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ERIC ED333640: The Education of Children and Youth with Special Needs: What Do the Laws Say? PDF

17 Pages·1991·1.1 MB·English
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DOCUMENT RESUME EC 300 393 ED 333 640 Horne, Richard L. AUTHOR The Education of Children and Youth with Special TITLE Needs: What Do the Laws Say? Interstate Research Associates, Inc., Washington, INSTITUTION D.C.; National Information Center for Children and Youth with Handicaps, Washington, DC. Special Education Programs (ED/OSERS), Washington, SPONS AGENCY DC. 91 PUB DATE H030A00002 CONTRACT 17p. NOTE Interstate Research Associates, National Information AVAILABLE FROM Center for Children and Youth with Handicaps, P.O. Box 1492, Washington, DC 20013 (free). Collected Works - Serials (022) PUB TYPE NICHY News Digest; vl n1 1991 JOURNAL CIT MF01/PC01 Plus Postage. EDRS PRICE Access to Education; *Civil Rights; *Disabilities; DESCRIPTORS *Educational Legislation; Elementary Secondary Education; *Federal Legislation; Parent Rights; Preschool Education; Publi: Education; Special Education; State Legislat::on; *Student Rights Education for All Handicapped Children Act; Education IDENTIFIERS of the Handicapped Act Amendments 1986; Individuals with Disabilities Education Act ABSTRACT This newsletter issue focuses on the educational and civil rights of children and youth with disabilities, through the age of 21. The primary focus is on the Education for All Handicapped (Public Children Act (Public Law 94-142), its subsequent amendments Law 98-199 and Pul,lic Law 99-457). In October, 1990, this law was amended by the Individuals with Disabilities Education Act (15,J:lic the Law 101-476). Additional federal laws, including Section 504 of Rehabilitation Act of 1973 (Public Law 93-112) and the Carl 1; Perkins Vocational Education Act (Public Law 98-524), are described available. to explain the full range of potential services and rights The paper emphasizes that most laws providing for public education laws. An are generally state and local laws rather than federal annotated list of 17 key federal statutes affecting the education and A civil rights of children and youth with disabilities is presented. 19-item bibliography and a list of 18 clearinghouses, information centers, and government agencies are provided. Also supplied are descriptions of programs for Protection and Advocacy for Persons with Developmental Disabilities and Persons with Mental Illness and a map Information showing locations of federally funded Parent Training and projects of the Technical Assistance for Parent Programs Network. (Includes 23 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * * * from the original document. * *********************************************************************** U.S. DEPARTMENT OP EDUCATION Olfica ot Education& Research and Improvement Points of view Or opinions staled in this dOCu. EDUCATIONAL RESOURCES INFORMATION ment do not necessarily represent official CENTER (ERIC) OE R I position or policy /This document has been reproduced as NICHCY received trom the person or organization originating it The Education of Children and Youth C) With Special Needs: the Laws Say' co What Do National Information Center for Children and Youth with Disabilities Washington, DC Volume 1, Number 1, 1991 Cit We've Changed Our Name The National Information Center for Cit Children and Youth with Disabilities As a result of the passage of P.L. 101-476, the Education of the Handicapped Act (N1CHCY) receives thousands of inquiries Amendments of 1990, Congress reflected the desire of the disability community to each year from families and professionals replace the term "handicapped" with the term "disability." Throughout the law the asking for information about federal laws term handicapped has been replaced with the appropriate form of the term disability. regarding special education and related At NICHCY , we've strived to use the term disability in all of our publications. In services, vocational education, and civil keeping with this trend, we will now be known as the National Information Center rights. The people who contact NICHCY for Children and Youth with Disabilities, but will retain the N1CHCY acronym. are interested in the laws and their intent, the regulations, and their state' s implemen- tation of these laws. many dedicated people over the years. The first federal laws designed to This issue of NEWS DIGEST will fo- Today, people with disabilities have ac- assist individuals with disabilities cus on the educational and civil rights of complished more than ever dreamed pos- date back to the early days of the nation. In children and youth with disabilities through sible due to more and better programs, 1798, the Fifth Congress passed the first the age of 21. Thus, the primary focus of this issue is on the Education for AU Nandi- better trained professionals, continuous federal law concerned with the care of capped Children Act, Public Law (P.L.) 94- research in education, information dis- persons with disabilities (Braddock, 1987). 142, most commonly referred to as the semination and technical assistance, and This law authorized a Marine Hospital Education of the Handkapped Act (VIA), the collaboration between parents and pro- Service to provide medical services to sick and its subsequent amendments, PL. 98- and disabled seamen. By 1912, this serv- fessionals to obtain the best education pos- 199 and P.L.99-457 1nOctober, 1990, this . sible for the nation's children and youth ice became known as the Public Health law was amended (changed) by PL. 101- with disabilities. Service. However, prior to World War II, 476, the Education of the Handicapped Act As evidence of these changes, in 1989 there were relatively few federal laws au- Amendments of 1990. As a result of these over four million children and youth with changes, we should now begin to reference thorizing special benefits for persons with the law by its new name, the I ndividuals with Those that did exist were disabilities received special education and disabilities. Disabilities Education Act (IDEA). Addi- related services under the Education of the intended to address the needs of war veter- tional federal laws, including Section 504 of Handicapped Act (EHA) (Office of Spe- ans with service-connected disabilities. the Rehabilitation Act of 1973 (P .L.93-112) This meant that, for most of our nation's cial Education and Rehabili tative Services, and