KANSAS
SPECIAL EDUCATION
PROCESS
HANDBOOK
Special Education Services
February 2008
This document was developed by the Kansas State Department of Education, Special Education Services, Topeka, Kansas.
The opinions expressed herein do not necessarily reflect the position of the United States Department of Education, and no
endorsement of the United States Department of Education should be inferred.
This document is provided as a guide for the provision of special education and related services. If any portion of this
document conflicts with law or regulation, the law or regulation takes precedence.
Please contact our department if you have questions about information contained within this handbook:
Phone:
800-203-9462, or 785-296-3869
Fax:
785-296-6715
Homepage:
http://www.kansped.org
If additional copies are needed, readers are encouraged to duplicate current copies of the handbook, as there is no copyright
on the information. Or, readers may download the handbook from the web by accessing the homepage listed above. The
format of the handbook may be slightly different on the version that is downloaded.
The (KSDE, or KSSB, or KSSD) does not discriminate on the basis of race, color, national origin, sex,
disability, or age in its programs and activities. The following person has been designated to handle
inquiries regarding the non-discrimination policies:
KSDE General Counsel
120 SE 10th Ave.
Topeka, KS 66612
785-296-3204
Office
785-296-3202
of the Commissioner
785-291-3791 (fax)
120 SE 10th Avenue
Topeka, KS 66612-1182 785-296-6338 (TTY) www.ksde.org
January 2, 2008
Dear Partners in Education:
It has been a little over three decades since the initial federal legislation –P.L. 94-142—
was put in place to ensure that the exceptional educational needs of children and youth
with disabilities are identified and services are provided. In our continuing efforts to
assist you in meeting both federal and state requirements, the Kansas Department of
Education, and specifically the Special Education services team, is please to provide
you with this copy of the Special Education Process Handbook.
Each of you should be congratulated for your commitment and dedication of our
students. By working together, we have ensured the academic and behavioral success
of each and every child. As parents, you can feel confident that your children are being
provided the education they deserve and are entitled to.
Being in the 21
st
century, we will all face challenges as we prepare students for jobs that
may not yet exist and provide instruction in courses that have yet to be determined. I
hope this handbook is useful to you in meeting these challenges, and that it provides a
framework for developing and providing effective services.
Please call upon our staff in Special Education for any assistance you may need or in
answering any questions you may have by calling (785) 291-3097 or (800) 203-9462.
Once again, thank you for your part in making Kansas’ special educational programs a
model for the nation.
Sincerely,
Alexa Posny, Ph.D.
Commissioner of Education
Special
785-291-3097 or 1
Education
-800-203-9462
Services
785-296-6715 (fax)
120 SE 10th Avenue
Topeka, KS 66612-1182 785-296-6338 (TTY) www.ksde.org
February 1, 2008
Dear Colleagues:
It is my pleasure to present to you the Revised Kansas Special Education
Process Handbook based on the components of the 2004 Individuals
with Disabilities Education Improvement Act (IDEA 2004). The
purpose of this handbook is to provide clear, concise guidance in your
work as professional educators in order to ensure students with
exceptionalities receive appropriate special education supports and
services.
In addition to guidance regarding IDEA 2004 and Kansas Regulations,
sample forms and resources are included for your use.
The collaborative effort of those who worked diligently on the revision
of this handbook researching, debating and editing over many months is
greatly appreciated. I am fortunate to have the opportunity to work with
so many dedicated individuals and applaud their efforts to compile such
a thoughtful resource for all of us to use.
Thanks to all of you for what you do to support the education of all
students in Kansas Schools.
Sincerely,
Colleen Riley, Director
INTRODUCTION
“As special education administrators we are responsible for creating a vision that will impact all
students positively and produce excellent outcomes in achievement and behavior.”
Dr. Mary Kealy,
Legislation and Policy Chair, CASE
The reauthorization of the Individuals with Disabilities Education Act of 2004 (IDEA 2004) and the updating of
the Kansas State Regulations in 2008, continues the commitment of the nation to ensure that all students,
including those with disabilities, have access to a free appropriate public education (FAPE), will be included in
the general education curriculum and will demonstrate improved educational outcomes.
