Introduction

Updated June 2024

Is your student having a difficult time in school? If your student has a disability, or you suspect they have special learning needs, there is help available. All children and youth between the ages of 3 and 22 who have an impairment interfering with their ability to learn can be eligible for and services to help them achieve a meaningful education.

3 Quick Tips

• A problem that interferes with a student's ability to learn may be considered a disability under the law.
• Every student with a disability affecting their learning has a right to instruction that is specially designed to meet their needs, in a school environment as close to a general education classroom as possible.
• Students cannot be punished for behavior as a result of their disabilities.

When it comes to discipline, students with disabilities who are eligible for special education services are also entitled to unique protections that are more extensive than the protections applied to general education students. While students with disabilities do have all of the same rights as other students (see the Office of the Education Ombuds' webpage on Discipline, Suspensions, and Expulsions for more information) they also have additional, extensive rights protecting them in discipline situations. The law recognizes many students have disabilities that cause or at least are related to problem behavior. The law seeks to ensure that students with disabilities are not excluded from school, and their disabilities and any resulting behavior are handled in appropriate manners. To provide these protections, there are very specific limitations on how a student with a disability can be disciplined.

Why do schools have to provide services for students with disabilities?

There are federal and state laws protecting the educational rights of students with disabilities.

There are two primary laws that protect students with disabilities. The two laws are commonly referred to as “Section 504” and the “IDEA.” In 1973, the U.S. Congress passed Section 504 of the Rehabilitation Act, which made it illegal to discriminate against people with disabilities in programs receiving federal funds, such as public schools. Two years later, Congress passed the Education for all Handicapped Children Act. The federal law is reenacted every three years. It was most recently changed in 2004 and is now called IDEA or IDEIA (the Individuals with Disabilities Education Improvement Act). On this webpage, we refer to the law as IDEA.

In addition, in 1991, Congress passed the Americans with Disabilities Act, commonly referred to as the ADA. Title II of the ADA defines disability in the same manner as Section 504. When the ADA and Section 504 both apply, Section 504 is usually used because it has regulations that are more specific for schools.

Section 504 and IDEA were enacted to ensure that students with disabilities would be provided with meaningful educational experiences.

Ta in Utamwe?

 "Utamwe ej juōn mōttan an ta eo juōn armij ej ion e im ilo ejelọk wāwein jolọk jimwe eo an kajojo armij bwe ren bōk kunaer ak lelak ñan jukjukin pād eo."

--Individuals with Disabilities Education Act (Armij ro kajojo rej loore kakien an ro ewōr aer Utamwe ilo Jelālọkjān), , 20 U.S.C. §1400(c). 

Ewōr elōñ wāwein ko rej oktak im armij, im kakien ko ad, rej kwalok kin "utamwe".

Ewōr bar elōñ wāwein an manit ko lale utamwe, im melele ko ad kin utamwe ekar oktak ilo ien. Lale One Out of Five: Disability History and Pride Project(Juōn Jān Lalem: Būroojāk in Ta eo ej walok jān Etto ñan raan kein ikijen Utamwe im Kajur) materials to learn more disability history and the development of positive disability identity.

men ko ñan katak laplak kin ta eo ej walok jān etto ñan raan kein ikijen utamwe im kwalok an edeklak eman ilo armij kin utamwe.

Ñan rijikuul ro ilo jikuul ko an lọblej, ewōr ruo kakien –Individuals with Disabilities Education Act, ak “IDEA” im Section 504 an Rehabilitation Act (Kakien ñan Anemkwōj) ak “Section 504” lelak jimwe im kōjbarōk ñan rijikuul ro ad ewōr aer utamwe. Kajojo ian kakien kein ej koba ippān juōn kōmmeḷeḷe ko oktak ñan kajojo ajiri ewōr an utamwe.

IDEA Melelein Utamwe

IDEA ej lelak ñan rijikuul ro rej māroñ in tōprak bwe en wōr aer Individualized Education Program (IEP, Būrookraaṃ an Juōn Māke ilo Jelālọkjān). Ej kwalok kin "juōn ajiri ewōr an utamwe," einwōt juōn ajiri emōj etaale, im loe an:

• Wōr an utamwe einwōt an moj kwalok ilo juōn jān 14 kain group ko, im
• Kin wōt utamwe eo im an jelōt im kōmman oktak ilo jelālọkjān,
• aikuj jelālọkjān an ro ewōr aer utamwe im jerbal ko rej epāāke.