the Car l D. Perkins Vocational Educa- 1990). Recently, federal efforts have ex- history, schools were allowed to exclude tion Art (P L.98-524), are discussed to help tended this right to the youngest of chil- certain chil- and often did exclude readers understand the full range of poten- dreninfants and toddlers. A recent sur- dren, especially those with disabilities. tial services and rights available to children vey, conducted by Louis Harris and Asso- Since the 1960s, however, there has been and youth with disabilities and their fami- ciates (1989) for the International Center a virtual avalanche of federal legislation lies, for while P L.94-142 is the largest part of the picture, it is not the eni ire picture. This that relates di. eat) or indirectly to indi- for the Disabled, suggests that more chil- issue will also disruss the application of dren with disabilities appear to be receiv- viduals with disabilities, particularly chil- state laws and provide resources to families ing a far better education today than they dren and youth. The numerous court deci- and professsonals on how to obtain addi- v. ere 10 to 12 years ago, and that parents sions rendered, and state and federal laws tional information. are reasonably satisfied with their passed since the 1960s, now protect the Only a brief discussion of each law is However, many children's education. rights of those with disabilities and guar- contained in the NEWS DIGEST, and it does families and professionals have little antee that they receive a free and appropri- not provide a legal interpretation of stat- knowledge about the laws. According to ate, publicly-supported education. utes. Those who need precise language are encouraged to refer directly to the public There have been many heroes and this report, 61% of the parents surveyed laws and relevant regulations. A resource knew little or nothing about their rights heroines in this effort, most certainly the list of organizations and a bibliography of under both the Education of the Handi- families of children with disabilities. The useful readings are provided at the end of capped Act (EHA) P.L. 94-142 and Sec- positive changes in the laws and the atti- this NEWS DIGEST for further informa- tion 504 of the Rehabilitation Act of tudes of the public toward those with dis- tion on ihe laws and for more precise inter- abilities would not have occurred without 1973, P.L. 93-112. Even a greater number pretations. of these parents-85%were not aware the active and persistent involvement of "PERMISSION TO REPRODUrT THIS MATERIAL HAS BEEN GRANTED BY c y TO THE EDUCATIONAL RESOURCES BEST COPY AVAILABLE c 2 INFORMATION CENTER (ERIC).- 41" The purpose of 1965 (ESEA), P.L. federal laws are often changed, oramended, of the vocational education law, the Carl D. this law was to strengthen and improve regularly. Public Law 94-142, the Educa- Perkins Vocational Education Act of educational quality and opportunity in the tion for All Handicapped Children Act, has 1984, P.L. 98-524. Finally, a majority of nation's elementary and secondary schools had several amendments since its passage both principals and teachers surveyed felt Eight (DeStefano & Snauwaert, 1989). in 1975. Therefore, it is important to keep they had not had adequate training in spe- months later, PL. 89-10 was amended with up-to-date on these changes, as they often cial education. the enactment of P.L. 89-313. Public Law affect the delivery of special education, Awareress of the laws that assure equal 89-313, the Elementary and Secondary related services, and other programs in your opportunities to individuals with disabili- Education Act Amendments of 1965, au- state. ties is vitally important for the following thorized the first federal grant program spe- Laws passed by the Congress provide a reasons: cifically targeted for children and youth general framewodc of policy related to a I.. Knowledge of the language and inten- with disabilities. This law authorized grants particular issite. Once a law is passed, Con- tion of these laws empowers families to to state agencies to educate children with gress delegates to an administrative agency advocate more effectively for their children disabilities in state-operated or supported within the Executive Branch the task of and strengthens their ability to participate schools and institutions. In 1966, P.L. 89- developing detailed regulations to guide fully as partners in their children's educa- 750, the Elementary and Secondary Edu- the law's implementation. Federal regula- tional teams. cation Act Amendments of 1966, established tions are detailed in the Code of Federal As independence and self-sufficiency II. the first federal grant program for the edu- Regulations (CFR). The CFR interprets for individuals become increasingly im- cation of children with disabilities at the the law, discusses each point of a law, and portant outcomes of special education, it is local school level rather than state-operated further explains it. Copies of most federal important that individuals with disabilities schools and institutions. This section of the regulations are available in the public library. understand the law and its implications for law became known as Title VI. In addition, The CFR is readable and helpful in under- making decisions. P.L. 89-750 established the Bureau of State agencies must standing the laws. Knowledge of the law can assist pro- I.. Education for the Handicapped (BEH) to comply with federal laws and regulations. fessionals in understanding the entire serv- administer all Office of Educatio n programs At the federal level, special education ice delivery system, ensure protection of for children and youth with disabilities. is an area in which elaborate sets of regu- c ivil rights, and improve collaboration with BEH was charged with helping states to: lations exist. The regulations for the Edu- other agencies and families. implement and monitor programs; support cation of the Handicapped Act., for example, Knowledge of the law can help parents II. demonstration programs; conduct research spell out the procedures and programming and professionals work together on behalf and evaluate federally funded programs; that must be provided to children and youth of children to make the equal education provide fmancial support for training spe- with disabilities in order for states to receive opportunity guaranteed by law a reality. cial educators, other teachers, support per- federal funds. States may go beyond