Regional Comprehensive System of Personnel Development Council Activity in Big Sky Country

1998 ◽  
Vol 17 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Mary Susan E. Fishbaugh ◽  
Linda Christensen ◽  
Harvey Rude ◽  
Susan Bailey-Anderson
Keyword(s):  
Special Education ◽  
Public Law ◽  
The State ◽  
Advisory Council ◽  
Comprehensive System ◽  
Personnel Development ◽  
State Council ◽  
Disabilities Education Act ◽  
Education Act ◽  
Public Instruction

The Montana Office of Public Instruction, Special Education Division, initiated its state Comprehensive System of Personnel Development (CSPD) Council 15 years ago in compliance with Public Law 94–142, The Education of All Handicapped Children Act. The state council has remained active and has become stronger from its beginning to the present time. Because of the large geography of the state and diversity of needs across the state, however, the state council was somewhat limited and fragmented in meeting personnel development needs. Consequently, the state council implemented a CSPD regionalization concept based on the five existing Developmental Disabilities Planning and Advisory Council (DDPAC) and Montana Council of Administrators of Special Education (MCASE) regions. The purpose of this article is to report on strategies and activities of regional CSPD actions in Montana. The regional model holds promise for replication as a framework of personnel development in other large rural states. This information is represented within the context of the recently enacted amendments to the Individuals with Disabilities Education Act through the provisions of Public Law 105–17.

The State Complaint Procedure under the Individuals with Disabilities Education Act

1998 ◽  
Vol 64 (4) ◽  
pp. 529-542
Author(s):  
Nicole Suchey ◽  
Dixie Snow Huefner
Keyword(s):  
Special Education ◽  
Dispute Resolution ◽  
Due Process ◽  
The State ◽  
Due Process Hearings ◽  
Individuals With Disabilities ◽  
Parental Awareness ◽  
Disabilities Education Act ◽  
Education Act

IDEA complaint managers in 35 states responded to a survey asking how their state interprets and implements the state complaint procedure under the Individuals with Disabilities Education Act (IDEA). Although complaints increased as a percent of the special education population during the years surveyed, most respondents believed that neither educator nor parental awareness of the complaint procedure had increased since its reinsertion in the 1992 IDEA regulations. Although respondents preferred mediation over other dispute resolution options, nonetheless, a majority concluded that the complaint procedure had reduced the number of due process hearings in their state. Although continuing study of the efficacy of the state complaint procedure is needed, greater awareness of its utility should be fostered.

Letter to the Editor

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 957-959
Author(s):  
Judith S. Gravel ◽  
Allan O. Diefendorf ◽  
Noel D. Matkin
Keyword(s):  
Early Childhood ◽  
Public Law ◽  
Clinical Experiences ◽  
Disabilities Education Act ◽  
Neonatal Hearing Screening ◽  
Health Initiatives ◽  
Education Act ◽  
Children With Hearing Loss ◽  
Critical Components

Neonatal hearing screening has come to the forefront of interest within our professional communities and among the general public, particularly over the last year. Identifying children with hearing loss at the earliest age possible, however, has been a longstanding tenet of audiologists, pediatricians, otolaryngologists, and early childhood specialists, based both on knowledge of developmental processes and abundant clinical experiences. Indeed, the identification of conditions present in early childhood that can result in long-term disabilities are critical components of current legislative (Individuals with Disabilities Education Act [IDEA], Part H Public Law 102-119 [formerly 99-457])1 and public health initiatives (Healthy People 2000).2

Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models

2019 ◽  
pp. 44-82
Keyword(s):  
Special Education ◽  
General Education ◽  
Federal Government ◽  
Federal State ◽  
Disabilities Education Act ◽  
Education Act ◽  
State And Local ◽  
State Educational ◽  
The Cost ◽  
Delivery Models

This chapter focuses on the Individuals with Disabilities Education Act, which states that students with exceptionalities will be afforded an education without cost to themselves or their family. Since funding for special education programs are typically double the cost of a general education program, the chapter discusses the historical and current practices that state educational agencies have had to devise in order to pay for the services because the federal government has not followed through with its promise of providing 40% of the total costs to educate these children. The chapter concludes with a discussion about the future trends for special education funding.

