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michigan's law is that of least restrictrive environment, which How did the notionof special education come who knows the pain of a disabled child.
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62. Learning Services & Resources
Transition Directory (PDF File); special Education Process Learning disabled (PDFFile); Transition Planning Early On michigan. Assistive Technology Guidelines;
Wayne RESA's Web Site - Site Map!
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63. Find Places For Them All By Linda Schrock Taylor
understand that most parents of disabled children have until help arrives, parentsof special needs children mail lives in northernlower michigan, where she
Find Places For Them All
by Linda Schrock Taylor Dr. James Dobson and Dr. Laura Schlessinger join many others in believing that the time has come for parents to withdraw their children from the government schools. There is no doubt that the public school system, as a whole, is failing to provide our nation with an educated and thoughtful citizenry. The news from special education classrooms is even more dismal. I have been involved with special education since I was given my first assignment, at age five, to teach color names to my young deaf brother. I spent the years of my youth immersed in a world where parents often had to pressure districts to provide services for the children. That trend has only worsened, while the battles have become harsher, and more legally complex. All students, special education children included, should receive

64. Ann Arbor Disabilities
of Career Development/michigan Rehabilitation Services. job placement assistancefor disabled individuals in Health Department (Children's special Health Care
ADDult Information Exchange Network (ADDIEN)
For adolescents and adults with attention deficit disorder.
E-mail: P.O. Box 1701, AA 48106
Adapted Recreation (Ann Arbor Public Schools Department of Community Education and Recreation)
Classes (including cooking, sports, living skills) and special events for youth and adults with disabilities. V
994-2300, ext. 228
Ann Arbor Center for Independent Living
Jim Magyar, director. Resource center focusing on equality of opportunity, independence, and economic self-sufficiency. Information and referral, peer consultation, independent skill training, ADA technical assistance, advocacy, rehabilitation engineering and technology, job placement, and small business development. Mon.–Fri. 9 a.m.–5 p.m. Website:
E-mail: V 2568 Packard (Georgetown Mall) map
971-0277, 971-0310 (TTY), 971-0826 (fax)
Association for Community Advocacy
Advocacy to ensure that people with disabilities have choices, opportunities, and the support they need to be fully included in community life. V NEW Center, 1100 N. Main, Suite 205

65. Special Needs Curriuclum- Beth Jawary Article
Additionally, involvement with children with special needs can disabled students,and nondisabled students and full inclusion in one michigan school district
Educating Jewish Children with Special Needs Teaching to Diversity:
A Model for the Inclusion of Children with Developmental Disabilities in Jewish Day Schools
by Beth Jawary Even though Mr. Cohen had been involved with the formation of the Etta Israel Center, the programs offered were not what the family had in mind for their child. The Etta Israel Center opened in 1992 with a mission of providing services for Jewish children with special needs. At the time the Cohen family began their search for a suitable educational program, the center ran a Sunday school program and recreational activities for school-age children and young adults with developmental disabilities. Additionally, they had created an afternoon self-contained preschool program for children with disabilities who were currently enrolled in public school special education programs. No research existed in the field of full inclusion in Jewish day schools. They found no child who was successfully included in a program that required students to deal with an entire dual curriculum as well as with learning a second language. Clearly, there existed significant challenges ahead. They turned to the Etta Israel Center for assistance. Together with local experts and extensive research, the Etta Israel Center began to develop a program to assist children with developmental disabilities learn and grow while participating in a regular day school program.

66. The Wall Street Journal Classroom Edition
for the education department in michigan, which awards which students take theirtests under special conditions is plan that follows a disabled child though
Minute Count
New Federal Law
Spark s a Debate: Should
Standardized Tests Be Timed? By JUNE KRONHOLZ
Staff reporter of the Wall Street Journal
Should time matter? It does in life and sports and bus schedules. But, increasingly, it doesn’t in standardized tests. Four months ago, the College Board and ACT announced that they will stop flagging the scores of test takers who receive extra time on their college-entrance exams because of physical or learning disabilities. The decision raised concerns that ambitious parents would try to secure extra time for their kids, giving them an advantage in college admission. But it also highlighted a debate among testing professionals: Why time tests at all? What matters “is that you demonstrate what you know, tell us if you’ve mastered the content,” argues John Twing, vice president for testing at NCS Pearson, which writes and administers the annual Texas state exam, among others. “Time confounds how much you know with how quickly you recall it,” he says. The issue is suddenly important because the number of tests that states give students is about to balloon. Beginning in 2005, the new federal education law will require each state to test every child every year in reading and math and, starting in 2007, in science. The law carries penalties for the schools—students in low-performing schools can transfer to better ones, taking their funding with them—and those penalties will get steeper every year. States, meanwhile, are raising the stakes further. Some are offering cash bonuses to schools with good test scores, and many are putting plans in place to deny diplomas to students who don’t pass their state exams.

