Early interventions services definition is more clearly defined in the proposed rulemaking. (14.101)
Instructional support team has been deleted in the proposed regulations. (14.101)
A definition of a school entity is included in the proposed rules. (14.101)
Intermediate units are considered the local education agency for children with disabilities enrolled in private schools by their parents. (14.103)
Sections of IDEA regulations 2006 are adopted by reference. This satisfies statutory requirements under the IDEA. (14.102)
Language has been added indicating that children with disabilities are to have access to the general curriculum, to participate in State and local assessments, and are to be educated with their non-disabled peers to the maximum extent appropriate with supplementary aids and services in the least restrictive environment. (14.102)
Early intervention services, if offered, must be described in school district and intermediate unit special education plans. (14.104)
Placement of a student with a disability in a setting other than a regular education setting, because of lack of resources, facilities, staff or administrative convenience is prohibited. (14.104)
Qualifications of instructional paraprofessionals are outlined or identified. (14.105)
Educational interpreter qualifications are now established. (14.105)
New definitions for case management, supplemental services and replacement services are now established. (14.105)
A revised caseload chart is incorporated into the proposed rulemaking. (14.105)
The proposed regulations adopt the National Instructional Materials Accessibility Standards (MIMAS) as the standard utilized for instructional materials in alternative formats. (14.106)
Language regarding classroom visits provides that "parents shall have reasonable access to their child's classrooms, within the parameters of local educational agency policy." (14.108)
Each district shall establish a system of screening, which may include early intervening services. (14.122)
An additional requirement has been included, which states that the school entity shall provide an evaluation request form to the parent within five school days of the parent's oral request. (14.123)
An outline of the criteria for the determination of specific learning disabilities has been added to the regulations. (14.125)
New language has been added to the regulations which states "...the use of face down prone restraints is prohibited in educational programs, unless determined necessary by a physician and documented by the student's current IEP." (14.134)
Transition planning for students receiving special education services and programs is to begin at fourteen years of age or older. (14.134)
The proposed rulemaking states that a student receiving special educations services and programs may not be "determined to require separate education, because the child cannot achieve at the same level as classmates who do not have disabilities, if the child can, with supplementary aids and services, make progress in the goals outlined in the student's IEP." (14.145)
School entities are required to provide a full continuum of placement options. (14.145)
The time line governing evaluations and reevaluations for eligible young children has been clarified to mean 60 calendar days. (14.161)
Proposed language removes the pre-hearing conference as an option to resolve conflict. (14.161)
Language in the proposed regulations incorporates availability of the resolution session for parents. Parent advocates may attend sessions. (14.163)
Highlights of the Proposed Chapter 14 Regulations