The Kansas Special Education for Exceptional Children Act expands federal law and regulations to include
children who are identified as gifted and provides an opportunity for children enrolled in private schools by
their parents to receive FAPE. The Kansas State Department of Education (KSDE) is required to provide
information regarding any rules, regulations and policies not required by IDEA 2004 or Federal Regulations.
The
2008 Kansas Special Education Process Handbook
was developed to provide guidance, resources and
supports necessary for those professionals who work to improve results for exceptional children. The
information provided in the
2008 Kansas Special Education Process Handbook
attempts to clarify and define
legal requirements of the law and regulations. Each chapter includes a brief overview specifying requirements
that are particular to Kansas. In addition, each chapter and the Appendices include valuable resources,
sample forms and references. Users of the
2008 Kansas Special Education Process Handbook
are
encouraged to update any future documents which provide clarification to the law and regulations by KSDE or
the Office of Special Education Programs (OSEP).
Additional information can be found at
idea.ed.gov
and
ksde.org
February 2008
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Kansas Special Education Process Handbook
State Imposed Rules, Regulations, and Policies in Kansas Not Required
By IDEA 2004 or Federal Regulations
9
The categories of exceptionalities include the category of “gifted.” K.S.A. 72-962(g)
9
Exceptional children attending private schools are entitled to a Free Appropriate Public Education
through an IEP, upon request. K.S.A. 72-5393 and K.A.R. 91-40-45(c).
9
A school district must obtain written parental consent before making a change of 25% or more of a
special education service or before making a change to a more restrictive or less restrictive
educational environment for more than 25% of the school day. K.S.A. 72-988(b)(6).
9
Each IEP must include, beginning at age 14, appropriate measurable postsecondary goals and a
statement of the transition services needed to assist the student in reaching the postsecondary goals.
K.S.A. 72-987(c)(8).
9
The state complaint procedures include the right of a parent to appeal the written decision of the state
complaint investigator. K.A.R. 91-40-51(c).
9
A due process hearing officer must be a licensed attorney. K.A.R. 91-40-29(b)(1)(a)
9
General education interventions must be implemented prior to referring a child for a special education
evaluation, unless school personnel can demonstrate such interventions are inadequate to address
the areas of concern for the child or a parent has consented to an evaluation and the school district
agrees that an evaluation is appropriate. K.A.R. 91-40-7(c)(2).
9
A written evaluation report is required after completion of an evaluation with regard to all categories of
exceptionality (not just required for learning disabilities). K.A.R. 91-40-10(a).
9
Facilities for exceptional children must be comparable to facilities for general education children and
such facilities must provide an age appropriate environment for the exceptional children. K.A.R. 91-
40-52(d).
February 2008
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Kansas Special Education Process Handbook
ACKNOWLEDGEMENTS
Special Education Services wishes to thank the KASEA Organization and the Regional Representatives that
participated in the review and revisions of the 2008 Kansas Special Education Process Handbook.
Additionally, representatives from Families Together, Inc., the Kansas Technical Assistance and Resource
System (KSTARS) and KSDE participated in the review and revisions.
Special Education Services is grateful to the following people who spent valuable time reviewing and providing
input into the Special Education Process Handbook:
Lynn Ahrens, Liberal, KASEA Region 7
Evelyn Alden, KSDE, SES
Brenda Asher, Salina, KASEA Region 8
Lori Burnshire, Families Together, Inc.
Kevin Cherveny, KSDE, SES
Crystal Davis, SPOT Grant, KSTARS
Kevin Davis, SPOT Grant, KSTARS
Lesli Girard, Families Together, Inc.