Parents as Partners in the Special Education Process

2016 ◽  
pp. 263-276
Author(s):  
Cynthia Sistek-Chandler
Keyword(s):  
Special Education ◽  
Individual Education Plan ◽  
Special Education Services ◽  
Education Services ◽  
Education Experience ◽  
Disabilities Education Act ◽  
Education Act ◽  
Special Education Process ◽  
The Individual ◽  
Individual Education

The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.

The Fight Within: Parent-Educators Advocating for their Children with Autism Inside their Own School Districts

2019 ◽  
Vol 43 (2) ◽  
pp. 162-177
Author(s):  
Keri C. Fogle ◽  
David Hoppey ◽  
David H. Allsopp
Keyword(s):  
Special Education ◽  
Children With Autism ◽  
Special Education Services ◽  
School Partnerships ◽  
Study Approach ◽  
Educational Rights ◽  
Disabilities Education Act ◽  
Education Act ◽  
Parent Educators

Parents have advocated for the educational rights of their children with disabilities for decades, and more so since the reauthorization of the Individuals With Disabilities Education Act (IDEA). Advocating for one’s child while working as an employee in the same school district where your child receives special education services comes with unforeseen complexities. Using a heuristic case study approach, this inquiry intended to discern the experiences, barriers, and perceptions of job security of two parent-educators with children with autism. Findings suggest unanticipated experiences and challenges within their dual, parent-educator role as indicated by the theory of responsible advocacy. Perceived employment consequences related to advocating from within the school system are also discussed along with implications for such parent-educators and their role in improving parent–school partnerships in special education.

Montana's Big Sky Country: A CSPD Runs through It!

1995 ◽  
Vol 14 (3) ◽  
pp. 17-22
Author(s):  
Mary Susan E. Fishbaugh
Keyword(s):  
Special Education ◽  
Systems Approach ◽  
State Level ◽  
The State ◽  
Personnel Development ◽  
Special Education Services ◽  
Education Services ◽  
Regional Strategic Planning ◽  
Populated State ◽  
Professional Isolation

Montana, known as Big Sky Country, is a vast, varied, and sparsely populated state. Montana is rural and Montana's educators face the perennial problems of rural educators nationwide–professional isolation, inadequate funding and resources, and few professional development opportunities. In order to restructure and strengthen special education services throughout the state, Montana has supported growth of its Comprehensive System of Personnel Development (CSPD) Council at the state level and has initiated a council in each of the five special education regions. Montana's organizational structure for CSPD and the systems approach used for state and regional strategic planning provide a model for other rural states to consider.

Perspectives on the Future of IDEA

1997 ◽  
Vol 22 (2) ◽  
pp. 61-76 ◽  
Author(s):  
Michael L. Hardman ◽  
John McDonnell ◽  
Marshall Welch
Keyword(s):  
Special Education ◽  
Public Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Federal Law ◽  
Individualized Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
Definition Of ◽  
Restrictive Environment

Since its original passage in 1975 as Public Law 94-142, the Individuals with Disabilities Education Act (IDEA) has been the cornerstone of practice in special education. This federal law has enabled all eligible students with disabilities to access a free and appropriate public education. During the past 2 years, the 104th Congress has debated vigorously some of the law's basic tenets (e.g., definition of disability, content of the individualized education plan [IEP], parental rights to attorneys, fees, discipline, and placement). The basic requirements of the law remain intact and continue to shape the scope and content of special education. This article addresses whether or not the assumptions upon which IDEA is based remain valid as we approach the 21st century. We critique these assumptions within the context of four requirements of IDEA: (a) eligibility and labeling, (b) free and appropriate public education, (c) the individualized education program (IEP), and (d) the least restrictive environment. Recommendations for changes in existing law relative to each of the above requirements are presented.

