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 Overview | |
- All students with disabilities must address the general education curriculum.
- The Individuals with Disabilities Education Act (IDEA, 2004) requires that all IEPs must not only address the general education curriculum but must also address any other needs that result from a student’s disability.
The need for individualization is recognized and required.
- The IEP team consisting of a special educator, general educator, official designated representative, parent/guardian, service providers, together develop a plan to provide necessary materials, methods, practices, supports, accommodations and assessment to address the unique learning needs of the student based on his/her disability.
- Consideration of research-based instructional methods, practices, materials, media, supports, accommodations and appropriate tools and procedures for assessment are integral in providing access to the general education curriculum.
Every student with a disability shall be considered for assistive technology through the use of A Framework for Conducting Assistive Technology Consideration Screening.
- Accessible Instruction Materials (AIM) are also required by (IDEA, 2004) for students with print disabilities. For further information on AIM, visit: http://www.atanswers.com/aim/ .
| | Bulletins and Publications | |
This handbook is the regulatory guide for pupil appraisal personnel when conducting individual evaluations of students suspected of being exceptional and in need of special education and related services, and as a reference for persons requiring specific information regarding the determination of eligibility for special education services.
Bulletin 1530, Louisiana’s IEP Handbook for Students with Exceptionalities
http://www.doa.louisiana.gov/osr/lac/28v97/28v97.doc This handbook was entered into the Louisiana Register for Notice of Intent on July 20, 2009. It is anticipated that B. 1530 will go to rule on October 20, 2009 and go into effect on November 1, 2009.
Bulletin 1706, Part A, Regulations for the Implementation of the Children with Exceptionalities Act, Students with Disabilities
http://www.louisianaschools.net/lde/eia/2828.htmlThe handbook formally realigns the state special education regulations to conform to the reauthorization of IDEA (Individuals with Disabilities Education Act) and provides regulatory guidance to Louisiana educators and education administrators related to the provision of special education services for students with disabilities.
Bulletin 1706, Part B, Regulations for the Implementation of the Children with Exceptionalities Act, Gifted and Talented Students
http://www.doe.state.la.us/lde/eia/486.htmlThis handbook, a subpart of 1706A, provides regulatory guidance to Louisiana educators and education administrators related to the specific provision of special education services for Gifted and Talented students. Since services to students who are Gifted or Talented are required under state statute, this companion document was created to address this population. The Gifted/Talented regulations are not federally mandated and the IDEA regulations for students with disabilities are not applicable to Gifted/Talented students.
Section 504 of the Rehabilitation Act
http://www.louisianaschools.net/lde/eia/488.htmlThis site provides information on Section 504 of the Rehabilitation Act of 1973, a civil rights law that prohibits disability discrimination by any program or activity that receives federal funds. A copy of the Individual Accommodation Plan used in Louisiana’s schools may be located at this site. The Louisiana Department of Education adheres to Section 504 regulations as described in the U. S. Department of Education 34 C.F.R Part 104.
http://www.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html
| | Students with Mild/Moderate Disabilities | |
- Descriptions of students identified according to Bulletin 1508 can be found on pages 25-60 The majority of students receiving special education services will participate in the general statewide assessment (iLEAP, LEAP, GEE) http://www.louisianaschools.net/lde/saa/2273.html
- These students must be afforded appropriate test accommodations as stipulated in the student’s IEP and must be in place in the classroom setting for the majority of the academic school year prior to testing.
- A small percentage of students with moderate disabilities may qualify for Louisiana Alternate Assessment 2 (LAA2) http://www.louisianaschools.net/lde/saa/2219.html
| | Standards Based IEPs | |
The IEP is the basis for educational programming, provision of accommodations or modifications, and the delivery of related services to a student with an identified exceptionality. The IEP describes in detail the nature of a student’s exceptionality. For students with disabilities, the IEP addresses how the disability interferes with academic and social skill acquisition. . For Gifted/Talented students, the IEP addresses the particular area(s) to be served.
When members of the IEP team work collaboratively to provide appropriate instruction with necessary supports and services, a student will have greater opportunities for access to the curriculum and improved academic performance.
“Louisiana’s IEP Handbook for Students with Exceptionalities outlines the legal procedures of the IEP process as mandated by the Individuals with Disabilities Education Act (IDEA) and Revised Statute 17:1941, et seq., and their regulations. “ (Bulletin 1530, p.1) The link to the Bulletin 1530 is http://www.doa.louisiana.gov/osr/lac/28v97/28v97.doc. The bulletin addresses the provision of a Free Appropriate Public Education (FAPE), composition of the IEP team, timelines, development of the IEP, assessment participation, and extended school year (ESY) services.
Louisiana’s General Education Curriculum is based on foundation skills and content standards which are further broken down into benchmarks and grade level expectations (GLEs). The goals and objectives of the IEP must address the acquisition of these skills and standards. To that end, the Louisiana Department of Education has created a series of professional development materials for educators and families on writing standards-based IEPs.
| | Accommodations | | | | Students with Visual Impairments | | | | Deafblind Project | | | | Students who are Deaf or Hard of Hearing | | | |
The Louisiana Department of Education's website provides information and resources related to the education of students who are deaf/hard of hearing. This information can be found at:
Included at this site is the Priorities newsletter which provides up to date news and information related to deaf education.
| | Students with Significant Disabilities | |
- Descriptions of students identified according to Bulletin 1508 can be found on pages 25-60.
- Both the Individuals with Disabilities Education Act, 2004 (IDEA) and No Child Left Behind (NCLB) require that students with significant disabilities have access to the general education curriculum.
- To that end, the Extended Standards, based on Louisiana content standards, benchmarks, and Grade Level Expectations (GLEs) have been developed.
- Louisiana Alternate Assessment 1 (LAA 1) http://www.louisianaschools.net/lde/saa/2219.html is Louisiana’s assessment for students with significant cognitive disabilities.
- Materials and resources for students with Significant Disabilities addressing Louisiana Extended Standards can be found at http://sda.doe.louisiana.gov.
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