Kyle Goodwin, Shawnee Heights, KASEA Region 2
Misty Goosen, Kansas Inservice Training System, KSTARS
Patty Gray, KSDE, SES
Linda Grote, Hutchinson, KASEA Region 6
Kerry Haag, KSDE, SES
Victoria Hart, KSDE, SES
Mark Hartke, Wichita, KASEA Region 6
Jodi Henderson, Spring Hill, School Psychologist
Pauline Hintz, Paola, KASEA Region 4
Sharon Jeffery, McPherson, KASEA Region 6
Joan Johnson, Shawnee Mission, KASEA Region 1
Ed Koehler, Clay Center, KASEA Region 8
Deb McVey, SPOT Grant, KSTARS
Steve Mead, Pratt, KASEA Region 6
David Myers, Leavenworth, KASEA Region 3
Erica Nance, Goddard, KASEA Region 6
Chelie Nelson, Newton, KASEA Region 6
Donna Patton-Bryant, Lawrence, KASEA Region 1
Pennie Province, Ft. Scott, KASEA Region 5
Colleen Riley, KSDE, SES
Joan Robbins, Spring Hill, KASEA Region 1
Nancy Sapp, Ensign, KASEA Region 7
Sheila Smith, Oskaloosa, KASEA Region 3
Carol Stewart, IDMSS Grant, KSTARS
Mark Ward, KSDE, SES
Robert Wittman, Topeka, KASEA Region 2
February 2008
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Kansas Special Education Process Handbook
2008 SPECIAL EDUCATION PROCESS HANDBOOK
TABLE OF CONTENTS
Letter from the Commissioner............................................................................................................ i
Letter from the Director, Special Education Services........................................................................ ii
Introduction.......................................................................................................................................iii
Table of Contents ............................................................................................................................ vi
Appendices....................................................................................................................................... x
Special Education Process Flow Chart...........................................................................................xiii
CHAPTER 1. PARENT RIGHTS IN SPECIAL EDUCATION (PROCEDURAL SAFEGUARDS)
A. Parent Participation............................................................................................................ 1 - 2
B. Definition of Parent............................................................................................................. 1 - 4
C. Parent Rights in Special Education Notice ......................................................................... 1 - 6
D. Prior Written Notice ............................................................................................................ 1 - 7
E. Parent Consent .................................................................................................................. 1 - 9
F. Parent Consent Requested but Not Provided .................................................................... 1 - 13
G. Notice of IEP Meeting......................................................................................................... 1 - 14
H. Rights for Parents of Gifted Students................................................................................. 1 - 15
I. Education Advocates ......................................................................................................... 1 - 16
J. Student Rights at Age 18 ................................................................................................... 1 - 18
CHAPTER 2
SCREENING AND GENERAL EDUCATION INTERVENTION (CHILD FIND)
A. Public Notice For Child Find................................................................................................2 - 2
B. Screening for Children from Birth to Age 5..........................................................................2 - 2
C. General Education Intervention for Children from Kindergarten through Age 21.................2 - 3
D. Data Collection and Documentation for General Education Intervention.............................2 - 7
E. Referral For Initial Evaluation ..............................................................................................2 - 8
F. Early Intervening Services...................................................................................................2 - 9
CHAPTER 3
INITIAL EVALUATION AND ELIGIBILITY
A. Referral for Initial Evaluation ............................................................................................. 3 - 3
B. Prior Written Notice and Request for Consent .................................................................. 3 - 3
C. The Evaluation Team ......................................................................................................... 3 - 9
D. Timeline for Conducting the Initial Evaluation ................................................................... 3 - 10
E. Conducting the Evaluation ..................................................................................................3 - 12
F. Eligibility Determination and Documentation ...................................................................... 3 - 18
G. Prior Written Notice for Identification.................................................................................. 3 - 23
H. Independent Educational Evaluation.................................................................................. 3 - 23
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Kansas Special Education Process Handbook
CHAPTER 4
THE INDIVIDUALIZED EDUCATION PROGRAM (IEP)
A IEP Team ........................................................................................................................... 4 - 1
B. Notice of IEP Team Meeting .............................................................................................. 4 - 7
C. Using An IEP Instead of An IEP………………………………………………………………… 4 - 9
C. When the IEP/IFSP Must Be in Effect ................................................................................ 4 - 10
D. Development of the IEP ..................................................................................................... 4 - 12
E. Meeting to Review, Revise or Amend the IEP.................................................................... 4 - 29
F. Transfer Within The State or From Out-Of-State................................................................ 4 - 31
G. Implementing the IEP......................................................................................................... 4 - 32
CHAPTER 5
SPECIAL EDUCATION AND RELATED SERVICES
A. Special Education Services................................................................................................ 5 - 1
B. Related Services ................................................................................................................ 5 - 5
C. Supplementary Aids and Services ..................................................................................... 5 - 9
D. Program Modifications and Supports for School Personnel ............................................... 5 - 11
E. Incidental Benefit................................................................................................................ 5 - 12
F. Extended School Year/Day Services.................................................................................. 5 - 12
G. Frequency, Location and Duration of Services................................................................... 5 - 13
H. Home Schooling................................................................................................................. 5 - 14
I.