Participation by Pediatricians in Early Intervention: Impetus From Public Law 99-457

PEDIATRICS ◽  
1992 ◽  
Vol 89 (1) ◽  
pp. 98-102
Author(s):  
James A. Blackman ◽  
Alfred Healy ◽  
Elizabeth S. Ruppert
Keyword(s):  
Early Intervention ◽  
Community Support ◽  
Good Health ◽  
Public Law ◽  
Care Providers ◽  
Early Intervention Services ◽  
Disabilities Education Act ◽  
Print Materials ◽  
Education Act

Part H of the Individuals with Disabilities Education Act (originally enacted as Public Law 99-457) requires that participating states phase in a system of early intervention services by 1993. By recognizing the importance of good health in the development of infants and toddlers, Congress acknowledged the key role of medical care providers in a comprehensive program for young children with or at risk for developmental delay or dysfunction. National and state surveys of pediatricians suggest limited but growing awareness of this legislation and uncertainty about how they might participate effectively. A chief concern relates to mechanisms of payment for developmental screening and assessment as well as time-demands for participation in interdisciplinary team activities. The American Academy of Pediatrics and its state chapters are responding to requests for information with educational seminars and print materials. Pediatricians can enhance the quality of community support services for children with special needs by participating in planning efforts and by coordinating health care with other aspects of early intervention. Other professionals and parents are looking to pediatricians for leadership and willing participation in the implementation of PL 99-457.

Provision of Related Services for Children With Chronic Disabilities

PEDIATRICS ◽  
1993 ◽  
Vol 92 (6) ◽  
pp. 879-881
Author(s):  
Keyword(s):  
Special Education ◽  
Health Care Providers ◽  
Children With Disabilities ◽  
Public Law ◽  
Speech Pathology ◽  
Care Providers ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Provision Of Services ◽  
Education Act

Since 1975 all children with disabilities specifically delineated by law have had available to them "a free, appropriate public education that includes special education and related services to meet their unique needs." This access has been made possible by the passage of Public Law 94-142,1 The Education for All Handicapped Children Act of 1975. This law was amended in October 1990 with passage of Public Law 101-476, The Individuals With Disabilities Education Act (IDEA). Part B of Public Law 101-476 primarily details the identification and provision of services for children with disabilities. Unfortunately, the implementation of Part B of this law has been limited for many children by a number of significant and complex issues. The term "related services" as currently defined in Part B of the IDEA includes the following: ... transportation and such developmental, corrective, and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation and social work services, and medical and counseling services, including rehabilitation counseling, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education. Health care providers frequently view the related services listed above as medically necessary and/or helpful for children with disabilities without the proviso that these services must be necessary for special education. This difference in perspective and interpretation by pediatricians and parents often leads to misunderstandings, frustrations, conflicts, and problems in the development and implementation of related services within school programs for children with disabilities.

States Decrease Their Required Secondary Transition Planning Age: Federal Policy Must Change

2020 ◽  
Vol 31 (2) ◽  
pp. 112-118
Author(s):  
Andrea L. Suk ◽  
James E. Martin ◽  
Amber E. McConnell ◽  
Tiffany L. Biles
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Special Education Law ◽  
Education Law ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Transition Models ◽  
Education Act ◽  
The U.S

Individuals With Disabilities Education Act 2004 mandates transition planning for students with disabilities begin by the age of 16 years. Currently, no study exists describing when states and territories require transition planning to begin; we conducted a methodical review to determine this age. We found over half (52%) the U.S. states and territories (29 of 56) require transition planning begin prior to the federal age 16 mandate. To argue the age 16 federal mandate is too old and needs to be lowered to at least age 14, we review special education law, provide a summary of influential position statements, cite relevant data-based studies, and provide an overview of research-based transition models.

Sign in / Sign up

Export Citation Format

Share Document