Individuals with disabilities

Individuals with Disabilities

In general – the term “individual with disability” means an individual with any disability (as defined in section 3 of the Americans with Disabilities Act of 1990 (42 U.S.C. 12101))

The term "disability" means, with respect to an individual with.....

(A) a physical or mental impairment that substantially limits one or more major life activities of such individual;

(B) a record of such an impairment; or

IDEA: Individuals with Disabilites Act

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

Services Under IDEA: Who’s Eligible

Not every child is eligible for special education under IDEA, and having a diagnosis doesn’t guarantee eligibility. To qualify, your child must have a disability that falls under one of the 13 categories that IDEA covers.

Autism
Deaf-Blindness
Deafness
Developmental Delay
Emotional Disability
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment, including blindness

However, having one of these disabilities doesn’t automatically qualify a child under IDEA. To be eligible, a student must:

Have a disability
The disability has an adverse effect on their educational progress
Need specially designed instruction through special education to make progress in school

Understanding the Differences Between IDEA and Section 504 :

IDEA:

All school-aged children who fall within one or more specific categories of qualifying conditions (i.e., autism, specific learning disability, speech or language impairment, emotional disturbance, traumatic brain injury, visual impairment, hearing impairment, deafness, mental retardation, deaf blindness, multiple disabilities, orthopedic impairment, and other health impairments)

Requires that child’s disability adversely affect educational performance

Section 504:

Individuals who meet the definition of qualified “handicapped” person—i.e., has or has had a physical or mental impairment that substantially limits a major life activity or is regarded as handicapped by others (major life activities include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks)

Does not require that the student needs special education to qualify

Five Questions Every Regular Education Teacher Must Ask

(1)Which students in my class have an IEP or a 504 Plan?
(2)Have a personally reviewed each IEP or 504 Plan?
(3)Do I remember what these documents say?
(4)Am I making “a good faith effort” at implementing each IEP or 504 Plan?
(5)Do I have any proof that I am implementing the IEPs and 504 Plans?

If you answered “No” to any of these questions, you are at risk of being out of compliance with the federal law!

Special Education Services:

AUTISM SUPPORT TEACHER (AST): Autism Support Teachers (ASTs) are staff members assigned to an individual school who support students with Autism. Students served typically have social and communication needs. The AST provides support throughout the school day based on individual needs as outlined in the student’s IEP. Students supported by ASTs follow the NC Common Core Standards.

BEHAVIOR SUPPORT TEACHER (BST): Behavior Support Teachers (BSTs) are staff members assigned to an individual school who support students with behavioral, emotional, or social needs. Students served demonstrate behaviors that impact their education. These students have an FBA/BIP and have behavioral goals as part of their IEP. The BST provides support throughout the school day based on individual needs as outlined in the student’s IEP and/or BIP. Students supported by the BST follow the NC Common Core Standards.

CROSS CATEGORICAL RESOURCE (CCR): Students served in a Cross Categorical Resource class focus on the acquisition of reading, writing, math skills and behavioral support in order to be successful in general and special education classes. A full continuum of services (regular, resource or separate) is offered at every school. The CCR teacher provides support throughout the school day based on individual needs as outlined in the student’s IEP. Students served in Cross Categorical Resource (CCR) classes access their education through the NC Standard Course of Study.

OCCUPATIONAL COURSE OF STUDY (OCS): Students participating on the Occupational Course of Study (OCS) have an emphasis on functional skills for life and careers that begin immediately after high school. Students typically benefit from instruction that enhances the generalization of skills taught in the classroom to the total school and community environment. Students served follow the NC Standard Course of Study and are supported throughout the school day based on individual needs as outlined in the IEP.

EXTENDED CONTENT STANDARD (ECS):

Students served in Extended Content Standards (ECS) classrooms benefit from a highly structured learning environment. Instruction has an emphasis on individual communication and social skills. ECS regional programs respond to the needs of students who require visual and physical support and a consistent, predictable daily routine. Teachers utilize a variety of teaching methods in order for students to demonstrate their knowledge to make progress towards the NC Extended Content Standards and their Individualized Education Program. ECS classrooms are designed to serve students at their secondary base or proximity elementary school. The ECS classrooms provide the opportunity for students to be more engaged with their school community.

Wakefield High School Special Education Staff:

Department Chair: Kathryn Allred

AST: Patrice Brown
BST: Kyle Shield
CCR: CA Teachers (Carolyn Plunkett, Dominique Burks, Benji McDowell, Crystal Everette, Patrice Brown, Kyle Shields, Dillon Cooper, Kathryn Allred)

OCS: John Harward, Lisbeth Breymaier, Craig Derrow
ECS: Takisha Henry, Carol Meeks, Lionel Parker

References:

https://sites.ed.gov/idea/about-idea/#IDEA-Purpose

https://ec.ncpublicschools.gov/policies/nc-policies-governing-services-for-children-with-disabilities/2020PoliciesGoverningServicesforChildrenwDisabilities8.26.20.pdf

https://ec.ncpublicschools.gov/instructional-resources/assistive-technology/regulations

http://www.casenex.com/casenex/cecReadings/understandingTheDiff.pdf

https://files.nc.gov/dpi/documents/files/testing_students_with_disabilities_powerpoint_2017-18.pdf

https://ec.ncpublicschools.gov/

https://www.wcpss.net/special-education

https://www.wcpss.net/Page/2049

https://www.dpi.nc.gov/students-families/parents-corner/students-disabilities

https://www.dpi.nc.gov/districts-schools/testing-and-school-accountability/testing-policy-and-operations/testing-students-disabilities