Services in Local Detention Facilities, Juvenile Justice Authority and Department of
Correction Facilities……………………………………………………………………………… 5 - 15
J. Facilities ............................................................................................................................. 5 - 16
K. Qualified Special Education Personnel .............................................................................. 5 - 16
CHAPTER 6
EDUCATIONAL PLACEMENT AND LEAST RESTRICTIVE ENVIRONMENT
A. Parent Participation............................................................................................................ 6 - 1
B. Determining Educational Placement .................................................................................. 6 - 3
C. Least Restrictive Environment............................................................................................ 6 - 5
D. Early Childhood Least Restrictive Environment ................................................................. 6 - 9
E. Recent Case Law............................................................................................................... 6 - 10
CHAPTER 7
REEVALUATION
A. Purpose of the Reevaluation .............................................................................................. 7 - 1
B. Need for the Reevaluation.................................................................................................. 7 - 2
C. Prior Written Notice and Request for Consent ................................................................... 7 - 3
D. Members of the Reevaluation Team .................................................................................. 7 - 7
E. Conducting the Reevaluation ............................................................................................. 7 - 7
F. Determining Continued Eligibility........................................................................................ 7 - 12
G. Reevaluation for A Child Identified as Developmentally Delayed....................................... 7 - 13
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Kansas Special Education Process Handbook
CHAPTER 8
DISCONTINUING SPECIAL EDUCATION SERVICES
A. No Longer Eligible for Services .......................................................................................... 8 - 1
B. Graduation ......................................................................................................................... 8 - 1
C. Services to Age 21 ............................................................................................................. 8 - 2
D. Summary of Performance .................................................................................................. 8 - 3
E. Revocation of Consent for Special Education Services...................................................... 8 - 4
F. Student Drops Out of School.............................................................................................. 8 - 5
G. Prior Written Notice and Request for Consent ................................................................... 8 - 5
CHAPTER 9
CONFIDENTIALITY
A. Federal and State Requirements ....................................................................................... 9 - 1
B. Access to Records ............................................................................................................. 9 - 3
C. Transfer of Records ........................................................................................................... 9 - 5
D. Release of Information ....................................................................................................... 9 - 6
E. Amendment of Records...................................................................................................... 9 - 8
F. Destruction of Records....................................................................................................... 9 - 8
G. Age of Majority ................................................................................................................... 9 - 9
H. Test Protocols .................................................................................................................... 9 - 9
I. Discipline Records ............................................................................................................. 9 - 10
J. Child in Need of Care......................................................................................................... 9 - 11
CHAPTER 10 MEDIATION
A. Mediation Process.............................................................................................................10 - 1
B. Mediation Requests ..........................................................................................................10 - 2
C. Mediation Participants.......................................................................................................10 - 3
D. Special Education Mediators.............................................................................................10 - 3
E. Mediation Results..............................................................................................................10 - 4
CHAPTER 11 FORMAL COMPLAINT