Ilo aelōñ in Washington, doulul in utamwe ko im melele ko emōj aer jenolọk ñan kajojo iaer, emōj an laajrak ilo kakien ko an aelōñ eo, Washington Administrative Code (Kakien ko an Washington), ilo WAC 392-172A-01035

Ej koba ippan:

• Utamwe in kōmelij
• Jaroñroñ im billo
• Jaroñroñ
• Eto an Eddeklak
• Utamwe ilo kōlmenlakjān/mwil
• Ben an roñ
• Utamwe ilo māroñ in kōnnaan
• Elōñ kain utamwe ko
• Jorāān majel im di
• Bar jōt jorāān ilo ejmour
• Utamwe in ben ekatak
• Ben an kōnnaan ak kajin
• Jorāān kōmelij
• Jorāān mej koba ippān billo

Kajojo ian kein ilōñ ewōr aer māke melele ilo kakien ko an jelālọkjān an ro ewōr aer utamwe. Ñe kwar lale ñe juōn ajiri emāroñ in wōr an utamwe im ej pād ilo juōn ian kein iloñ ej juōn lōmṇak eman ñan lale melelein ak kajitōk ippān juōn armij bwe en lale ippam. Melelein ej bellọk anḷain ilo WAC 392-172A-01035, ilo https://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A&full=true#392-172A-01035.

Ñe juōn ajiri ewōr an utamwe emōj kwalok ilo IDEA ak ej aikuj wōt "jerbal eo epāāke" ak "jibāñ" im ejjab "jelālọkjān an ro ewōr aer utamwe" innem rijikuul eo eban māroñ in tōprak ñan IEP ak emāroñ in aikuj an Section 504 būḷāān.

Section 504 Kōmmeḷeḷe in Utamwe

Section 504 ej kabōjrak an bukwōn ko ilo jikin dike armij ro ewōr aer utamwe. Ej kōmman bwe bukwōn ko ren kwalok jelālọkjān an ro ewōr aer utamwe, jibāñ, jerbal ak lelak aikuj ko an juōn rijikuul im juōn wōt melim ñan jelālọkjān. Ej kwalok kin "juōn ajiri ewōr an utamwe einwōt juōn rijikuul ippān:

• Juōn utamwe ilo enbwin ak kōlmenlakjān im ej
• Kōmman joñan
• Juōn ak elaplọk būrookraaṃ ilo mour.

Kwe māroñ in loe elaplọk melele kake Section 504 ilo juōn ian FAQ ko emōj likit ilo U.S Department of Education's Office for Civil Rights (OCR, Opiij eo an Jimwe an Amedka) ilo anḷain, ijin: https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/frequently-asked-questions-disability-discrimination.

OCR ewōr an bar melele ej bellọk anḷain im ej kwalok "Jimwe ko an Rijikuul ro ewōr aer Utamwe im ejjab aolep rej Jellā Kake iumin Section 504 ak Rehabilitation Act (Kakien ñan Anemkwōj jān drike doon ñan ro ewōr aer Utame) an 1973." https://www2.ed.gov/about/offices/list/ocr/docs/hq5269.html.  Ej kwalok kin wāwein ko remāroñ in jab walok aer bojjak ñan ro jōt ak emāroñ in jelōt juōn rijikuul ilo jikuul eo.

Ta kadkad eo ikōtaan IDEA im Section 504?

Aolep rijikuul

504 māroñ tōbrak

IDEA māroñ tōbrak

Iumin kakien ko jimor, bukwōn ko an jikuul rej aikuj in lelak ñan rijikuul ro ewōr aer utamwe ippān juōn jikin Free Appropriate Public Education (Bōk Jelālọkjān ejelọk Onean), im ekkar likit einwōt FAPE.  Ej melelein ke bukwōn ko rej aikuj in kwalok jerbal ko ñan tōbār aikuj ko an kajojo rijikuul ewōr aer inepata ilo eman aer jikuul jān wōt juōn utamwe.

Section 504 ej lelak jerbal ko ñan juōn doulul in rijikuul ro rekileplak jān IDEA kinke ewōr an melele in "utamwe."  Innem, ñe juōn rijikuul ej tōbār aikuj in māroñ tōprak ko an IDEA im māroñ in tōprak ñan IEP, rijikuul eo ej bar kōjbarōk iumin Section 504. Ako, elōñ rijkuul ro rej bar kōjbarōk jān Section 504, im ewōr aer ḷōmṇak in Section 504, ak ejjab aikuj jelālọkjān eo aurōk im ejjab māroñ in tōprak ñan juōn IEP iumin IDEA. 

Juōn bar wāwein lale kadkad eo ikōtaan ruo kakien ej ñan ḷōmṇak e aolepen rijikuul ro: mokta, jōt ian rijikuul ro ewōr aer utamwe (Section 504); jōt nōmba ko rediklak an rijikuul ro ewōr aer utamwe im aikuj jelālọkjān eo aurōk (IDEA).

Ilo ijin lōñ ej juōn pija ewōr an doulul ej kwalok aolepen rijikuul ro. Doulul eo eman-joñan ilowaan doulul kilep eo ej kwalok kin rijikuul ro ewōr aer utamwe im māroñ in tōprak ñan Section 504 jerbal ko.  Ilowaan kumi eo, juōn bar kumi ediklak emāroñ in bar tōprak ñan jerbal ko iumin IDEA. Men eo aurōk in kememej kin jaat ej ke rijikuul ro ilo doulul ko rediklak rej bar mōttan doulul eo ekilep: aolep rijikuul. Ewōr aer ejja jimwe ko wōt einwōt aolep rijikuul, koba ippān kōjbarōk jān dike ro ewōr aer utamwe, koba ippān bellọk ñan jerbal ko rej aikuj ñan bōk kunaer ilo jikuul.