what sonnel, and parents; and to support research, is required in the regulations. For example, training, production, and distribution of some states have broader definitions of How Federal Laws educational media. Public Law 89-750 also which children are entitled to special edu- established the National Advisory Council cation and, thus, may include gifted children And Regulations (NAC), which today is called the National in their special education programming. Council on Disability. Are Determined In 1968, P.L. 90-247, the Elementary and Sec ondary Education Act Amendments Early Federal of 1968, became the final special education It is helpful to know how laws are legislation enacted at the federal level in the Education Laws named or referred to. Whenever an Act is 1960's. Public Law 90-247 established a passed by the Congress and signed into law set of programs, which would later become And Court Cases by the President, it is given a number, such known as "discretionary," that provided a as PL.. 94-142. "P.L.'" stands for Public wide range of programs that supplemented Law. The first set of numbers means the and supported the expansion and improve- Looking back over the last twenty-five session c)f Ceagress during vhich the law ment of special education services. These years, it is clear that federal protection and was passed. For example, the 94 means the programs included funding for regional guarantees of the educational rights of indi- 94th session of the U.S. Congress. The resource centers, centers and services for viduals with disabilities have been an second set of numbers identifies what num- children with deaf-blindness, the expansion evolving story. Figure 1 presents a graphic ber the law was in the sequence of passage of instructional media programs, continued view of the history of special education and enactment during that session. Thus, research in special education, and funds to legislation and relevant court cases. Direct the 142 means that this was the 142nd law establish a center to help improve the re- that Congress passed and the President federal support for the education of children cruitment of education personnel and to with disabilities has its roots in the El- signed during the 94th session of Congress. disseminate information concerning edu- ementary and Secondary Education Act of It is also important to understand that 2 a publicly-supported education (Pennsyl- cation opportunities for children and youth the educational rights of children and youth with disabilities. with disabilities. (It was under this law that vania Association for Retarded Citizens v. By the mid 1970's, there were several the roots of AICHCY were begun.) Commonwealth of Pennsylvania, 1972). Two years later, Congress passed the The PARC suit was resolved by a consent right-to-education cases brought to court in Elementary and Secondary Education states all over the country. Two precedent- agreement that specified that the state could setting cases involving the education of Amendments of 1970, P.L. 91-230. Public not apply any law that would postpone, end, children with disabilities took place in Law 91-230 consolidated into one act a or deny mentally retarded children access number of previously separate federal grant Pennsylvania and the District of Columbia. to a publicly-sapported education. Further- In Pennsylvania, the Pennsylvania Asso- more, the agmement requized the state to programs related to the education of children ciation for Retarded Citizens (PARC) and with disabilities, including Title VI of ESEA idenlify all school-aged children with mental tinder P.L. 89-750. This new authorization, retardation who were excluded from the thirteen school-aged children with mental which became known as Part B, was en- public schools and to place them in a "free letardation brought a class action suit against titled the Education of the Handicapped the Commonwealth of Pennsylvania for its public program of education and training Act (EHA) and was the precursor to the alleged failure to provide all of its school- appropriate to their capacity." Finally, the 1975 Act that would significantly expand agreement claimed that it was highly de- aged children with mental retardation with sirable to educate these children in programs most like those for nonhandicapped children. Figure In 1972, the parents and guardians of The Legislative History of Special Education seven District of Columbia c hildmn brought a class action suit against the D.C. Board of Education on behalf of all out-of-school P.L. 101-176 P children with disabilities (Mills v. Board of 1990 ( IDEA ) Education,1972). Unlike PARC Mills was , resolved by a judgement against the district school board. The result was a cotht order P,L. 99-457 that the District of Columbia must provide 1986 (EHA) all children with a disability, regardless of the severity of their disability, with a pub- P.L. 98-199 licly-supported education. 1983 (EHA) In 1974, P.L. 93-380, the Education Amendments of 1974, was passed. These P.L. 94-142 amendments contained a variety of changes 1975 (EAHcA) to existing federal education programs of the ESEA. One of the most important 4 amendments was to Title VI of the ESEA P.L. 93-380 1974 (EHA) which was renamed as the Education of the Handicapped Act Amendments of 1974. A PAW,: & Mills This law required states to establish a time- Decisimis 19-2 table toward achieving full educational op- ) portunity for all children with disabilities. P.L. 91-230 The Act provided procedural safeguards 1970 (ERA) for use 'n the identification, evaluation, and plac.ement of children with disabilities, 90-247D P.L. mandated that such children be integrated 1968 L into regular classes when possible, and re- quired assurances that testing and evalua- tion materials be selected and administered P.L. 89-750 ) 1966 (ESEA) on a nondiscriminatory basis. Even with P.L. 94-142 on the horizon, PL. 93-380 4 was important because it began the focus, P.L. 89-313 through a major federal program to the 1965 states, on fully educating all children with disabilities. Public Law 94-142, the Educa- 89-10 tion for All Handicapped Children Act, was 1965 (ESEA) passed by Congress and signed into law by President Ford in 1975. 