A. Filing a Formal Complaint..................................................................................................11 - 1
B. Investigating the Complaint ...............................................................................................11 - 2
C. Follow-Up on the Complaint ..............................................................................................11 - 3
D. Appealing the Decision......................................................................................................11 - 3
E. Sanctions by the State Board of Education .......................................................................11 - 3
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Kansas Special Education Process Handbook
CHAPTER 12 DUE PROCESS HEARINGS
A. Filing for Due Process .......................................................................................................12 - 2
B. Assigning a Special Education Due Process Hearing Officer............................................12 - 2
C. Resolution Meeting ...........................................................................................................12 - 3
D. Pre-Hearing Requirements................................................................................................12 - 4
E. Conducting the Due Process Hearing ...............................................................................12 - 4
F. Reaching A Decision.........................................................................................................12 - 5
G. Appealing the Due Process Decision ................................................................................12 - 5
H. Stay Put.............................................................................................................................12 - 6
I. Civil Actions.......................................................................................................................12 - 6
J. Attorney Fees....................................................................................................................12 - 6
CHAPTER 13 SUSPENSION AND EXPULSION FOR DISCIPLINARY VIOLATIONS
(CODE OF STUDENT CONDUCT AND WEAPONS, DRUGS,
OR SERIOUS BODILY INJURY OPTION)
A. Local School District Responsibilities................................................................................13 - 2
B. Code of Conduct Violations...............................................................................................13 - 3
C. Short-Term Removals (Not A Change of Placement)........................................................13 - 5
D. Long-Term Removals (A Change of Placement)...............................................................13 - 7
E. 45 School Day Interim Alternative Educational Setting
(Weapons, Drugs, or Serious Bodily Injury) ......................................................................13 - 10
F. Appeals .............................................................................................................................13 - 11
G. Children Not Determined Eligible for Special Education....................................................13 - 14
H. Reporting A Crime.............................................................................................................13 - 15
I. Seclusion Rooms and Restraint……………………………………………………………….. 13 - 17
CHAPTER 14 CHILDREN IN PRIVATE AND PAROCHIAL SCHOOLS
A. Children Placed in Private Schools by the Public School ..................................................14 - 2
B. Children Enrolled by Their Parents in Private Schools Where
Free Appropriate Public Education (FAPE) is at Issue......................................................14 - 3
C. Child Find for Children Voluntarily Enrolled in Private Schools by their Parents ...............14 - 4
D. State Law Requirements for Children Voluntarily Enrolled in Private Schools
by their Parents.................................................................................................................14 - 6
E. Federal Requirements for Children Voluntarily Enrolled in Private Schools
by their Parents.................................................................................................................14 - 7
F. Mediation and Due Process Rights of Private School Children .................................. …. 14 - 14
February 2008
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Kansas Special Education Process Handbook
Special Education Process Handbook
Appendices
Appendix A
Figure 1-1
KSDE Memo: Clarification of the term "parent" after IDEA 2004
Figure 1-2
Parent Rights in Special Education (Procedural Safeguards)
Figure 1-3
Who can sign as a parent? (Chart in Chapter)
Figure 1-4
KSDE Memo: "Reasonable Time to Respond to Parent Request...
Figure 1-5a
Prior Written Notice for Evaluation or Reevaluation and Request for Consent (Revised)
Figure 1-5b
Prior Written Notice for Evaluation and Request for Consent (New)
Figure 1-5c
Prior Written Notice for Reevaluation and Request for Consent (New)
Figure 1-6
Prior Written Notice for Identification, Special Education and Related Services,
Education Placement, Change in services, Change in Placement, and Request for
Consent
Figure 1-7
Notice of Meeting
Figure 1-8
SRS Memo "Foster Care Database..."