Rijikuul ro rej kōjbarōk jān Section 504 im māroñ in tōprak ñan IEP im enij wōr wōt aer IEP. Aolep kain ilowaan 504 ḷōmṇak eo ej aikuj in koba ippān IEP, ekutkut an pād ilo peij in jibāñ eo ak ilowaan juōn laajrak in jerbal ko rej jibāñ ak jerbal.

Kajojo ajiri ro rej māroñ in tōprak ñan juōn IEP rej bar kōjbarōk iumin Section 504. Ejjam aurōk menin?

Section 504 ej kabōjrak dike doon jān rijikuul ro jān wōt utamwe. Dike doon remāroñ in walok ñe juōn būrookraaṃ ejjab koba ippān rijikuul ro rej māroñ in tōprak kinke ewōr aer utamwe, ak ñe juōn ej kakūtōtō ki juōn rijikuul kin an wōr an utamwe im juōn bukwōn ejjab bōk buñtōn ko ñan lale kakūtōtō ko.

Ñe kwōj tōmāk ke juōn bukwōn emōj an dike juōn armij kin juōn utamwe, loe elaplọk melele kin kelet in dike doon ilo Discrimination Dike Doon peij eo.

The Role of Parents under IDEA and Strategies for Non-Parents

Many rights under IDEA and Washington State special education law can be asserted only by the parents of students with disabilities. A wide variety of caregivers fit into the definition of parent under IDEA and the state special education law. Because this publication focuses on IDEA and state special education law rights, this webpage talks about the definition of parent and how advocates, like relatives, family friends, and community members, who do not meet the definition can gain legal authority to act in the place of or for a parent.

Below are some ways that you can obtain the authority to enforce a student’s special education rights when a parent or guardian is not available.

1. Obtain a Power of Attorney from the student’s parents.

A Power of Attorney is a legal document allowing a person to give authority for someone else to act on their behalf. A student’s parent or legal guardian could use a Power of Attorney to give someone else (such as a caregiver, relative, or foster parent) the authority to act as though they are the parent. A Power of Attorney form can be downloaded through the internet. For more complicated Power of Attorney situations, it is best to consult a lawyer.

2. Get appointed as a surrogate parent.

In certain situations, such as when the parents are not known, the district can’t locate the parents after reasonable efforts, or the student is a ward of the state or an unaccompanied homeless youth, school districts must appoint someone to make educational decisions for a student with a disability. This person is called a “surrogate parent.” Talk to the school district staff to find out the district’s process for appointing a surrogate parent.

3. Request educational decision-making authority through the dependency, CHINS, or other family court process.

If a judge has authority to make decisions about a child’s care, they can order that someone other than the parent should have the power to make educational decisions. If there is a lawyer for the child, talk to him or her about asking the judge to appoint you to make educational decisions.

Elmen an Juōn Rijikuul Māroñ Jinoe ilo Jelālọkjān an ro ewōr aer Utamwe?

Elmen an juōn bukwōn likit rijikuul ro rej aikuj jerbal in jelālọkjān an ro ewōr aer utamwe?

Iumin Individuals with Disabilities Education Act (IDEA, Kakien eo ñan Armij ro Kajojo ewōr aer Utamwe ilo Jelālọkjān) im kakien an jelālọkjān an ro ewōr aer utamwe an aelōñ eo, bukwōn ko ewōr aer jerbal in lale aolep rijikuul ro rej jokwe ilo bukwōn eo remāroñ in aikuj jerbal in jelālọkjān. Etan jerbal in ej "Child Find (Bukōt Ajiri)" Bukwōn ko rej aikuj in lale kakien im wāwein jerbal ko rej bōk jikeir ñan lale bwe rijikuul ro ewōr aer utamwe rej bidodo loe ir, jikier, im etaale ir.

Elmen an ajiri eo nejū māroñ in lale ñan jelālọkjān eo an rijikuul ro ewōr utamwe?

Ajiri eo nejūm ej aikuj in etal ñan bukwōn eo an jikuul eo ñan etaale jelālọkjān an ro ewōr aer utamwe. Ñan kōmmane juōn ien etaale jelālọkjān eo an rijikuul ro ewōr aer utamwe, bukwōn eo ej aikujin kelet ñe rej aikuj in etaale juōn rijikuul ak jab, innem bōk melim jān jinen im jemen rijikuul eo ñan kōmmane juōn ien etaale. Bukwōn ko an jikuul ko rej aikuj in etaale juōn rijikuul ilo kajojo jikin ko rej epāāke utamwe eo aer. Etaale eo ej aikuj in kōmman ilo ejelọk onean ñan rijikuul ak baamle. Ewōr jilu buñtōn ko rej kōmman bwe juōn ien etaale en walok:

Buñtōn 1 Juōn armij ej kōmman juōn kajitōk ke rijikuul eo en etaale.