67. Reaching For Stars: How The Law Helps Families With Special Needs - Partnership
both label the children they protect disabled. This word If you have a child withspecial needs, here's O'Connor is a staff writer for michigan Learning and

68. Sesame Workshop - The New Kid In Class
in reading and math. Researchers in michigan, Indiana, Colorado about the same astraditional special education, notes meet the needs of the disabled and lead,4125,745,00.html
document.write(getAdLink(468, 60, "/parents/advice/article.php?contentId=745/")); document.write(getAdLink(120, 60, "/parents/advice/article.php?contentId=745/")); Search
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The New Kid in Class She's disabled. She may look and act different. How will her presence affect your child's education? Part Two of a Two-Part Series.
by Dianne Hales
Something major is happening in American education: Children with disabilities are no longer out of sight.
Over the past five years increasing numbers of students with physical and emotional disabilities have been brought out of separate schools and special-education classes and into mainstream classrooms. The reason? New federal laws that have embraced the policy of inclusion.
This controversial educational approach assumes that all children, regardless of physical, emotional, or academic ability, can and should learn together in the same classroom. Inclusionary schools assign students a grade based solely on their chronological age; any child who also requires the services of special-education teachers can then get most of those services in the classroom.
The first part of this series, "A Place for Amber" looked at the effects of inclusion on children with disabilities, and found that many educators and parents give it high marks. But there is another side to the equation: inclusion's effect on children who are not disabled. In this second and concluding part of Moving Into the Mainstream, we look at what is known about students who share classrooms with youngsters with special needs.

69. SERA: Executive Summary: Lessons Learned
ideas for helping LEP and special education students and Behaviors for Working WithLearning disabled Students. in Covert and Buena Vista, michigan, are linking
Science Education Reform for All (SERA)
Executive Summary
Table of Contents Conclusions
II. Lessons Learned
We learned from this SERA study that while the turf wars continue, funds shrink, and leaders depart, state departments of education, school districts, and schools are sticking with SMT reform. In terms of educating a diverse population in SMT, educators are devising strategies that they think fit the needs of their students and their available resources. Many of these strategies are based on educational equity research that has been summarized in print and electronic toolkits. These toolkits have been developed by federal and state education offices and centers as well as other educational organizations and offices. The following lessons learned from the SERA study may offer some guidance for other educators who are trying to figure out how to infuse equity into systemic reform initiatives. Take the time to ensure that new assessments are aligned with content standards and are sensitive and appropriate for diverse student populations. Many state departments of education and school districts are in the process of developing or identifying assessments that align with their content standards. Given concerns about using only fair, non-biased tests, districts need to take the time to ensure that new assessments and the administration of these assessments are appropriate for diverse student populations. Particularly with performance-based assessment, test developers need to be concerned about:

70. Department Of Special Education: Overview
speech and language impaired, and learning disabled. Eastern michigan University programsare respected nationwide. certificate and a special education program
EMU Department of Special Education
Program Areas Undergrad Admission/Continuance Undergraduate Programs Graduate Programs ... Special Education Home Make a selection Mission Statement Belief Statement Department of Special Education Opportunities for Employment Scholarship Information Department Faculty Continuing Your Education More Information
Mission Statement The mission of the Department of Special Education is to create an exemplary educational environment to facilitate the acquisition of knowledge and skills and to encourage the intellectual curiosity and creativity of its students. Students will be prepared as professionals who deliver habilitative/rehabilitative service to persons with special needs and their families. Graduates of the Department of Special Education will provide leadership for the profession in the 21st century. Belief Statement We believe that:
  • Teaching is our primary responsibility