3 P.L. 94-142, The of his [or her] handicap, be excluded from Federal Laws the participation in, be denied the benefits Education for All of, or be subjected to discrimination under Strengthen: Handicapped Chil- any program or activity receiving federal fmancial assistance." The Core of dren Act of 1975 To be eligible for the protections under This law was passed in 1975 and went Section 504, an individual must meet the Current Rights into effect in October of 1977 when the definition of a handicapped person. This regulations were finalized. This law grew definition is: "Any person who (i) has a out of and strengthened earlier acts of a physical or mental impairment which sub- The rights of individuals with disabili- similar name, including P.L. 91-230 and stantially limits one ormore of such person's ties were significantly strengthened with P.L. 93-380. Ballard, Ramirez and Zantal major life activities, (ii) has a record of such the passage of three federal laws and their Weiner (1987) and DeStefano and an impairment, or (iii) is regarded as having periodic amendments. These laws were: Snauwaert (1989) summarize the major such an impairment." Major life activities tr Pl. 93-112, the Rehabilitation Act purposes of P.L. 94-142 as: include self-care, performing manual tasks, of 1973 wo To guarantee that a "free appropriate seeing, hearing, speaking, breathing, learn- P.L. 94-142, the Education of All education," including special education and Handicapped Children Act of ing, and walking. Section 504 covers only related service programming, is available those persons with a disability who would 1975, and to all children and youth with disabilities otherwise be qualified to participate and P.L. 98-524, the Carl Perkins Vo- who require it. benefit from the programs or other activi- cational Education Act of 1984. % To ass= that the rights of children and ties receiving federal financial assistance. These three laws, and their subsequent youth with disabilities and their parents or Section 504 assures equal opportuni- amendments, form the core of current pro- guardians are protected (e.g., fairness, ap- ties for children and youth with disabilities tection against discrimination and current propriateness, and due process in decision- in schools receiving federal fundspre- guarantees of equal educational opportu- making about providing special education sc hools, elemen tary and secondary schools, nity that individuals with disabilities have and related services to children and youth and postsecondary institutions. Agencies in our nation. Because these laws are so with disabilities). that persist in acts of discrimination face the important to ensuring the rights of those 10 To assess and assure the effectiveness loss of federal funds. Along with school disabilities, you should become familiar of special education at all levels of govern- districts, this includes colleges and univer- with both the laws and their regulations. ment. sities, vocational education and adult edu- Each law is described in some detail below. to To financially assist the efforts of state cation programs, state and local govern- rnd local governments in providing full ments, places of employment, hospitals and P.L. 93-112, educational opportunities to all children clinics, and public and private groups of all and youth with disabilities through the use The Rehabilitation kinds which receive federal financial assis- of federal funds. tance. Act of 1973 In 1983, through the Education of the Public Law 93-112 has been amended Handicapped Act Amendments of 1983 several times. In 1983, P.L. 98-221, the (P.L. 98-199), Congress amended, or Rehabilitation Act Amendments of 1983, This law is critical, because it addresses changed, the law to expand incentives for authorized several demonstration projects discrimination against persons with dis- preschool spec ial education programs, earl y regarding the transition of youth with dis- The law has different sections abilities. intervention, and transition programs. All abilities from school to work. In 1986, P.L. which refer to different areas of discrimina- programs under EHA became the responsi- 99-506, the Rehabili tation Act Amendments tion, as follows: bility of the Office of Special Education of 1936, provided for programs in sup- Section 501: Employment of Programs (OSEP), which by this time had ported employment services for individuals Handicapped Individuals replaced the Bureau of Education for the Section 502: Architectural and with disabilities. Handicapped (BEH). To learn more about the precise nature Transportation Board Compliance In 1986, EHA was again amended of this act, including the sections not de- Section 503: Employment under through P.L. 99-457, the Education of the scribed here, how to file a discrimination Federal Contracts Handicapped Act Amendments of 1986. complaint, or to obtain a copy of the Act's Section 504: Non-Discrimination One of the important outcomes of these regulations (Code of Federal Regulations under Federal Grants amendments was that the age of eligibility LC.F.R.]: Title 34; Education; Parts 100 To this day, Section 504 provides indi- for special education and related services to 106), write to: U.S. Department of viduals with disabilities with basic civil for all children with disabilities was low- Education, Office of Civil Rights, Op- rights protection against discrimination in ered to age three, a change to be imple- erations Support Service and Technical federal programs. The law states that "no mented by school year 1991-1992. The law Assistance Branch, 330 C Street, S.W., otherwise qualified handicapped individual also established the Handicapped Infants Room 5431, Washington, D.C. 20202. in the United States shall, solely by reason 4 10 The right of parents to challenge and to To the maximum extent appropriate, and Toddlers Program (Part H). As speci- appeal any decision related to the identifi- all children and youth with disabilities will fled by law, this program is directed to the cation, evaluation, and placement, or any be educated in the regular education en- needs of children, from birth to their third issue concerning the provision of FAPE, of vironment. birthday, who need early intervention serv- their child is fully protected by clearly to Children and youth receiving special In addition, under this program the ices. spelled-out due process procedures. education have the right to receive the re- infant or toddler's family may receive serv- 1. lated services necessary to benefit from Parents have the right to confidentiali ty ices that are needed to help them assist in of information. No one may see a child's special education instruction. Relatvi ser- the development of their child. State defi- records