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The facts about disabilites
According to the U.S. Census Bureau, 6.7% of Americans 5-20 years old have a disability.13
The Census Bureau defines disability as a long-lasting sensory, physical, mental, or emotional condition or conditions that make it difficult for a person to do functional or participatory activities such as seeing, hearing, walking, climbing stairs, learning, remembering, concentrating, dressing, bathing, going outside the home, or working at a job.1
In Georgia, 5.6% of people 5-15 years old have a disability.14
Currently, FultonCounty has not met the 2007 State Target of 57% for percentage of students in general education classrooms. 5
How do I know my student has special needs?
Types of disabilities
There are several types of disabilities your student could suffer from.
Autism
Deaf-Blind
Emotional & Behavior Disorder
Deaf and Hard of Hearing
Mild Intellectual Disability
Moderate, Severe, Profound Disability
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech-Language Impairment
Traumatic Brain Injury
Visual Impairment & Blindness
Young Children with Disabilities- Significant Developmental Delay4
Indicator signs
Some are very obvious while others take years to present. Individuals with LD generally have average or above average intelligence, yet they often do not achieve at the same academic level as their peers.Weaker academic achievement, particularly in reading, written language, and math, is perhaps the most fundamental characteristic ofLD. Significant deficits often exist in memory, metacognition, and social skills as well.
Testing
An IQ-Achievement Discrepancy is the most commonly used model to identify the presence of a learning disability (LD). The IQ test identifies students who show an unexpected gap between their potential and achievement. Recently, there is a push for schools to use a Response to Intervention (RTI) method to identify learning disabilities (LD). In RTI, students who do not respond to intensive intervention would be identified as disabled. Advantages and disadvantages exist for both methods.8
School services
Most students with LD receive the majority of their education in the general education classroom. However, a variety of school services are available to meet each individual student's needs. Support in the general education classroom can exist in the form of a special educator co-teaching with or serving as a consultant to the general educator. Students may also receive services in a resource room or a special classroom. In addition, special schools are available for students whose needs cannot be met in the regular school. The Individualized Education Program (IEP) team determines where a student with learning disabilities will receive special education services.
Does my student qualify?
There is no universally accepted definition of disability. One concept of a disability is difficulty performing socially expected activities such as work for pay. Another is a limitation in the performance or completion of a fundamental activity such as talking on the phone.2
Severity of disabilities
Sensory and Physical Limitations is a condition that substantially limits one or more basic physical activities such as walking, climbing stairs, reaching, lifting, or carrying.1
Limitation in Cognitive Functioning is a physical, mental, or emotional condition lasting 6 months or more that inhibits ones ability to learn, remember, or concentrate.2
Since there is no official definition of disability, it is important to document fully and to justify the diagnosis with doctor’s notes, tests, and or official documentation of a disability by a certified professional.4
Determining the needs of the student
Since each student’s needs differ, an Individual Education Program (IEP) will be developed for your student. A team comprised of parents and educators will determine the educational placement of the student.
The IEP team will first consider providing services in the general education classroom with the full range of support options, including accommodations, modifications, differentiated instruction, and personal support, before considering placing the student in a special education setting in order to better administer the services. It is important for the IEP team to first consider the least restrictive environment (LRE) in which the student can be educated to his/ her maximum potential before removing them from the general education classroom.
Modifications can be made in the instructional process to allow for a student’s learning needs to be accommodated in order to enable him/her to reach a different level of proficiency than his/her non-disabled peers. 4
Understanding your rights
There are several federal and state laws in place to ensure your child has an equal chance at an appropriate education.
1973 Rehabilitation Act18
Section 504
Rights granted by federal law:
1. Have your child take part in, and receive benefits from, public education programs without discrimination because of his/her handicapping conditions.
2. Have the local school system advise you of your rights under federal law.
3. Receive notice with respect to identification, evaluation, or placement of your child.
4. Have your child receive a free appropriate public education.
5. Have your child receive services and be educated in facilities which are comparable to those provided to nonhandicapped students.
6. Have evaluation, educational, and placement decisions made based on a variety of information sources, and by persons who know the students and who are knowledgeable about the evaluation data and placement options.
7. Have transportation provided to and from an alternative placement setting (if the setting is a program not operated by the local school system) at no greater cost to you than would be incurred if the student were placed in a program operated by the local school system.
8. Have your child be given an equal opportunity to participate in nonacademic and extracurricular activities offered by the local school system.
9. Examine all relevant records in relation to decisions regarding your child’s identification, evaluation, and placement.