71. Testimony Of Eric J. Smith
for over 25 years in michigan and Charlotte However, federal funding for disabledstudents alone will not of children who will need special education services
Committee on Education and the Workforce
Hearing on
"First Things First: Review of the Federal Government’s
Commitment to Funding Special Education"
Eric J. Smith, Ed. D
Superintendent, Charlotte-Mecklenburg Schools
Charlotte, North Carolina
May 13, 1998
Thank you for providing me an opportunity to appear before you today to demonstrate the effects on just one district in response to the 1997 reauthorization of the Individuals with Disabilities Education Act, referred to herein as IDEA. Charlotte-Mecklenburg Schools is the 25 th largest school district in the United States with a school-aged population of approximately 96,000. Children with disabilities currently number nearly 11,000 which represents more than 11% of the total school population. It should be noted that our special education population is currently growing at nearly three times the rate of the regular education population in our district. It is the expectation of our community that we provide a high quality education to all students. As you know, the funding for special education programs is the shared responsibility of federal, state, and local school districts. Our special education budget is $39.7 million. Funding sources for this budget, in rank order, are comprised of 62% state funds, 19% local funds, and 14% federal funds. Congress passed Public Law 94-142 in 1975 with the intent of paying 40% of the national average excess cost of special education by 1981. This goal has never been realized. Let me illustrate one such struggle. "Kevin" was a typical 3-year old child until he was involved in a tragic auto accident. The accident did not affect his intellectual functioning. However, the accident left Kevin paralyzed from the neck down, totally dependent on life-support systems and an electric wheelchair.

72. AccessPoint
Funds provided to build ramps at disabled persons homes Monday Friday ServicesA variety of special Education program GOODWILL INDUSTRIES OF WEST michigan INC

General Health Topics : Disabilities Search by keyword:
Search Help
Muskegon, MI 49442
T-(616) 777-2006
F-(616) 777-3507
PROGRAM: Fetal Alcohol Syndrome Prevention
Services: Public awareness program. ARC disseminates information about FAS all alcohol related birth defects. Applicable information for physicians, family members.
PROGRAM: Advocacy, Information and Referral
Hours: 8:30 a.m. to 4:30 p.m. 24 hour answering service.
Advocacy includes educational, employment, legal, and personal rights. Information about services available, help in contacting service agencies, doctors and dentists. Quarterly newsletter provides news about current issues and events. Serves anyone who is developmentally disabled and their family. PROGRAM: Supported Independent Living Program The purpose of this program is to provide community and independent living skills training in a home setting for persons who are developmentally disabled. CATHOLIC SOCIAL SERVICES OF MUSKEGON 1095 Third Street, Suite 125

73. Products
Health System and the University of michigan CS Mott According to the state, mostSSI disabled children who to meet the specific needs of special needs children
MICHIGAN Michigan has an innovative managed care option for special needs children eligible for both Medicaid and Title V, which is based on sound ideas but has proven to be a challenge to carry out. What's New? Michigan has extensive experience with managed care for children in general and children with special health care needs (CSHCN) in particular. After several years of experience with different Medicaid managed care options, the state launched mandatory Medicaid managed care for SSI disabled children in 1997. The following year, the state launched a separate, voluntary capitated program for CSHCN who qualify for Title V/CSHCS services. (See box for details.) The CSHCS initiative is coordinated with Medicaid and the state .s Children .s Health Insurance Program. Nearly half of the children in the program have Medicaid coverage. The state .s experience with Medicaid managed care began in 1982. Initially just in Detroit and then on a statewide basis, beginning in 1994, the state offered a primary care case management (PCCM) option called the Physician Sponsor plan. The state eliminated this option in 1998.