unless the parents give their written nitions of eligibility under this program vices include: permission. (The exception to this are school vary. However, in order to receive federal ...transportation and such devel- personnel with legitimate educational in- funds, each state must have a comprehen- opmental, corrective, and other terests.) sive, state-wide, interagency service deliv- supportive services that are re- In October, 1990, Congress passed, ery system in place by their fifth year of quired to assist a handicapped child and President Bush signed into law, the participation in the program. to benefit from special education, Education of the Handicapped Act The Education of the Handicapped Act and includes speech pathology and Amendments of 1990 (P.L. 101-476). The makes it possible for states and localities to audiology, psychological services, new law has resulted in some significant receive federal funds to assist in the educa- physical and occupational therapy, changes. For example, the name of the law, tion of infantP, toddlers, preschoolers, recreation, early identificazion and the Education of the Handicapped Act children and youth with disabilities. Basi- assessment of disabilities in chil- (EHA), will now be called the Individuals cally, in order to remain eligible for federal dren, counseling services, and with Disabilities Education Act (IDEA). funds under the law, states must assure that: medical services for diagnostic or Many of the discretionary programs author- All children and youth with disabili- 11* The term evaluation purposes. ized under the law have been expanded. ties, regardless of the severity of their dis- also includes school health serv- Some new discretionary programs, includ- ability, will receive a Free, Appropriate ices, social work services in ing special programs on transition, a new Public Education (FAPE)at public ex- schools, and parent counseling and program to improve services for children pense. training (C.F.R.: Title 34; Educa- and youth with serious emotional distur- Education of children and youth with wo. tion; Part 300.12, 1986). bance, and a research and information dis- disabilities will be based on a com plete and semination program on attention deficit t* Parents have the right to participate individual evaluation and assessment of disorder, were created. In addition, the law in every decision related to the identifica- the specific, unique needs of each child. now includes transition services and tion, evaluation, and placement of their An Individualized Education Pro- assistive technology services as new defini- child or youth with a disability. gram (IEP), or an Individualized Family tions of special education services which Parents must give consent for any Services Plan (IFSP), will be drawn up for ie. must be included in a child's or youth's IEP. initial evaluation, assessment,or placement; every child or youth found eligible for spe- Also, rehabilitation counseling and social be notified of any change in placement that cial education or early intervtntion serv- work services will be included as related may occur; be included, along with teach- ices, stating precisely what kinds of special services under the law. Finally, the services ers, in conferences and meetings held to education and related services, or the types and rights under this law are expanded to draw up individualized programs; and must of early intervention services each infant, more fully include children with autism and approve these plans before they go into toddler, preschooler, child, or youth will traumatic brain injury. effect for the first time. receive. The Individuals with Disabilities Edu- cation Act and Section 504 of the Rehabili- tation Act of 1973 strengthen each other in A important areas. For example, they both: call for school systems to carry out ,Ill.III I. a systematic search for every child with a disability in need of a public 01111T f Irot education, mandate a Free and Appropriate Public Education (FAPE) regard- less of the nature and severity of an individual's disability, make it clear that education and related services must be provided at no cost to parents, 6 BEST COPY AVAILABLE competencies needed to work in a techno- have similar requirements to as- P.L. 98-524, The logically advanced society. The new law sure that testing and evaluation of expands the term "special populations" to a chL.,i's needs are not based on a Vocational Educa- include individuals with disabilities, indi- single testing instrument, and tion Act of 1984 viduals who sre economically and educa- emphasize the importance of edu- cating children and youth with tionally disadvantaged (including migrant and foster children), individuals with lim- This law is often referred to as the Carl disabilities with their nondisabled D. Perkins Act, or the Perkins Act, and ited English proficiency, individuals who peers to the maximum extent ap- participate in programs to eliminate sex authorizes federal funds to support voca- propriate. tional education programs. One of the bias, and those in correctional institutions. The Education of the Handicapped Act, Public Law 101-392 is closely interwoven goals of the Perkins Act is to improve the P.L. 94-142, and its amendments, P.L. 98- access of those who either have been with the IDEA (PL. 101- 476) to guarantee 199, PL. 99-457, and now the Individuals full vocational education opportunities for with Disabilities Education Act, P.L. 101- underserved in the past or who have greater- youth with disabilities. than-average educational needs. Under the 476, represent the most important pieces of educational legislation in the history of Act, "special needs students" include those who have a disability, are disadvantaged, or educating children and youth with disabili- Other Federal have limited English proficiency. This law ties. As has been said, parents and profes- is particularly important because it requires sionals should make every effort to famil- that vocational education be provided for Laws Affecting iarize themselves with these laws. The students with disabilities. The regulations regulations which cover the Education of Children and Youth which cover this law are called C.F.R.: Title the Handicapped Act are also to be found in 34; Education; Parts 400499. the Code of Federal Regulations. They are With Disabilities called C.F.R.: Titk 34; Education; Parts The law states that individuals who are members of special populations (including 300 to 399. You can obtain the latest copy individuals with disabilities) must be pro- of the Federal regulations implementing In addition to the Individuals with Dis- the Education of the Handicapped Act by vided with equal access to recruitment, en- abilities Education Act, Section 504 of the rollment, and placement activities in voca- sending a check or money order for $12.00 Rehabilitation Act, and the Perkins Act, In addition, these indi- (made out to the Superintendent of Docu- tional education. there are other federal laws that provide viduals must be provided with equal access ment.