Special Education Rules and Regulations
Introduction
According to the Annotated Code of Maryland and Federal Statutory with a reference number 20 states that there will be a provision of free and appropriate public education. This has a purpose of implementing the Individual with Disabilities Education Act (IDEA) in Maryland that there will be an assurance for the free and appropriate public education to all of the students which has disabilities. This is for the student’s birth until it reaches the age 21 years old and this is according to the Individual Education Programs (IEP) of the students.
Subchapter 1- General Provision
Referral
For the referral from the public agency, the suspected disability student need special referral, it should also be initiated by the parents or the public agency and need parental consent for the assessment. The parents can appeal decision if he disagrees in the describe decisions.
Subchapter 2- Procedural Safeguard
The public agency is the one responsible for the provision of the student’s FAPE which has disability and a procedural safeguard copy to the parents. It has been given on the initial referral, parental request, department receipt or for the evaluation. This has a content of the full explanation to the procedural explanation and the public agency can then have to place it this procedures to the website. Include also in the procedural copy is the extended school year services, graduation requirements, low cost legal and all of the other relevant service, the opportunity to the records being examined, and the confidentiality of the information.
Subchapter 3- Services
Assessment
For the process of assessment, the material must not have to be culturally and racially discriminatory. The students then are assessed in the entire areas that are suspected in disability using the tools as the students and standardized test and the strategies for gathering the enough information. In this manner there are many procedures done and not only one procedure so that there will be a consistent way of assessment. The result then of the assessment had been administered for the student in every area of the suspected disability and they are written with the date and signed by the individual.
Evaluation, Reevaluation, and Eligibility
There is an initial evaluation for the student consisting of 34 CFR 60 days for the parental consent and 90 days of the public agency. This can be excepted for the students parent failed or refuse the assessment or the student enroll in the different public agency. The assessment needs to review then for the conduction of evaluation based on the current and the past data. The decision is then made by the IEP team. Includes in the decision are parents information and validation of the statements. The determination of the SLD may determine trough the respond of the scientific research-base as weaknesses in the performance and achievement according to his age.
For the process of reevaluation, the public agency must ensure that the reevaluation of the every student. The reevaluation also should be not frequent or it should be at least every 3 year. The IEP team shall review then the student’s parent input for the determination of the student continues disability, needs of the students, and the current level of the academic achievement. For the student’s termination and eligibility, the public agency must provide the student of the summary of the academic achievement of the student and its performance. In this regard, the public agency needs to consolidate for the reevaluation to the IEP team.
Subchapter 4 – Programs and Instructions and IEP
The IEP team is the one responsible for meeting and developing the students’ disability. The team is also the one responsible for the evaluation and review of the student’s improvement. Includes in the programs of the state are:
1. programs for foods and nutrition, includes the lunch, the breakfast, milk, summer food, child and adult care, nutrition education and training program, and the food distribution program.
2. The vocational Rehabilitation Services which can assist the transitional students to become employed
3. Maryland Disability Employment Tax Credit which is the establishment of the tax credit for the businesses which has been employ with the disabilities
4. Independent Living Services for the assistance to the transitioning students with significant disabilities to have independent function
5. Business Enterprise program for the blind for the establishment of vending facilities for the blind persons
Among the support programs includes the Prekindergarten Program, Interscholastic Athletics in the State, School Supplies and equipments, Safety equipments and Students transportation.
In the comparison of the New Jersey and the Maryland (IDEA), there are also the same process of evaluating and assessing the disabled students. This is for the provision of the disabled students. In short, there is a parent consent for the privacy if the students.
References:
Office of the Secretary of State Division of State Documents, (2008, January 10). Title 13A State Board of Education, Retrieved February 15, 2008
http://www.dsd.state.md.us/ (or to make it precise)
http://www.dsd.state.md.us/comar/subtitle_chapters/13a_Chapters.htm#Subtitle11
Special Education New Jersey Administrative Code, Retrieved February 15, 2008
http://www.nj.gov/education/code/current/title6a/chap14.pdf
Credit:ivythesis.typepad.com
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