74. IMLS: A Closer Look: Highlights Of The Month: Archives
with a creative program for the disabled and mainstream alike. by the State Libraryof michigan, the library public programs, or help run special libraries for
Highlight for March 2001 Printer Friendly Version Libraries Breaking Down Barriers for Special Needs Patrons
The life-size "Kids on the Block" puppets come with personal stories that are used to teach children about disabilities. From left to right: On the table: Eddy Franklin, Joanne Spinoza, and David Franklin (autism). On the floor: Nicholas Murphy (hemophilia) and Renaldo Rodriguez (visually impaired).
Data collected by the U.S. Bureau of the Census suggest that as many as 20 percent of the American population live with some level of disability and as many as 10 percent have a severe disability. These Americans rely on libraries to provide a range of materials and services to help them meet their information needs. Traditional offerings such as adaptive technology, large print books, books on tape, and books-by-mail are a staple at many libraries. Other libraries have thoughtful programs to help the disabled and the mentally handicapped overcome more basic challenges of self-esteem and integration into everyday society.
Legislative Underpinnings
The Library Services and Technology Act is part of the Museum and Library Services Act of 1996 , the founding legislation for the Institute of Museum and Library Services.

75. Special Education
more than 40 percent of the state's specialeducation pupils are classified as learningdisabled. are so many LD students in michigan (and elsewhere as
Special Education
Center programs Classes for special-education students, frequently from several school districts, that are offered at a site other than a general-education school, often in an intermediate school district facility. General education Schooling of children not requiring special education. Individualized education planning team (IEPT) The group assigned to every special-education student to identify the student's academic needs and specify the education setting that the group believes best will meet his/her needs; members are educators, specialists, and the child's parent(s). Individuals with Disabilities Education Act (IDEA) Federal law enacted in 1974 and periodically revised that sets out special-education requirements with which states must comply. Intermediate school district (ISD) An education service agency that provides support to school districts within a geographic area (frequently approximates the county). Learning disability (LD) A disorder that interferes with one's ability to store, process, or produce information; examples are dyslexia (a language-based disability), dyspraxia (difficulty in coordinating body movement), and dysgraphia (a writing disability).

76. Bridges4Kids - Early Childhood, Education, Positive Behavior Support (PBS), Spec
Go To Local News Sports Autos Insider Business Entertainment Homestyle Tech Advertising Spotlight Homepage Search CyberSurveys News Talk Sports Talk Lions Talk Pistons Talk Tiger Talk Wings Talk Car Talk Tech Talk Horoscope
Lead Poisoning Positive Behavior Support Community Schools Where to find help for a child in Michigan - click here Breaking News What's New? Help ... Text Menu Last Updated: Home Welcome to Bridges4Kids! "We are a community of equal partners coming together to provide a circle of support for ALL children from birth to adult life with a special focus on those who have disabilities, special needs, or who are at-risk." Do you have any suggestions? Send them to Make Bridges4Kids your home page! WrightsLaw will contribute a portion of every purchase made through this link to us. Breaking News Current Hot Topics! Choose a topic from the drop down list. Learn About the Americans With Disabilities Act (ADA) Learn About the ESEA, NCLBA, or No Child Left Behind Act Learn About the New Accreditation System - Education YES! Learn About Michigan's Funding for Schools - Proposal A IDEA Reauthorization Updates Learn About the Patient's Bill of Rights View and Learn About Recent Court Cases View Michigan Governor's Appointments Quick List of 30+ Top Sources of News - Worldwide Quick List of 35+ Sources of News - Michigan What's New @ K i d s .org Click here to find out IDEA Reauthorization Update MI Watkins Prioritizing Services to Failing Schools
With the Department of Education down to about 240 people and about 60 percent of the general fund budget it had four years ago, Superintendent of Public Instruction Tom Watkins is working to further focus those people and funds ensure the schools in most need of assistance are receiving help.

77. Bella's List Of Michigan Disability/Special Ed/Special Needs Listservs (A-Z)
DO YOU HAVE QUESTIONS ABOUT DISABILITY ISSUES?5. OR ARE YOU JUST INTERESTED IN THEDISABLED? Monroe County michigan Parents that have a special needs child
Lead Poisoning Positive Behavior Support Community Schools Where to find help for a child in Michigan - click here Breaking News What's New? Help ... Text Menu Last Updated: Bella's List of Michigan Disability/Special Ed/Special Needs Listservs (A-Z) This page has moved. Please visit: Michigan Disability/Special Ed/Special Needs Listservs (A-Z) var site="s13bridges" Jackie D. Igafo-Te'o