$) to: Superintendent of Documents, civil rights and service programs for chil- to the full range of vocational education U.S. Government Printing Office, Wash- programs available to others, including dren and youth with disabilities. The fol- ington, D.C. 20402. Remember to state lowing is a general overview of some of occupationally specific courses of study, that you are requesting a copy of the Code these important laws. of Federal Regulations: Title 34; Educa- cooperative education, apprenticeship pro- tion; Parts 300-399. grams, and, to the extent practical, compre- You should be aware that with the hensive guidance and counseling services. P.L. 93-380, The passage of P.L. 101-476, the U.S. Under the law, vocational education plan- Family Education Department of Education will be writing ning should be coordinated between public agencies, including vocational education, new regulations to correspond to the changes Rights and Privacy special education, and the state vocational made by the IDEA. These regulations will Act (FERPA) rehabilitation agencies. The provision of be published and later integrated into the vocational education to youth with C.F.R. Therefore, the current regulations dis- will not include the new services and This law was included in the extensive abilities should be monitored to ensure that changes to the ESEA. It is often called the programs of the IDEA. You may be able to such education is consistent with objectives information regarding new obtain Buckley Amendment and gives parents of stated in the IEP. regulations by reading the Federal students under the age of 18, and students In 1990, Congress amended this law by passing P.L. 101-392 (Farrar, 1991). The Register. The Federal Register serves as age 18 and over, the right to examine records kept in the student's personal file. The name of the law has been changed to the the primary document which lists proposed Carl D. Perkins Vocational and Applied and final regulations developed by federal FERPA was passed in 1974 to cover all stu- Technology Education Act. The purpose agencies. The Federal Register is available dents, including those in postsecondary edu- in most public libraries. In addition, many cation. The major provisions of the Act are: of this law is to make the United States more to disability organizations, professional Parents and eligible stuc Its have the competitive in the wecld economy by de- right to review and have a ,,opy of their associations, and parent groups subscribe veloping more fully the academic and occu- educational records for their own files. to the Federal Register. These groups can pational skills of all segments of the popu- keep you informed about changes in the Parents and eligible students have the lation. This law will concentrate resources kw right to have the records explained End on improving educational programs lead- regualtions. ing to the academic and occupational skill interpreted by school officials. School officials may not destroy any over, an annual notice to inform them of remedies under the other laws relating to 10 their policies and procedures under this the prohibition of discrimination, and for records if there is at outstanding request to other purposes." Public Law 99-372: inspect and review mem. law, the right of parents cc eligible students Parents and eligible students who be- to file a complaint, and the school's respon- provides for reasonable attorneys' km* fees and costs to parents and lieve that information contained in the edu- sibility for comm unicati ng with parents and students in their primary language if it is cation records is inaccurate, misleading, or guardians who prevail in adminis- a violation of any rights of the student mo other than English. trative hearings or court when there request that the records be changed. is a dispute with a school system The parent or eligible student must be concerning their child's right to a P.L. 99-372, advised if the school decides that the records free appropriate special education should not be changed, and has the right to and related services; The Handicapped While a school may release a hearing. applies to all cases initiated after Children's Protec- certain kinds of educational records to edu- July 3, 1984, and requests the General Accounting cation or other social service agencies with- tion Act of 1986 out permission from the parents or eligible Office to study the impact of the student, the school must keep track within law and submit findings to Con- This law was enacted in 1986"to amend the student's files of requests for these gress concerning the number of the Education of the Handicapped Act to complaints, prevailing parties, authorize the award of reasonable attor- records. This information can be inspected by the parent or eligible student. Finally, neys' fees to certain prevailing parties, to amounts of attorneys' fees, and each school district must give parents of clarify the effect of the Education of the other data. (This study was com- students in attendance, or students age 18 or pleted in 1989.) Handicapped Act on rights, procedures, and LAWS PASSED BY THE 101ST CONGRESS During the past session which ended in October, 1990, Congress passed and President Bush signed the following Iftws of intemst to families and professionals who live and work with children and youth with disabilities. All of th 4. 