Figure 1-9
Letter to Smith (OSEP, Jan 2007)
Figure 2-1
Sample Public Notice for Child Find
Figure 2-2
General Education Interventions (GEI)
Figure 2-3
State Policy on MTSS (RtI) for Parents
Figure 3-1
Initial Evaluation Flow Chart (in Handbook)
Figure 3-2
Initial Evaluation Timeline (in Handbook)
Figure 3-3
Notice that No Additional Data are Needed
Figure 3-4
Eligibility Indicators, Fall 2007
Figure 3-5
Evaluation/Eligibility Report Checklist
Figure 4-1a
Regular Education Preschool Teacher at IEP Meeting
Figure 4-1b
Chart-Regular Education Preschool Teach at IEP Meeting
Figure 4-2
Comparison of IFSP and IEP Content and Consent (Revised)
Figure 4-3
Excusal from IEP Meeting (New Form)
Figure 4-4
IEP Team Considerations
Figure 4-5
Parent Consent to Invite Representative of Non-Educational Agency to IEP
Figure 4-6
IEP Meeting Requirements
Figure 4-7
IEP Content Checklist
Figure 4-8
Agreement To Amend the IEP
Figure 5-1
Assistive Technology Checklist
Figure 5-2
ESY Determination
Figure 6-1
LRE Decision Tree
Figure 6-2
LRE Decision Tree Support
Figure 6-3
Kansas State Board of Education Policy on Least Restrictive Environment, Memo of
Clarification 94-A
February 2008
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Kansas Special Education Process Handbook
Figure 6-4
Kansas State Board of Education Policies Regarding State School for the Deaf and
State School for the Blind
Figure 7-1
Reevaluation Not Needed (New Form)
Figure 8-1
OSEP Letter to Runkel (Grading/Diplomas)
Figure 8-2
Summary of Performance
Figure 9-1
Model Notification of Rights under FERPA
Figure 9-2
Sample Release of Records
Figure 9-3
Sample Log for Accessing Records
Figure 9-4
Sample List of Employees Who Can Access Records
Figure 9-5
Parent Consent for Medicaid (Revised)
Figure 9-6
Kansas Medicaid Assistance Program Provider Manual (LEA)
Figure 10-1
Special Education Mediation Process Flow Chart
Figure 10-2
Request for Mediation
Figure 10-3
Agreement to Mediate
Figure 10-4
Confidentiality Pledge
Figure 10-5
Mediation Process Timeline
Figure 10-6
Rules of Mediation
Figure 11-1
Formal Complaint Procedure Flow Chart
Figure 11-2
Formal Complaint System Timeline
Figure 11-3
Request Form for Formal Complaint
Figure 12-1
Due Process Flow Chart (Revised)
Figure 12-2
Request for Due Process Hearing For District
Figure 12-3
Request for Due Process Hearing For Parent
Figure 12-4
Appointment of Due Process Hearing Officer by LEA (Revised)
Figure 13-1
Procedures For Disciplinary Violations For Code of Student Conduct Including
Weapons, Drugs, or Serious Bodily Injury (In Chapter)
Figure 13-2
Letter to Huefner, OSEP, October 3, 2006
Figure 13-3
Guidelines for the Use of Seclusion Rooms and Restraint on Children with Disabilities
Figure 13-4
Request for Expedited Due Process Hearing for District
Figure 13-5
Request for Expedited Due Process Hearings for Parent
Figure 13-6a
Functional Behavioral Assessment
Figure 13-6b
Functional Behavior Assessment Flow Chart
Figure 13-7
Manifestation Determination Report (New)
February 2008
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Kansas Special Education Process Handbook
Appendix B
: Federal Law, Individuals With Disabilities Education Act, December 2004
Appendix C
: Federal Regulations for IDEA, August 14. 2006
Appendix D
: State Statutes: Kansas Special Education for Exceptional Children Act, KSA 72-661 through
72-996, and other applicable State Statutes.