78. The Michigan Daily Online
the rights of other children who are not disabled, said Dolorita Parents of specialed students say they and their children are paying 1999 The michigan Daily
Around the Nation
Around the Nation
Northwest defends handling of flights
WASHINGTON - Passengers were stuck for hours on airplanes parked in Detroit Metropolitan Airport runways during a January snowstorm because it was unsafe to move them, Northwest Airlines executives told lawmakers yesterday at a House hearing. "This was an unprecedented storm in Detroit, the worst storm in 25 years," said Richard Hirst, Northwest's senior vice president of corporate affairs. "There were no vacant gates." "We correctly chose to stick with our zero-injury option of waiting for gates to become available," said Northwest pilot Joseph Gilroy, a passenger in one of the planes that landed at the Detroit Metro Airport the weekend of the storm Jan. 2 to 3. But, Hirst said Northwest employees could have communicated better with customers during the storm, and that the company made a mistake in deciding to bring more flights into the airport when it already was clogged with stranded aircraft. The monster storm brought Detroit Metropolitan Airport national attention when exhausted, angered passengers were stuck aboard planes stacked on runways for up to eight hours. Northwest accounts for about three-quarters of all flights at the airport. Key lawmakers in the House transportation committee held the hearing because they are considering a passenger "bill of rights" to give consumers compensation when confronted with long flight delays. Lawmakers also are looking at ways to increase competition at airports that have one dominant airline.

79. Michigan State Independent Living Council Disability Voice Education Issues
michigan Statewide Council for Independent Living (SILC) Disabilty Therefore, disabledstudents don't learn what joint funding to blend special education and
Michigan Statewide Council for Independent Living
Disabilty Voice Issues 1999-2001
Skip Navigation Links
Contact Us
Michigan SILC Home

Council Members and Staff

What's Happening
Coming soon.
Participant Comments:
The following are respondent comments present at the town hall meetings/focus groups. The discussion results on education were collected from the discussion groups with the wording as it appeared on the easel sheets. No comments were omitted unless they were a duplication. For the most part, the comments remain as written, however, editing was provided to some comments to make them more readable or understandable.
  • A concern is the education of professionals involved on how to inform parents/families about services. (1999-Gaylord/Marquette) u Educate the educators. (1999-Gaylord/Marquette) Public agencies/entities don't know enough about the ADA or about disabilities in general. (1999-Gaylord/Marquette) The ADA follows students into the community. (1999-Gaylord/Marquette)