3 can be purchased in individual pamphlet form, known as "slip law 7 from the U.S. Government Printing Office, at the price indicated. (In the case of amendments (changes) to existing law, such as the Education of the Handicapped Act Amendments of 1990, please note that the slip law is the text of the amendments only.) We thank the National Association of State Directors of Special Education (NASDSE) for compiling this information and for their permission to reprint it in this issue of NEWS DIGEST. In January, 1991, NASDSE published complete copies of P.L. 101-476, the Individuals with Disabilities Education Act, integrating the 1990 amendments into the provisions of the Education of the Handicapped Act. Prices are $15.00 each foe one to 20 copies; $12.00 each for 21 to 50 copies; and $10.00 each for 50 copies or more plus postage. Orders may be sent to: NASDSII, 2021 K Street, NW, Suite 315, Washington, DC 20336-1003, ATTN: IDEA, or by calling (202) 296.1800. Public Law 101-336, the Americans with Disabilities Act of Public Law 101408, the Omnibus Budget Reconciliation 1990, signed on July 26, 1990. ($1.50) Act of 1990, signed on November 5, 1990. ($18.00) Public Law 101492, the Carl D. Perkins Vocational and Public Law 101417, the Departments of Labor, Health Applied Technology Education Act Amendments of 1990, and Human Services, and Education, and Related Agee- signed on September 25, 1990. ($2.50) des Appropriations Act, 1990, signed on November 5, 1990. ($1.25) Public Law 101-431, the Television Decoder Circuitry Act of 1990, signed on October 15, 1990. ($1.00) Public Law 101400, the School Dropout Prevention and Basic Skills Improvement Act of 1990, signed on November Public Law 101-476, the Education of the Handicapped 16, 1990. ($1.00) Act Amendments of 1990, signed on October 30, 1990. ($1.50) Public Law 101410, the National and Community Servite Act of 1990, signed on November 16, 1990. ($1.75) Public Law 101494 the Developmental Disabilities Assis- tance and Bill of Rights Act, signed on October 31, 1990. Public Law 101439, the Mental Health Amendments of ($1.75) 1990, signed on November 28, 1990. ($1.00) Public Law 101-501, the Augutt F. Hawkins Human Serv- To order ay of these laws, send a check or money order, ices Reauthorization Act of 1990, signed on November 2, payable to the Superintendent of Documents, Superinten- 1990. ($1.75) dent of Documents, U.S. Government Printing Office, Washington,DC 20402. For creditcardpurchases, telephone (202) 275-3030. 7 disabilities. In addition to basic grants to programs is available by contacting the Pi. 99-401, Tempo- states for supporting these planning, coor- Tex.'s Respite following organizations: dinating, and service activities, the law Resource Network (TRRN), P.O. Box rary Chi ld Care for authorizes: (a) a formula grant program to 7330, Station A, San Antonio, TX 78207- Handicapped Chil- support the establishment and operation of (512) 228-2794, and 3198, Telephone: state protection and advocacy systems; (b) Access to Respite Care and Help (ARCH), dren and Crisis a project grant program to support univer- Chapel Hill Training Project, 800 Eastowne Nurseries Act of 1986 sity-affiliated programs for persons with Dr., Chapel Hill, NC 27514, Telephone: developmental disabilities; and (c) grants (919) 490-5577. This law is actually a pert of a larger to nationally significant projects aimed at the Children ' s Justice Act. Title federal law, , increasing the independence, praluctivity, H of this law includes provisions to fund P.L. 100-146, The and community integration of persons with tempormy child care (e.g., nspite care) for Developmental Dis- Also, the Act developmental disabilities. children who have a disability or chronic mandates the establishment and opeiation abilities and Bill of illness and crisis nurseries for children at of a federal interagency committee to plan risk of abuse or neglect. In 1988, the U.S. Rights Act Amend- for and coordinate xtivities related to per- Department of Health and Human Services sons with developmental disabilities. ments of 1987 awarded approximately two million dollars The term "developmental disability," to 16 states to develop and implement re- as defiaed in the Act means: The original law, the Mental Retarda- spite care services. In 1989, this law was tion Facilities and Community Mental amended by P.L. 101-127, the Children ...a severe, chronic disability of a Disabilities Temporary Care Health Centers Construction Act of 1963 with person which: (a) is attributable to (P.L. 88-164), which includes a Bill of This law Reauthorization Act of 1989. a mental or physical impairment Rights section for people with develop- extended and expanded this program for or combination of mental or mental disabilities, was amended in 1987. two years RA included an increase in fund- physical impairments; (b) is mani - Persons covered under this law now include ing for these programs from $5 million to fested before the person attains those with mental retardation, autism, ce- $20 million in 1990 and 1991. By July, age twenty-two; (c) is likely to rebral palsy, and epilepsy. This Act au- 1990, 87 grants were awarded to states to continue indefinitely; (d) results thorizes grants to support the planning, co- develop and establish respite care programs in substantial functional limita- ordination, and delivery of specialized and crisis nurseries. tions in three or more of the fol- services to persons with developmental Additional information about these Persons Programs for Protection and Advocacy (P & A) for Illness With Developmental Disabilities and Persons with Mental P & A for Persons with Mental Illness P & A for Persons with Developmental (PAMII) Disabilities (PADD) This progtam is modelled after the protection and advo- Ibis program was originally established by the Develop- The cacy systems for persons with developmental disabilities. mental Disabilities Assistance and Bill of Rights Act of 1975 and program was authorized by P.L. 99-319, the Protection (P.L. 94-103), which mandated that each state and territory Advocacy for Mentally 111 (PAM) Individuals Act of 196. establish a protection and advocacy system as a condition for ln 1988, P.L. 99-509 reauthorized she pogrom. The system receiving its funding under this law. Agencies established to was established to protect the rights of persons with mental provide these advocacy services had to have the ability to illness under federal and state laws, and to investigate allega- pursue legal, administrative, and other approptiate remedies tionsof abuse and neglect of persons residing in facilities. The to protect the rights of individuals with developmental dis- System is designated to the agencies housing protection and abilities under federal and state taws. The Governor of each advocacy for persons with developmental disabilities in each state must designate a program to serve as the P & A System, state and taritory. The federal agency responsible for ad- and must assure that the System is independent of any service ministering the PAM program is the U.S. Department of provider. The federal agency responsible for administering Health and Human Services, National Institute of Mental the P & A System is the U.S. Department of Health and Human Health. Services, Administration on Developmental Disabilities. The program was reauthorized by PL. 101- 496 in 1990. For more information about these programs and to locate the PADD or PAMII program in your state or territory, contact Washington, DC the National Association of Protection & Advocacy Systems (NAPAS), 900 Second Street, N13, Suite 211, 20002. Telephone (202) 408-9514; (202) 408-9521 (TDD). 