Appendix E
: State Special Education Regulations, KAR 91-40-1 through 91-40-53, effective 2008
Appendix F
: Family Educational Rights and Privacy Act (FERPA), July 1, 2006
Appendix G
: Section 504 of The Rehabilitation Act
Appendix H
: Other Resources
Appendix I
: Index to the Process Handbook
Appendix J
: Index to State Special Education Law and Regulations
February 2008
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Kansas Special Education Process Handbook
February 2008
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Kansas Special Education Process Handbook
SPECIAL EDUCATION FLOW CHART
General Education
Parent Involvement
(Chapter 1)
General Education Interventions
(Chapter 2)
Parent Rights
(Chapter 1)
Referral for Evaluation
(Chapter 2)
Evaluation for Possible Exceptionality
(Chapter 3)
Eligibility Meeting
(Chapter 3)
Section 504
Eligible
(Appendix G)
Not Eligible,
No Services
Eligible &
Need for Services
(Chapter 3)
IEP Team Meeting
(Chapter 4)
Placement
IEP Goals
(Chapter 6)
(Chapter 4)
Special Education
& Related Services
(Chapter 5)
Private Schools
(Chapter 14)
Discontinuing Services
(Chapter 8)
Reevaluation
(Chapter 7)
Continuing Services
Annual IEP/Review Revise IEP
Special Considerations:
Confidentiality
Chapter 9
Suspension/Expulsion
Chapter 13
Mediation
Chapter 10
Code of Student Conduct and
Due Process
Chapter 11
weapons, drugs, or dangerous behavior
Formal Complaint
Chapter 12
CHAPTER 1
PARENT RIGHTS IN SPECIAL EDUCATION
(PROCEDURAL SAFEGUARDS)
INTRODUCTION
The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA), in 2004, retained important
procedures which schools must use when evaluating eligibility for special education services, when developing or
changing a child’s Individualized Education Program (IEP) or when attempting to resolve serious disputes regarding
special education issues. These procedures are sometimes referred to as “procedural safeguards” or “parent rights.”
This chapter will focus on the procedural safeguards related to evaluations and to the development and revision of
the IEP. Later chapters will address procedures regarding dispute resolution processes, such as due process
hearings, mediation and formal complaints to the state department of education.
The procedural safeguards specified in the IDEA were primarily designed to help schools and parents work together to
develop effective educational programs for children with disabilities. In
Henry Hudson Central School District v. Rowley,
102 S.Ct. 3034 (1982), the United States Supreme Court said:
“…we think that the importance Congress attached to these procedural safeguards cannot be
gainsaid. It seems to us no exaggeration to say that Congress placed every bit as much emphasis
upon compliance with procedures giving parents and guardians a large measure of participation at
every stage of the administrative process … as it did upon the measurement of the resulting IEP
against a substantive standard. We think that the congressional emphasis upon full participation of
concerned parties throughout the development of the IEP, as well as the requirements that state
and local plans be submitted to the Commissioner for approval, demonstrate the legislative
conviction that adequate compliance with the procedures prescribed would in most cases assure
much if not all of what Congress wished in the way of substantive content in an IEP.”
This chapter provides information to assist schools in ensuring that parents and students receive their rights as
established in IDEA-2004. The following topics will be discussed:
A. Parent Participation
B. Definition of Parent
C. Parent Rights In Special Education Notice
D. Prior Written Notice
E. Parent Consent
F. Parent Consent Requested but Not Provided
G. Notice of IEP Meeting
H. Rights for Parents of Gifted Students
I.
Education Advocates
J. Student Rights at Age 18
February 2008
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Kansas Special Education Process Handbook
A. PARENT PARTICIPATION
To address the requirement to strengthen the role of parents in the special education process, Congress mandated
that schools afford parents the opportunity to be members of any decision making team for their child, including
eligibility, initial evaluation and reevaluation, and development of an individualized education program (IEP) for the
provision of a free appropriate public education (FAPE). Schools are to ensure that parents have the opportunity to
be members of the IEP team that makes decisions on the educational placement of their child. Although logistically
this increased involvement of parents may present challenges in arranging convenient meeting times, it should result
in decisions that are individualized to meet the unique needs of studen
