The Individuals with Disabilities Education Act, originally enacted in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. The law has been revised many times over the years.The most recent amendments were passed by Congress in December 2004.
Policies and procedures in place within each local educational agency (our school) that ensures all children with disabilities, ages three through 21, including children who are homeless or are wards of the state, children who are parentally placed in a private school, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated.
Individualized education program or written statement for a child with a disability that is developed, reviewed, and revised in accordance with NC1503-4 through NC 1503-5.1
Changes in the program from the way things are customarily done so that a student with a disability can have equal access/equal opportunities to participate.
Changes in the curriculum or test contents to lower or alter the standards of the program to allow a student to participate at a different level than what is customarily done.
Adapting, as appropriate, to the needs of an eligible child, the content, methodology, Instruction or delivery of instruction, to address the needs of the child that result from the disability; and to ensure access of the child to the general curriculum.
(Specific Learning Disability) means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the impaired ability to listen, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(Other Health Impaired) means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that result in limited alertness with respect to the educational environment; due to chronic or acute health problems; and has an adverse affect on the child’s educational performance.
(Speech or language impairment) means a communication disorder, such as impairment in fluency, articulation, language, or voice/resonance that adversely affects a child’s educational performance.
(Intellectual Disability) means significantly sub-average general intellectual functioning that adversely affects a child’s educational performance existing concurrently with deficits in adaptive behavior and manifested during the developmental period.
(Hearing Impaired) means impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance.
A representative of the (Local Educational Agency) who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the Gen ed curriculum; and is knowledgeable about the availability of resources of the public agency.
(Least Restrictive Environment) means that to the maximum extent appropriate, children with disabilities shall be educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature of the disability is such that the education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
The process of examining existing data, and if determined necessary, gathering additional data in order to: determine continuing eligibility for special education; assure that the continuing needs of a student are identified; and assure appropriate educational programming.