Buñtōn 2 Bukwōn eo ej aikuj in kelet ke juōn in etaale ej aikuj.

Buñtōn 3 Melim ñan etaale im emōj lelak ñan bukwōn eo.

Imāroñ ke kōmmane juōn ien etaale jelālọkjān an ro ewōr aer utamwe an ajiri eo nejū?

Iumin Kakien an Washington, armij rein ilal ak jikin kain remāroñ in lelak juōn rijikuul ñan ien etaale:

• Jabdewōt ej tōbār melelein jinen ak jemen
• Bukwōn eo mōn jikuul eo ej pād ie.
• Juōn bar agency an lọblej
• Jōt bar armij ewōr aer jellā kake ajiri eo.

Elmen aō kōmman juōn ien etaale?

1. Kōmmane ilo jeje. Juōn jibāñ ej aikuj ilo jeje, ñan ñe armij eo ej kōmman bwe en jab māroñ in jeje. Emāroñ in jeje kin pā im bidodo. Kōmman bwe en jimwe ñan raan im kakwone juōn kape ñan rekoot ko am.

2. Jab inepata kin letta in jibāñ eo ilo an jejjōt. Inepata kin an aikuj in mokaj an moj ilo ien eo emōkajtata. Ejelọk men eo enij walok ñan ñe ewōr juōn rōjañ enij kōmman, im ke raan eo bukwōn eo ej bōk jibāñ eo enij jelōt awa ko im bukwōn eo ej aikuj jerbal e.

3. Kajitōk bwe jikuul eo en etaale wāwein tōprak ñan jimor IDEA im Section 504. Ñe rijikuul eo ejjab māroñ in tōprak ñan jelālọkjān an ro ewōr aer utamwe iumin IDEA, emāroñ in tōprak ñan bōk jerbal iumin section 504.

4. Lukkun kwalok kain rot būrabōḷōm im kwōj ḷōmṇak ewōr an ajiri eo nejūm. Bukwōn ko rej aikuj in teej ilo aolpe jikin ko rej epāāke lak ḷōmṇak ke ewōr an rijikuul eo utamwe, innem lale bwe kwon kōmmeḷeḷe aolep būrabōḷōm. Ilo waanjoñak, ñe kwōj ḷōmṇak ke ewōr ben ilo an ajiri eo nejūm riit im ewōr an būrabōḷōm ilo lōmṇak im ej aikuj in walok, jimor jikin kein rej aikuj in lale.

5. Kōjerbale waanjoñak. Kobaiki ta ko kwōj māke loe ñan kwalok etke kwōj ḷōmṇak ewōr an ajiri eo nejūm utamwe. Ñe ewōr am, kwalok pepa ko rej kwalok ke ewōr joraan ippān ajiri eo nejūm, einwōt letta ko jān takto ak jikin takto ko.

6. Jilkinlak rōjañ eo ñan juōn armij ilo jikuul ak bukwōn eo kwōj ḷōmṇak ewōr an kajur im enij mokaj an jerbal e. Jekdọọn ñe kien eo ejjab kwalok juōn bar armij ak opiij im rōjañ eo ej aikuj in etal ñan e, ej juōn ḷōmṇak eman ñan jilkinlak ñan juōn armij kwōj ḷōmṇak enij jerbal e. Ilo waanjoñak, kwe māroñ in kelet in jilkinlak letta eo am ñan būrinjibōḷ an jikuul eo ak director eo an jikin jelālọkjān an ro ewōr aer utamwe.

Ta eo enij walok elikin an bukwōn eo bōk juōn rōjañ ñan etaale jikin jelālọkjān eo?

Ewōr an bukwōn eo 25 raan in jikuul ñan kelet ñe enij māroñ in etaale juōn rijikuul. (Ejelọk bar ien etaale ej walok ilo Section 504. Ñe bukwōn eo ejelọk an kakien ikijen 504, kōjerbale awa ko an IDEA einwōt juōn tōl.) Ilo an kōmman kelet ñan etaale, bukwōn eo ej aikuj in etaale jabdewōt jelālọkjān im rekoot in takto ilo pepa in jikuul ak ilo an iwaj juōn jinen ak jemen ak rilale ajiri eo. Ñe emōj an bukwōn eo kōmman kelet ñan unin etaale ak jab, bukwōn eo ej aikuj in jilkinlak ñan jinen ak jemen ak rilale juōn kōjjeḷā kin kelet eo. Ñe bukwōn eo ej kelet in jab etaale, kwe māroñ in jelṃae kelet eo. Lale Secyion VII ilo pepa in ñan juōn kōmmeḷeḷe in elōñ waen bukōt uak in joraan ilo bukwōn eo.

Melim rot eo bukwōn eo ej aikuj in kōmman ñan kōmman ien etaale eo?