10. Request mediation or an impartial due process hearing related to decisions or actions regarding your child’s identification, evaluation, educational program, or placement. (You and your child may take part in the hearing and be represented by counsel. Hearing requests must be made to your local school system superintendent. If not satisfied by the hearing decision, any party may appeal the decision to a court of competent jurisdiction.)
11. You may file a local grievance.
The Office for Civil Rights of the United States Department of Education enforces the requirements of Section 504 of the Rehabilitation Act of 1973.
No Child Left Behind (NCLB)16
NCLB emphasizes accountability for results, more choices for parents, greater local control and flexibility, and an emphasis on doing what works based on scientific research.The cornerstone of NCLB is accountability – the State of Georgia, each LEA, and each individual school is held accountable for each student’s academic success. Funds under Title I of NCLB are targeted to schools and districts in order to provide educational services to students who are educationally disadvantaged or at risk of failing to meet state standards. With its billions in funding, Title I is also the federal government’s primary instrument for holding states, districts, and schools accountable for implementing standards-based education.
Individuals with Disabilities Education Improvement Act (IDEA)17
The Individuals with Disabilities Education Improvement Act (IDEA) aims to ensure that all children receive a free appropriate public education (FAPE) and special services to assist in meeting their educational needs. Students do not need to qualify under IDEA in order to qualify for FAPE under Section 504 of the Rehabilitation Act.
FAPE includes the provision of special education and related services provided at no cost to the parents in conformity with an individualized education program (IEP).
The IEP is designed as a blueprint for your child’s special education needs and any related services. A team of parent(s), the student (if appropriate), at least one of the child’s regular classroom education teachers, at least one of the child’s special education teachers, and a qualified representative of the public agency are responsible for designing the IEP.
If the parent and the local school district staff cannot agree on the content of the IEP, the parent can ask for a due process hearing, and an impartial hearing officer can make an independent decision in order to resolve any disagreements. A mediation process must be available when a due process hearing is requested.
Knowing your options
Federal options
All eligible children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living.
If your student has a disability but does not qualify for services under IDEA then you should inquire about the development of a 504 plan. Section 504 of the Rehabilitation Act of 1973 is designed to protect the rights of individuals with disabilities inprograms and activities that receive federal funds from the U.S. Department of Education.12
State options
A student with a disability will be provided accommodations and modifications that assist him/her to be successful in general education or special education settings. Accommodations and modifications can be made to various components, including but not limited to the instructional delivery, materials, evaluations, and settings. For example, a student may need a printed copy of a class lecture or additional time to complete assignments.4
What does fultoncountyoffer?
First, it is important to identify the areas of need.
Reading
Writing
Communication
Daily living
Access
FultonCounty incorporates cutting edge technology to enhance the learning experiences of its students. This Assistive Technology (AT) is available in a variety of ways.
- Academic and Learning Aids
- Aids for Daily Living
- Assistive Listening Devices and Environmental Aids
- Augmentative Communication
- Computer Access and Instruction
- Environmental Control
- Mobility Aids
- Pre-vocational and Vocational Aids
- Recreation and Leisure Aids
- Seating and Positioning
- Visual Aids
Assistive Technology is any type of technology (high tech, low tech, hardware, software, or services) that is used to increase, maintain, or improve the functional capabilities of a student in accessing the curriculum. AT is intended to link a student’s ability and a student’s performance. FultonCounty works with the family in order to integrate the assistive technology into the school day and at home.3
504 Plan
A 504 plan details the modifications and accommodations that a particular student needs in order to have the opportunity to perform at the same level of his/her peers.
The plan could include such accommodations as:
Wheel chair ramps
Blood sugar monitoring
Extra set of text books
Home instruction
Tape recorder or keyboard for note taking
A sign language interpreter
Co-teaching in a general education classroom
IEP
An IEP specifies what special education services your child will receive and why. Tailored specifically to the needs of your child, the IEP will include:
Classification of the disabilities
Academic level placement
Therapies
Academic and behavioral goals
Percentage of time in general education classroom
Progress reports from teachers and therapists
OK, my student has a disability, now what?
Navigating the process
Step one: If you believe that your child may have special needs the first step is to meet with his/ her teacher and/or principal to discuss ways to assist the child.
Step two: Be sure to request in writing from the age appropriate committee that your child be evaluated to determine what services would be appropriate. Be sure to keep copies of all your correspondence and notes from all meetings and phone calls.15
Step three: Written consent is needed in order to begin the evaluation process. Individual evaluations can be supplied by the county free of charge. The results of the evaluation will help determine if your child has a specific learning disability or other classified weakness so that special education services or programs can be provided.15
The evaluation process:
1. Developmental history: including birth, medical, family, and social of your child.
2. Observation of student in his/her regular classroom environment.
3. A psychological evaluation: intellectual functioning, memory, planning, organization, attention, visual vs. auditory skills, and emotional functioning.