80. 06/06/00: List Of Correspondence--Office Of Special Education And Rehabilitative
that a provision in the michigan law requiring of 1997 that govern disciplining disabledstudents. 2) regardless of available Federal special education funding
[Federal Register: June 6, 2000 (Volume 65, Number 109)] [Notices] [Page 36037-36040] From the Federal Register Online via GPO Access [] [DOCID:fr06jn00-172] [[Page 36037]] - Part V Department of Education - List of CorrespondenceOffice of Special Education and Rehabilitative Services; Notice [[Page 36038]] ======================================================================= - DEPARTMENT OF EDUCATION List of CorrespondenceOffice of Special Education and Rehabilitative Services AGENCY: Department of Education. ACTION: List of correspondence from January 3, 2000 through March 31, 2000. - SUMMARY: The Secretary is publishing the following list pursuant to section 607(d) of the Individuals with Disabilities Education Act (IDEA). Under section 607(d) of IDEA, the Secretary is required, on a quarterly basis, to publish in the Federal Register a list of correspondence from the Department of Education received by individuals during the previous quarter that describes the interpretations of the Department of Education of IDEA or the regulations that implement IDEA. FOR FURTHER INFORMATION CONTACT: JoLeta Reynolds or Rhonda Weiss. Telephone: (202) 205-5507. Individuals who use a telecommunications device for the deaf (TDD) may call (202) 205-5465 or the Federal Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through Friday, except Federal holidays. Individuals with disabilities may obtain a copy of this notice in an alternate format (e.g., Braille, large print, audiotape, or computer diskette) on request to Katie Mincey, Director of the Alternate Formats Center. Telephone: (202) 205-8113. SUPPLEMENTARY INFORMATION: The following list identifies correspondence from the Department issued between January 3, 2000 through March 31, 2000. Included on the list are those letters that contain interpretations of the requirements of IDEA and its implementing regulations, as well as letters and other documents that the Department believes will assist the public in understanding the requirements of the law and its regulations. The date and topic addressed by a letter are identified, and summary information is also provided, as appropriate. To protect the privacy interests of the individual or individuals involved, personally identifiable information has been deleted, as appropriate. Part A: General Provisions Section 602Definitions Topic Addressed: Child With a Disability * Letter dated March 24, 2000 to individual, (personally identifiable information redacted), regarding school districts' obligations to appropriately evaluate children with attention deficit disorder (ADD) under Part B of IDEA, and clarifying applicable requirements under Part B of IDEA for children who have a prior medical diagnosis of ADD and the relationship of relevant State requirements to applicable Part B requirements. * Letter dated March 24, 2000 to Education Consultant and Advocate Michele Williams, regarding identification, evaluation, eligibility, and the provision of appropriate services and interventions in the least restrictive setting for children with Asperger's Syndrome determined eligible for services under Part B of IDEA. Part B: Assistance for Education of all Children With Disabilities Section 611Authorization; Allotment; Use of Funds; Authorization of Appropriations Topic Addressed: Use of Funds * Letter dated February 7, 2000 to California State Department of Education Special Education Director Dr. Alice Parker, regarding a finding in a Federal Fiscal Year (FFY) 1996 audit report questioning the use of Part B of IDEA funds to pay parents' or guardians' attorneys' fees in lawsuits against the State and clarifying that the IDEA March 12, 1999 final regulations explicitly prohibit using Part B of IDEA funds to pay attorneys' fees. * Letter dated March 8, 2000 to U.S. Senator Bob Graham, explaining that the Department does not provide Federal funds directly to parents, private schools, or a local educational agency (LEA) to pay the cost of special education programs for children with disabilities, but that State, local, or private sources of support may be available for this purpose. Topic Addressed: Eligible Entities * Letter dated March 15, 2000 to the Office of U.S. Senator Don Nickles, regarding eligibility of State-supported schools for Federal education program funds, clarifying that a State-supported school cannot be made eligible for these funds in the absence of authorizing legislation, and that under many Federal programs, including Part B of IDEA, State-supported schools can be eligible for funds if they qualify as local school districts. Section 612State Eligibility Topic Addressed: Free Appropriate Public Education * Letter dated March 29, 2000 to Michigan Protection and Advocacy Attorney Stewart R. Hakola, regarding Michigan's School-of- Choice legislation, and clarifying that (1) States may establish mechanisms to ensure that students with disabilities attending public school choice programs retain the right to a free appropriate public education (FAPE), and (2) the Department's view that a provision in the Michigan law requiring a written agreement between the resident district and the non-resident district regarding the provision of FAPE for any student with a disability who is enrolled in a non-resident school or program does not violate Part B of IDEA or Section 504 of the Rehabilitation Act of 1973. * Letter dated March 20, 2000 to Illinois State Board of Education Special Education Director Dr. Gordon M. Riffel, clarifying that there is no provision in Part B of IDEA that would permit a school district to make the award of compensatory services to a student with a disability contingent on the student's delaying graduation from high school, when a determination has been made as a result of