Mokta jān an bukwōn eo etaale juōn ajiri juōn alen, ej aikuj in kajitōk melim jān jinen ak jemen. Ñe jinen ak jemen ejjab kōtlak, bukwōn eo emāroñ in kajitōk juōn ien etal wōt jān an jinen ak jemen jab kōtlak.

Ta eo ej walok elikin an bukwōn eo lelak melim ñan kōmmane ien etaale eo?

Ewōr an bukwōn eo 35 raan in jikuul ñan kelet ñe enij māroñ in etaale juōn rijikuul. Kakien eo an Washington ej kwalok ke bukwōn eo ewōr an melim ñan etaale an māroñ in tōprak ñan jelālọkjān eo an ro ewōr aer utamwe, ewōr 35 raan in jikuul ñan:

• Lukkun etaale rijikuul eo
• Kelet ñe ewōr an rijikuul eo naninmej
• Kwalōk ñe ej aikuj jerbal ko an jelālọkjān an ro ewōr aer utamwe.

Bukwōn eo ak jinen ak jemen rej māroñ in bar errā ñan juōn bar ien, ijo wōt ñe Bukwōn eo enij likit ilo pepa ke jinen ak jemen ajiri eo rej errā. Ilo waanjoñak, juōn jinen ak jemen ajiri eo emāroñ in kōnan errā in kōmman bwe en aitōk lak awa eo ñan kōttar alikkar an ien etaale jikin jelālọkjān eo ej māke lak. 35 raan in jikuul eo ej jak ñe jinen ak jemen enij ikutkut aer jab kōtlak in boklọk ajiri eo ñan etaale ak ñe ajiri eo ej emakut ikōtaan bukwōn ko ilo ien teej, ijo wōt ñe bukwōn kāāl eo ej kōmman wanṃaanḷọk ñan kwalok ke etaale eo ej jemlọk ilo ien eo emokaj im ke jinen ak jemen im bukwōn kāāl eo rej errā ilo juōn ien ñan kōmmane ien etaale eo.

Washington State Ien ko ñan Etaale

Rōjañ ñan etaale an jikin jelālọkjān an ro ewōr aer utamwe ->

25 raan in jikuul ñan kelet ñan etaale rijikuul eo ak jab ->

Melim an jinen aō jemen emōj jeiki ñan etaale ->

35 raan in jikuul ñan kamoj lak ien etaale eo

Ta eo ej walok ñe ajiri eo nejū ej emakut ilo ien etaale eo?

Ñe juōn rijikuul eo ej emakūt ñan juōn bar bukwōn ilo ejja yiiō in jikuul eo wōt, jikuul eo an rijikuul eo mokta lak ak kāāl rej aikuj in jerbal ippān doon ilo ien eo emōkajtata ñan kōmman bwe ien etaale ko an jelālọkjān an ro ewōr aer utamwe en mōkaj aer mōj. Kien eo an Washington State ej aikuj an bukwōn kāāl ko jino ebbok rekoot an rijikuul ñe rijikuul eo ej deḷọñ im ke bukwōn eo an jikuul eo mokta lak rej kwalok melele ko rej aurōk iumin 2 raan in jikuul im rekoot in jikuul ilo ien eo emōkajtata.

Ta aurōk in ien etaale jikin jelālọkjān an ro ewōr aer utamwe?

Bukwōn eo ej aikuj in etaale ajiri eo ilo elōñ jikin ko im ewōr ḷōmṇak in utamwe. Ewōr ruo unin jikin jelālọkjān an ro ewōr aer utamwe: 1) ñan kwalok an māroñ in tōprak ñan jerbal ko, im 2) ñan kwalok aikuj im kajur ko an rijikuul eo bwe juōn būrookraaṃ an jikin jelālọkjān emāroñ in kōmman. Juōn boiṇ eo aurōk ej ke bukwōn eo ej aikuj in etaale AOLEP jikin ko an ḷōmṇak an wōr joun utamwe. Jōt ien juōn rijikuul enij wōr aer būrabōḷōm ilo elaplọk jān juōn jikin. Juōn bukwōn eo ej aikuj in kabōjrak ien etaale eo ñe emōj loe ke juōn rijikuul emāroñ in tōprak ñan jelālọkjān an ro ewōr aer utamwe ilo juōn jikin. Ñe ien etaale eo emōj an kōmman ilo juōn jikin, emāroñ in jabwe melele kin aolepen aikuj ko an rijikuul eo ñe enij ien kōmman e būrookraaṃ eo ej māke lak. Ñan māroñ in bōk ḷōmṇak eo eman tata ilo jelālọkjān an ajiri eo nejūm, lukkun lale jerbal ko an ien etaale an bukwōn eo bwe en lukkun jimwe. Kakememej bukwōn eo kin jerbal ko an ñan etaale aolep jikin ko.

Jikin ta ko rej aikuj in etaale im teej rot ko renij jerbal?

Bukwōn eo emāroñ in etaale juōn ajiri ilo rein ilal:

• Ejmour (enbwin im lōmnak)
• Loelakjān
• Roñjake
• Ejmour ilo kōnnaan ippān ro jōt im kalmenlakjān
• Mālōtlōt
• Joñan jerbal ko an ilo jikuul
• Kōnnaan im roñjake, jipiij, im kajin
• An makutkut.

