• La Ley de Educación para Individuos con Discapacidades (IDEA) es una ley federal que garantiza el acceso de los niños con discapacidad a una educación pública gratuita y apropiada (FAPE). IDEA abarca seis secciones para apoyar a las familias de niños con discapacidades.

  1. Educación Pública Gratuita y Apropiada : todo niño con discapacidad tiene derecho a una Educación Pública Gratuita y Apropiada (FAPE)

  2. Evaluación apropiada : las escuelas realizan “evaluaciones apropiadas” de los estudiantes que se sospecha que tienen una discapacidad.

  3. Plan de Educación Individualizado : establecido por la IDEA para ayudar a garantizar que cada niño tenga acceso a una Educación Pública Gratuita y Apropiada.

  4. Entorno menos restrictivo : a un estudiante se le garantiza la ubicación en el entorno menos restrictivo (LRE) posible.

  5. Participación de los padres : garantiza que los padres tengan derecho a participar en el proceso de toma de decisiones con respecto a su estudiante con discapacidad.

Garantías procesales : ayudan a los padres y estudiantes a hacer cumplir sus derechos bajo la ley federal.

• Free and Appropriate Public Education is designed to ensure that all students with disabilities are provided with a free opportunity to receive appropriate accommodations and supports in the educational setting. The three components of FAPE include:
  

1. Free access with no costs to the parent

2. Public opportunity to engage in education (including the charter school setting)

3. Educational access to all materials provided to general education students

No, under the Individuals with Disabilities Education Act (IDEA), a child with a disability cannot be sent home frequently for behaviors directly related to their disability; if the school suspects a behavior is a manifestation of their disability, they must conduct a "manifestation determination" to determine if their disability indeed causes the behavior, and if so, disciplinary actions should be focused on addressing the underlying issue through the IEP, not simply sending the child home repeatedly. Your child should not be “out of placement” for more than 10 school days, per year, prior to conducting the Manifestation Determination Meeting.

Yes, general education teachers are responsible for ensuring that a child with an IEP receives all of their accommodations listed on the plan, meaning they must implement the accommodations outlined in the student's Individualized Education Program (IEP) within their classroom setting; this includes actively providing the necessary supports and adjustments to facilitate the student's learning.

Yes, a special education paraprofessional can service a child's push-in minutes on their IEP, but only under the direct supervision of a certified special education teacher; they cannot independently provide the full instructional component of those minutes as they are not considered teachers themselves.

Yes. You can also request a referral for assessment at any time. Send a written, dated referral to your local school administrator (for example, the principal or special education program consultant); outline your areas of concern about your child’s suspected disability and request an “evaluation” or “assessment.” Follow up with a phone call to ensure the school district is aware of your referral and to remind them of the 60-day timeline they must follow.

• To determine if your child is placed in the Least Restrictive Environment (LRE), check if they are primarily educated in a general education classroom with their non-disabled peers, with any necessary supports like aides or modifications provided to accommodate their individual needs, as outlined in their Individualized Education Program (IEP); if they are placed in a more restrictive setting, the IEP should clearly explain why this is the most appropriate option for their education based on their specific needs.
  

  1. General education classroom with support: Considered the most inclusive LRE, where students receive instruction in a regular classroom with necessary modifications or support services.

  2. Partial mainstream/inclusion classroom: Students spend part of their day in a general education classroom and part in a special education setting.

  3. Special education classroom: A dedicated space where students with similar needs are grouped together, but still may have some access to general education classes.

Sí , absolutamente puede solicitar una reevaluación para su hijo en la escuela si cree que sus servicios de educación especial actuales no son adecuados; según la Ley de Educación para Individuos con Discapacidades (IDEA), los padres tienen derecho a solicitar una reevaluación siempre que sientan que el IEP actual no satisface las necesidades de su hijo.