a complaint resolution that compensatory services are necessary to remedy the denial of FAPE to that student. Topic Addressed: Children With Disabilities Placed in Private Schools by Their Parents * Letter dated January 21, 2000 to U.S. Congressman David L. Hobson, regarding a parent's request for speech services for their child with a disability who is parentally-placed at a private school, and clarifying that the March 12, 1999 final regulations regarding the participation of parentally-placed private school children with disabilities accurately reflect the applicable statutory provision in the IDEA Amendments of 1997 and the Department's longstanding interpretations of the relevant statutory and regulatory requirements regarding the participation of these children in programs assisted or carried out under Part B of IDEA. Topic Addressed: State Educational Agency General Supervisory Responsibility * Letter dated February 9, 2000 to Massachusetts Department of Education Program and Quality Assurance Administrator John Stager, regarding the State's obligation to recover the Part B of IDEA funds received by the Boston Renaissance Charter School because the charter school counted children with disabilities but did not produce required documentation that those children had received appropriate special education and related services. [[Page 36039]] * Letter dated February 10, 2000 to Lawrence M. Siegel, Esq., explaining the Department's view that a State complaint unit's decisionwhich found that a complaint did not allege a violation of Part B of IDEAwas valid, since the issue raised in the particular complaint concerned the district's alleged failure to provide services for a student with a disability in the succeeding school year. * Letter dated February 10, 2000 to Maryland State Department of Education Special Education Assistant Superintendent Carol Ann Baglin, regarding the State's authority to require a corrective action in resolving a complaint against a school district which prohibits that district from allowing parents to voluntarily waive their right to receive a copy of procedural safeguards available to parents under Part B of IDEA, since the statute specifies the times when the procedural safeguards notice must be provided and does not authorize any exceptions. * Letter dated February 28, 2000 to Alaska Department of Education and Early Development Commissioner Richard S. Cross, informing Alaska that, despite the unique circumstances set out in its inquiry, there is no authority in IDEA for the Department to grant a State a waiver of the requirement that it revise its State statutes to comply with the requirements of the IDEA Amendments of 1997 in order for the State to receive its Part B of IDEA grant awards for FFY 2000. * Letter dated March 27, 2000 to Virginia Department of Education Acting Superintendent Dr. Jo Lynne DeMary, informing the Virginia Department of Education that (1) its failure to comply with the regulation at 34 CFR 300.514(c)which addresses what constitutes a child's ``stay-put'' or ``pendency'' placement if the decision of a hearing officer in a due process hearing conducted by the SEA or a State review official in an administrative appeal agrees with the child's parents that a change of placement is appropriatecould result in enforcement action against the State, and (2) compliance with this regulation, which is a valid and appropriate exercise of the Department's regulatory authority, is required of all States receiving IDEA funds. Topic Addressed: Coordinated Services * Memorandum to Chief State School Officers dated January 24, 2000, regarding distribution of Office of Special Education Programs (OSEP) Memorandum 00-7 dated January 13, 2000 to State Directors of Special Education, which explains five provisions in the IDEA Amendments of 1997 that enhance coordinated services and are designed to improve results for students with disabilities. Topic Addressed: Participation in State and District-Wide Assessment Programs * Letter dated February 4, 2000 to individual, (personally identifiable information redacted), regarding the importance of ensuring that students with disabilities are fully included in the benefits of State and district-wide assessment programs and that States that report data about the performance of nondisabled children on assessments at the district or State level must also do so for disabled children. Section 613Local Educational Agency Eligibility Topic Addressed: Charter Schools * Letter dated March 31, 2000 to New York State Education Department Deputy Commissioner Lawrence Gloeckler, clarifying that an LEA is not required to distribute Part B of IDEA flow-through funds to charter schools that are not established as LEAs or as public schools of the LEA. Section 615Procedural Safeguards Topic Addressed: Student Discipline * Letter dated February 4, 2000 to individual, (personally identifiable information redacted), regarding options available to school authorities in appropriately educating a disabled student whose continued presence in a classroom may pose a threat to school safety. * Letter dated February 4, 2000 to U.S. Congressman Ronnie Shows, regarding a perceived disparity in procedures for disciplining disabled and nondisabled students, and providing an explanation of the requirements of the IDEA Amendments of 1997 that govern disciplining disabled students. * Letter dated February 16, 2000 to individual, (personally identifiable information redacted), regarding options available to school authorities in disciplining students with disabilities. * Letter dated March 15, 2000 to individual, (personally identifiable information redacted), regarding options available to parents in resolving disagreements with a school district over the requirements of Part B of IDEA even if criminal charges are pending against a student, and explaining that (1) Part B of IDEA does not prohibit a State or local school district from reporting a crime committed by a student with a