding appropriately. All students revive high quality instruction. students who struggle academically are provided with increasingly intense and individualized instruction. If the student continues to struggle at the final tier, the student will be referred for special education assessment.