Special Education Law:

Roles and Responsibilities

Anchorage School District Special Education Department

General Educators' Legal Responsibilities

Counselors, general education teachers and administrators have a shared responsibility to identify students that may have suspected disabilities and may need special education programs and services.

To provide proactive intervention / identification you must:

• Have a systematic review of students who are failing.
• Document actions in writing to verify that the appropriate steps are followed in a timely manner.
• Determine if failure is attributed to a suspected disability.
• Refer promptly for evaluation.
• Review discipline records of students who show a pattern of behavior or removal.

Documented interventions are required as part of the pre-referral process.

 

The Bottom Line

As the general education teacher:

If you systematically review students who are failing (or consistently have trouble academically), provide reasonable interventions, which must be documented in writing, and consider if they may have a suspected disability, you are meeting IDEA responsibilities under child find.

Special Education Teachers' Legal Responsibilities

• Provide consultation to teachers and help to intervene and problem solve when a known problem exists with a student.

• Assist general education teachers in interpreting evaluations of individual students’ progress within the general classroom environment.

• Provide recommendations regarding potential interventions, informational resources and pre-referral process.

The Bottom Line

As the special education teacher / case manager:

If you act as an advocate for all students, collaborate with general education staff, provide recommendations regarding interventions, remain current on relevant research, theory, instructional practices, and special education processes and procedures, you are meeting IDEA responsibilities under child find.

General Educators' Role in the Development of IEP's

• You are an active member of the IEP team.

• You provide knowledge regarding the general education curriculum, district and state standards / assessments and developmentally appropriate practices / expectations for general education students pertinent to assigned grade level.

• You provide recommendations regarding accommodations, modifications, supports, and supplementary aids and services needed by each child with a disability to successfully be involved and progress in the general curriculum, achieve the goals of the IEP, and successfully demonstrate his or her competencies in State and district-wide assessments.

General Educators' Role in the Implementation and Revision of IEP's

• Be knowledgeable regarding the IEP content of special ed students in your classroom.

• You are responsible for full implementation of any and all activities assigned to you within each IEP, including but not limited to: grading, testing, behavior plans, accommodations / modifications, etc.

• You provide on-going monitoring of progress towards IEP goals and objectives and district and state standards, as well as progress made within the general education curriculum with full IEP implementation.

• Collaborate with special education to document progress toward IEP objectives for quarterly progress reports.

Special Education Teachers' Role in the Development, Implementation and Revision of IEP’s

• Be familiar with special education policies and procedures.

• Provide support to students in regular and special education classes by providing appropriate accommodations and monitoring student performance.

• Collaborate with the other regular and special education personnel to support implementation of each IEP.

• Participate in diagnostic assessments and evaluation of special education students to generate effective strategies and accommodations to assist students to participate in the general curricula to the maximum extent appropriate.

• Obtain records and maintain data to document student progress on IEP goals and objectives and report progress in measurable terms at least quarterly to parents.

• Communicate regularly with students, parents, and general educators regarding student progress.

• Conduct periodic IEP meetings—as needed—to update the IEP to address changing student needs.

• Participate in IEP meetings and coordinate required paperwork.

• Participate in the organization and implementation of behavioral supports for special education students, as needed.

• Maintain records of contacts with students, parents, teachers, administration and other related service providers.

• Provide consultation to teachers, parents, and staff to help intervene and problem-solve when a known problem exists with a student.