disability to appropriate State law enforcement or judicial authorities, and (2) a hearing officer is not considered an employee of a local school district merely because the hearing officer is paid to conduct the hearing. * Letter dated March 15, 2000 to Louisiana State Superintendent Cecil Picard, clarifying that (1) the statutory provision requiring a school district to ask a hearing officer, in lieu of permitting school officials unilaterally, to order the removal of a child who is potentially dangerous to an appropriate interim alternative educational setting for up to 45 days strikes an appropriate balance between the need to provide school officials increased flexibility in dealing with school safety while maintaining due process and procedural protections for children with disabilities and their parents, and (2) regardless of available Federal special education funding, States have flexibility in accessing existing State and Federal programs to fund special education services. Part C: Infants and Toddlers With Disabilities Sections 631-641 Topic Addressed: Natural Environments * Letters dated March 21, 2000 to U.S. Senator Dianne Feinstein, responding to separate inquiries from constituents, regarding the history and changes to the natural environments requirements of Part C of IDEA since the law was originally enacted, and clarifying that the need for parent networking and parent training could be addressed through the provision of appropriate services in the child's individualized family services plan (IFSP). * Letter dated March 21, 2000 to U.S. Congressman Mike Thompson, regarding the history of and changes to the natural environments provisions of Part C of IDEA and the requirement that decisions about the provision of required early intervention services in natural environments must be individually determined by the child's IFSP team, and clarifying that determinations regarding services, including services for parents and the location of services to a child, are made by the child's IFSP team. * Letter dated March 21, 2000 to U.S. Congresswoman Lynn Woolsey, regarding the natural environments provision of Part C of IDEA, and clarifying, in general, that providing services to an infant or toddler with a disability in a setting such as a center-based program that is limited exclusively to infants and toddlers with disabilities would not constitute a [[Page 36040]] natural environment, but that early intervention services may be provided in a center-based program serving only children with disabilities, if the IFSP team justifies in the IFSP that this location is necessary to meet the individual needs of a child for a particular service. Section 640Payor of Last Resort Topic Addressed: Use of Family's Public and Private Insurance for Early Intervention Services * Letter dated March 22, 2000 to Illinois Department of Human Services Director of Community Health and Prevention James R. Nelson, explaining that (1) with respect to the use of a family's private insurance for services under Part C of IDEA, pending further regulatory action, the Department will accept a State's reasonable interpretation of Part C of IDEA, including OSEP's prior policy letters and the position set out in the Department's Notice of Proposed Rulemaking on this issue; (2) with respect to the use of public insurance, Part C of IDEA funds are the payor of last resort; and (3) if a family does not permit access to its Medicaid payments, Part C of IDEA requires that a State ensure that the inability of a family to pay for required services does not result in the denial of services under Part C of IDEA to the child or to the child's family. Part D: National Activities To Improve Education of Children With Disabilities Subpart 1State Program Improvement Grants for Children With Disabilities Section 653Applications Topic Addressed: Information About State Program Improvement Grants * Letter dated March 24, 2000 to individual, (personally identifiable information redacted), clarifying that (1) State Program Improvement Grants, authorized by Part D of IDEA, are discretionary grants that are not intended to provide direct services to children with disabilities, and (2) Part D of IDEA does not require a State to establish its own regulations to administer this grant program. Miscellaneous Topic Addressed: Inapplicability of the Least Restrictive Environment and Discipline Requirements of Part B of IDEA to College Students * Letter dated February 10, 2000 to individual, (personally identifiable information redacted), clarifying that the least restrictive environment (LRE) and discipline provisions of Part B of IDEA do not apply to college students since the Part B of IDEA regulations provide that a disabled student's graduation from high school with a regular high school diploma ends the student's entitlement to FAPE, and noting that some of the issues regarding the provision of postsecondary services to students with disabilities may be within the jurisdiction of the Department's Office for Civil Rights. Electronic Access to This Document You may view this document, as well as all other Department of Education documents published in the Federal Register, in text or Adobe Portable Document Format (PDF) on the Internet at either of the following sites: To use the PDF you must have the Adobe Acrobat Reader MAS, which is available free at either of the previous sites. If you have questions about using the PDF, call the U.S. Government Printing Office (GPO), toll free, at 1-800-293-6498; or in the Washington, DC, area at (202) 512-1530. Note: The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http:// (Catalog of Federal Domestic Assistance Number 84.027, Assistance to States for Education of Children with Disabilities) Dated: May 31, 2000. Curtis L. Richards, Acting Assistant Secretary for Special Education and Rehabilitative Services. [FR Doc. 00-14074 Filed 6-5-00; 8:45 am] BILLING CODE 4000-01-U

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