Teej ko rej jerbal ñan ien etaale eo rej aikuj in eman im jimwe ñan jikin eo ej teej. Ej melelein ke teej ko rej aikuj in lale joñan jimwe kin ta ko rej aikuj in bōk joñan. Ilo waanjoñak, Wechsler Intelligence Scale for Children IV (Jaat kein IV ñan kwalok joñan an Juon Ajri Melōtlōt iumin Wechlser) (nae etan WISC IV) ej juōn teej ekka an jerbal im emōj kōmman bwe en lale joñan mālōtlōt. Ilo kadu, alikkar an WISC IV ejjab aikuj in jerbal ñan teej e kalmenlakjān an juōn ajiri kinke ejjab kōmman ñan unin eo. Teej im mweiuk in etaale ko rej aikuj in kelet im lale bwe en dike doon jān ia eo juōn ej itōk jān e, manit, ak ñe emaan ak kora. Kobalak, teej im mweiuk ko rej aikuj in lelak ñan rijikuul eo ilo kajin an rijikuul eo im jōt bar wāwein kōnnaan im roñjake (einwōt kōjerbale peim ñan kōnnaan), ñan ñe ejjab aurōk in kōmmane. Ta eo kwōj māroñ in kōmmane? Kajitōk kake teej ko. Jekdoon teej ko remāroñ in ben, ilo am kajitōk kwe māroñ in melele:

• Unin teej eo, im
• Ñe teej rot eo ejimwe ñan ajiri eo nejūm.

Kajitōk ippān juōn ian uwaan team eo im kōmmeḷeḷe teej ko ñan eok ilo juōn kajin. Kōmman bwe teej ko ren jimwe aer bōk joñan māroñ eo rej aikuj in bōk. Ilo waanjoñak, jōt teej ewōr joñan aer yiiō, māroñ in riit im aikuj in men bwe alikkar ko ren mol. Ñe ej diik wōt ajiri eo nejūm ñan teej, ejjab māroñ in tōbār joñan riit eo ej aikuj ñan teej eo, ak ñe teej eo ejjab iwaj ilo kajin eo an ajiri eo nejūm, innem alikkar ko an teej eo rejjab māroñ in jerbal im māroñ in bwod.

Wōn enij kōmmane teej eo?

Rijerbal ro rej māroñ in kōmman teej ilo jikin eo ewōr utamwe ie. Takto eo an jikuul eo emāroñ in kōmman elōñ teej ko. Ako elōñ jōt jikin ko ewōr utamwe im enij aikuj takto ko emōj aer ekatak, juōn bar takto an kalmenlakjān, juōn ri jibāñ enbwinnim makutkut/kōnnaanōk, juōn takto ilo ọjpito, ak jōt bar armij rot kain. Ñe rijerbal ro an bukwōn eo rejjab māroñ in dedelak aer kōmman ien etaale, bukwōn eo emāroñ in aikuj in bukōt ro ej kōmmane jerbal in etaale. Etaale ko an naboj rej aikuj in kolla jān bukwōn eo. Bukwōn eo emāroñ in kajitōk ñe juōn rijikuul ak baamle ewōr an injuran in takto eo ej māke ak jōt bar jaan im enij bōk eddo in oneaan eo ilo etaale ko an naboj. Ñe juōn rijikuul ak baamle rejjab kōnan kōjerbale jibāñ ko an injuran ak jōt bar jaan, bukwōn eo ej aikuj in karōk im kolla onean teej ilo naboj eo ej aikuj in kōmmane etaale eo.

Wāwein rōt ko im bukwōn eo emāroñ in bōk melele kin an ajiri eo nejū māroñ in tōprak im aikuj ñan jelālọkjān an ro ewōr aer utamwe?

Bukwōn eo ej aikuj in kojebrale jōt oktak in kain teej ko im wāwein ko im rej ebbok melele ko rej aurōk, kwalok, im melele ilo jikuul kin juōn rijikuul. Melele ko jej bōk rej māroñ in kobaiki lale rjikuul im kōnnaan an baamle, rilale, im ro jōt rej jellā kake rijikuul eo. IDEA im No Child Left Behind Act (Kakien eo an Ejjelọk Ajri en Māke Lak Ian) eo ej kwalok kin kōjerbale teej ko ilowaan-kilāāj ñan bōk melele. Teej ko ilowaan-kilāāj ej ikutkut aer kūkir buñtōn ko ilo jikuul. Kwoj aikuj in kajitōk ñe buñtōn ko ilo jikuul rekar jerbal ippān ajiri eo nejūm bwe aolep ro uwaan kumi in etaale eo remāroñ in lale teej kein kinke jōt ien buñtōn ko ilo jikuul rej kanne jān rikaki eo im jab walok ippān rijerbal in jelālọkjān an ro ewōr aer utamwe.

Ako ñe ijjab errā ippān alikkar ko an ien etaale eo?