4. An educational evaluation: academic areas, process-oriented measures that review underlying skills and abilities that may affect functional school.
Step four: A copy of the results along with a written report that documents the test results and test scores will be delivered to the parents at a meeting. During this meeting a committee will assess the results of the evaluation and the scores and tests will be explained to the parents. The committee will then classify the student’s disability and recommend necessary services.
Making an informed decision
It is important to thoroughly discuss the plan of action with your child’s educators. The more you are actively involved in your child’s education the more beneficial the special services will be. Continuity between school and home will greatly improve your child’s chances at success. Take the time to do your own research about your student’s disability; you may come across additional ways you can help him/her.
Getting help
It’s normal to find the process complicated. Don’t stress, school counselors, your child’s teachers and school administrators are your partners in education. You are not alone.
On page 18 of this booklet, you will find resources that can help you advocate on your child’s behalf.
Important questions to ask
Do my student’s teachers have to know about his/her learning disability?
Remember your student’s teachers are your partners in education. It would be in your child’s best interest to give his/her teachers permission to have information about your child’s status, as they are required by law to provide certain accommodations. However, the information is confidential.11
Do accommodations give students with learning disabilities an unfair advantage?
No, when accommodations are objectively based upon documented evidence of a disability, then the student is simply compensated for his/her limitations.9
What is the difference between a person with a learning disability and a slow learner?
A student with LD has limitations in one or two areas while performing at or above the average in other areas. The student’s overall intelligence is greater than his/her poor achievement would expect. This achievement discrepancy is different than being a slow learner, but a student can demonstrate both qualities.8
How can I find a professional who can diagnose a learning disability?
There are independent educational testers that you can visit privately. It is suggested that you first talk to your child’s school to see if they employ someone or have a few professionals they recommend.8
What remedial reading methods work best for students with learning disabilities?
Effective programs target the learning areas needing attention, and also present information in a way that is the most beneficial to the child’s learning style.8
How do I determine if my student needs Assistive Technology?
Discuss with your student’s teachers in order to asses what areas of your child’s education need further attention. Working with your student’s IEP team or Student Support Team, create a checklist to identify areas that could benefit from a different approach. The checklist will be presented to an AT Specialist and a consultation will follow to discuss a plan of action.3
a Success story
At age 11 a young girl was diagnosed with trichotillomania, an anxiety disorder that causes her to physically harm herself and pull out her hair. The disease caused the once bright and social student to lose her grasp on her studies and her peer group. Constant adjustments with her medications complicated by depression made her to sleep through the majority of her middle school studies. Her parents’ search for ways to help her only bore fruit her sophomore year of high school.
During her sophomore year of high school a 504 Plan was developed for her at the suggestion of her therapist. Additional testing time significantly improved her grades and she went on to take Advanced Placement and Honors courses. The school allowed her to wear hats and bandanas in order to cover her bald head, and she began to make friends. During high school she had major roles in several school musicals and was vice president of her youth group. In 2007 she graduated high school with honors and now attends KennesawStateUniversity where she is pursuing a degree in graphic art. She still struggles with the effects of her medications and emotional mood swings. But her 504 Plan, which is valid in university, continues to allow her the tools and assistance she needs to succeed.6
Se habla espaÑol
El 5.5% de hispanohablantes en los Estados Unidos tiene discapacidad.13
Pero si no puede hablar inglés ¿dónde puede buscar ayuda para sus niños?
Los estudiantes hispanohablantes con dificultades de aprendizaje no tienen las mismas oportunidades que los estudiantes de otras etnias en los Estados Unidos.
Es importante que los estudiantes cuya lengua materna no es el inglés tengan las mismas oportunidades de acceso a una educación especial.
Lo primero que usted debe saber es que hay servicios de apoyo y ayuda para los niños, incluyendo a los bebés y los preescolares. El primer paso es ponerse en contacto con estos servicios.10
Si usted está desconcertado acerca del desarrollo de su hijo/a o preocupado porque piensa que algo no está bien, es importante investigar más. Esto usualmente comienza con una evaluación a su niño/a para ver si su desarrollo es adecuado o si de hecho hay un problema. En el caso de que hubiese un retraso en el desarrollo o se identificase una discapacidad, entonces su hijo/a puede comenzar a recibir la ayuda que él o ella necesita para crecer y aprender.