8 9 BEST COPY AVAILABLE U.S. Department of Justice, Civil Rights assessment; (3) support groups; (4) public lowing areas of major life activity: (1) self-care; (2) receptive and Division, Coordination and Review Sec- awareness programs; (5) mining and tech- tion, P.O. Box 66118, Washington, D.C. nical assistance; (6) access to related infor- express ive language; (3) learning; 20035-6118. Telephone (202) 514-0301 mation; (7) interagency agreements; and (4) mobility; (5) self-direction; (6) capacity for independent living; (8) other activities necessary for develop- (voice) and (202) 514-0381/83 (TDD), 11 A.M. to 4 P.M. Eastern time. Additional ing, implementing, or evaluating a state- and (7) economic sufficiency; and wide service delivery system. To date, 23 (e) reflects the person's need for a information is also available from NICHCY . combination and sequence of spe- states have successfully competed for funds. In addition, the National Institute on Dis- cial, interdisciplinary, or generic ability and Rehabilitation Research State Laws care, treatment, or other services which are of lifelong or extended (NIDRR) awarded a contract to the Asso- duration and are individually Relating to ciation for the Advancement of Rehabilita- planned and coordinated. tion Technology (RESNA) to provide tech- Children and Youth nical assistance and information to states on All services provided under this law the development and implementation of a must be aimed at providing opportunities With Disabilities consumer-responsive, state-wide program and assistance for persons with develop- of technology-related assistance under the Act. mental disabilities to enable them to "achieve their maximum potential through increased Title II of P.L. 100-407 authorizes the How states implement the requirements independence, productivity, and integra- of federal laws is covered by the primary federal government to perform various ac- tion into the community." and basic source of law for the nationthe tivities to help states develop their service The most recent amendments to this United States Comitution. Federal laws delivery systems. These activities include: law were passed by Congress and signed a study to be undertaken by the National passed by Congress must be based on the into law by President Bush in 1990 (the Council on Disability to identify practices provisions of the Constitution. State consti- that facilitate or impede the fmancing of tutions and laws may go beyond what is Developmental Disabilities Assistance and Bill of Rights Act of 1990, P.L. 101-496). assistive technology devices or services; provided in the federal law, as long as there and a study ef the need for a National is no conflict between them, and as long as Information and Program Referral Network state laws do not address areas reserved to P.L. 100-407, The to assist states in responding to technology- the federal government, such as providing Technology-Related related informadon needs. for the nation's defense. The major Constitutional provisions Assistance for Indi- that are of importance to children and youth viduals with Disa- P.L. 101-336, The with disabilities are (a) those that provide bilities Act of 1988 for the spending of money to protect the Americans with general welfare, and (b) the fourteenth Disabilities Act of The primary purpose of this Act is to amendment, which provides that no states assist states in developing comprehensive, shall "deprive any person of life, liberty, or 1990 property, without the due process of consumer-responsive programs of tech- The Americans with Disabilities Act law...nor deny...equal protection of the nology-related assistance and to extend the (ADA) was signed into law by President availability of assistive tec hnology to indi- It is important to remember that laws." viduals with disabilities and their families. Bush on July 26, 1990. The central purpose there is no constitutional provision requir- of this Act is to extend to individuals with "Ascistive technology device" is defin- ing that the federal government provide ed by lire kct as "any item, piece of equip- disabilities civil rights protections similar education. Under the tenth amendment to ptoduct system whether acquired ment, to those provided to individuals on the basis the Constitution, it states that, "powers not of race, sex, national origin, and religion. off the shelf, modified or customized that is delegated to the United States by the Con- used to increase, maintain, or improve func- stitution, nor prohibited to the States, are Based on the concepts of the Rehabilitation tional capabilities of individuals with dis- Act of 1973, the ADA guarantees equal reserved to the States...". Therefore, all abilities." The broad dermition of devices opportunity for individuals with disabilities states have provided for public education, included under the law gives states great in employment, public accommodation, either by state constitution, state law, or flexibility in the programs to be developed. transportation, State and local government States are required under the due both. Tide I of P.L 100-407 provides states services, and telecommunications. The process and equal protection clauses of the ADA is the moss significant federal law with funds to develop a consumer-respon- fourteenth amendment to provide educa- sive state system of assistive technology assuring the full civil rights of all individu- tion on an equal basis and to provide due States receiving funds may de- services. als with disabilities. process before denying equal educational velop or carry out any of the following: (1) For additional information and answers programming . model delivery systems; (2) state-wide needs to questions regarding the ADA, contact the As you can see, most laws providing

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