Kwe māroñ in kajitōk ippān etaale eo an onean ko bukwōn eo ej jolọk kin ien etaale eo. Ñe ewōr am inepata kake alikkar in etaale eo, ewōr jōt men kwōj māroñ in kōmmane:

• Kōnnaan ippān bukwōn eo im kwalok inepata ko am. Kajitōk ippān bukwōn eo ta eo kwōj kōmmane etaale eo ej koba ak elaplọk
• Bukōt bar jōt melelein an etaale eo kōmman (Ajiri eo nejūm ewōr ke onean an takto im enij kolla ñan an etaale ilo ien inepata ko? Juōn bukwōn ej aikuj in ḷōmṇak kin etaale ko naboj.)
• Kajitōk ippān juōn etaale an jelālọkjān eo ej māke lak ilo an bukwōn eo kolla, im bōk juōn laajrak an ro rej etaale jān bukwōn eo
• Ḷōmṇak kake kelet ko remman, einwōt ḷōmṇak, inepata, ak jān wōt jerbal in roñjake. Lale Section VII an pepa in ñan melele ko relablak kake kōtōbār eo.

Ta eo enij walok ñe inij kajitōk "juōn ien etaale eo an jelālọkjān ej māke lak im lọblej ej kōllā onean?"

Qualification for IDEA Services

How does a district decide if my student is eligible for special education, and who takes part in the decision making?

The district must make an eligibility decision based on the evaluation.

Once the evaluation is completed, the district must produce an evaluation report stating the following:

• Whether the student has a disability
• How the disability affects the student’s progress in school
• What services are recommended to address the student’s individual needs.

Whether a student is eligible for special education is determined by a group composed of the student’s parent(s) and qualified professionals selected by the school district.

Parents have a right to notice of meetings and to participate in all meetings with respect to the identification, evaluation, and delivery of services to the student. Parents must also receive written notice of any decision made at such a meeting.

How will I know if the student is eligible for special education?

The district sends you notice.

The district must provide the student’s parent with a copy of the evaluation report and documentation of its decision about eligibility.

What can I do if my child is denied eligibility for special education?

You can challenge the district’s decision.

If you think your child has been wrongly denied eligibility for special education services, you can try to change the district’s decision by:

• Discussing the situation with school personnel
• Requesting a mediation conference
• Filing a complaint or
• Requesting an IDEA due process or 504 hearing.

Talking things through with school officials—including special education staff, the principal, your child’s teachers and counselor—is the best way to start dealing with any problem.

If discussing the issue doesn’t get you anywhere, consider using more formal dispute resolution. Anyone can file a citizen complaint on behalf of a student. A parent can also request a due process hearing or mediation.

Where you can have an impact

Ask for a person from the district’s Section 504 program be made part of the eligibility determination group. If the group decides the student is not eligible for special education under IDEA but may be eligible under Section 504, this person can help identify services provided under Section 504.

An Overview of Section 504

Section 504 of the Rehabilitation Act was the first law made to protect people with disabilities. Under Section 504, all programs receiving federal funding must not discriminate against individuals based on a disability.  Public schools receive federal funding, and therefore must follow the requirements of Section 504 to ensure students with disabilities are not treated differently. School districts must also take steps that range from accommodating special needs to providing special instruction and related services. The intent of Section 504 is to remove barriers so people with disabilities can fully participate in “life activities” such as learning in school.

Section 504 defines disability as an impairment that substantially limits a major life activity. Learning is a “major life activity” for children.  Impairments that affect a student’s education may qualify him or her for services under Section 504. The definition of disability under Section 504 is much broader than under the IDEA, so many students who are not eligible for IDEA may be eligible for extra support under Section 504.

School districts are required to create procedures and systems for implementing Section 504. In addition, each district must designate at least one person to coordinate the district’s efforts to comply with Section 504. Ask for a copy of the district’s procedures and for the name of the person designated as the Section 504 compliance officer.

What kinds of things can be put into a 504 plan?

504 plans can range from seating a student near the teacher for extra help to providing specialized instruction and related services. For a student who has challenging behavior, a behavior plan, counseling, or an aide may be necessary for them to participate in school. For a student who is hearing impaired, a signing interpreter or written lectures might be included in the plan. Be creative! Your suggestions about how your student can participate in school should be open for consideration.

Does the district have to educate my student in a general education classroom?

Unless an IEP or 504 plan requires another arrangement, a student must be educated in the school that he or she would attend if not disabled and be with non-disabled classmates to the maximum extent possible.

What if the district refuses to develop a 504 plan, or there appears to be some other sort of discrimination against my student?

Section 504 requires that school districts develop dispute resolution procedures, including the right to an impartial hearing. Ask for a copy of the district’s 504 procedures to determine your next step. In addition, you can make a complaint to the Office of Civil Rights. See Section VII in this publication for more information about making a civil rights complaint. A civil rights complaint must be filed within 180 calendar days (6 months) from the date of the discrimination. If the complaint is not filed within the 180 days, include a request for a waiver and explain why the complaint is being filed now.

Where you can have an impact

Urge the district to move quickly to finish the evaluation. If the district doesn’t have a policy or set timelines for completing the evaluation, ask the district use the IDEA evaluation timelines as a guide.

Ask the district to put the Section 504 plan in writing. If the district refuses, write up what you think the district agreed to do, and send the school a letter. Ask the district to confirm that the district’s understanding of the plan is the same as yours.

Ta in Individualized Education Program ak "IEP"?

Juōn Individualized Education Program (IEP, būrookraaṃ in jelālọkjān eo ej māke lak) ej juōn kōmmeḷeḷe an jerbal ko an juōn rijikuul ewōr an aikuj ko ikijen utamwe eo ñan māroñ in bōk jelālọkjān eo ewōr melelein. Individualized Education Program, ak IEP, ej juōn pepa im ej kwalok kin jerbal ko an jelālọkjān an ro ewōr aer utamwe im ajiri eo enij bōk. Juōn IEP ej juōn pepa eo emelim ilo court im ej kwalok ke emāroñ in bōk aolep jerbal ko remoj likit ilo IEP. Juōn IEP ej aikuj in kōmman ñan juōn ajiri im aikuj ko an ilo jelālọkjān, im emāroñ in koba ippān wāwein ko remman ñan jerbal.

IEP ej aikuj in koba ippān:

• Juōn naan in kwalok kin wanṃaanḷọk eo an rijikuul eo ilo jelālọkjān im māroñ in makutkut—joñan an rijikuul eo pād
• Kōtōbār ko an jelālọkjān ilo jikuul ilo kajojo yiiō
• Juōn naan in kwalok kin wanṃaanḷọk an ajiri eo im ej kwalok joñan im naat riboot ko ikijen wanṃaanḷọk an ajiri eo enij walok
• Kōmmeḷeḷe kin jerbal ko rijikuul eo enij bōk jimor ilo jelālọkjān im kilāāj ruum im ilowaan juōn jikin jelālọkjān an ro ewōr aer utamwe
• Juōn kōmmeḷeḷe in "jerbal ko rej epāāke" rijikuul eo enij bōk jimor jibāñ ilo kōnnaan im kajin, ial, im rōjañ
• Juōn kōmmeḷeḷe kin aolepen kōjjeḷā kin būrookraaṃ eo, einwōt kain riito ko rej aikuj in wōr oktak ie, juōn armij ej riit ñan teej ak kain ko jōt, juōn kein rekoot ñan ien roñjake, bar jōt
• Juōn ien kwalok ñe rijikuul eo rej aikuj jibāñ ilo kōjerbale kain jerbal ko im jerbal. Kain jerbal ko ej melelein kain ko rej kaḷapḷọk ak kōjbarōk an rijikuul eo māroñ im māroñ in koba ippān mweiuk ko einwōt kaṃputōr ak kain jeje
• Juōn kelet ekkar ñan kilāāj in emakitkit, im ñe emāroñ, elmen an nej etal
• Juōn kōmmeḷeḷe kin wāwein an rijikuul eo nij bōk kunan ilo kilāāj im būrookraaṃ ko, im ñe ejjab, etke
• Jabdewōt jibāñ enij wōr ippān rijikuul eo ñan bōk jerbal ilo yiiō in jikuul, ñe emōj an walok jān IEP Team eo
• Ien kōnnaan ko, ñe ewōr, aikuj ñan rijikuul eo
• Jikin, joñan aitōk in, ikutkut in jerbal ko ñan lelak
• Raan ko jerbal ko renij jinoe
• Jinoe ejjab to jān IEP bwe en māroñ in jerbal ñe rijikuul eo enij 16 an yiiō, ak diiklak ñe emōj an alikkar jān kumi eo an IEP: 1) kōtōbār ko rej ekkar im eman ñan lale joñan im 2) jerbal ko rej oktak im aikuj ñan jibāñ rijikuul eo kin kōtōbār ko.

Kobalak, rijikuul ro rej teej ko rej oktak ej aikuj in bar koba ilo IEP eo aer:

• Juōn kōmmeḷeḷe in kakōḷḷe ko kōtōbār ko rej kadu
• Kōmmeḷeḷe in etke rijikuul eo ejjab māroñ in bōk kunan ilo teej eo ekkut
• Kōmmeḷeḷe in etke teej eo emōj an jenolọk im ekkar ñan rijikuul eo.

Ewi joñan mokaj in elikin ien etaale eo jinion inij bōk juōn IEP ñan ajiri eo nejū ñe emāroñ in tōprak ñan jelālọkjān an ro ewōr aer utamwe?

Iumin 30 raan in kelet eo ke rijikuul eo emāroñ in tōprak ñan jelālọkjān, juōn IEP kwelak ej aikuj in kōmman. Ñe emōj an juōn jikuul kwalok ke juōn rijikuul emāroñ in tōprak ñan jerbal in jelālọkjān an ro ewōr aer utamwe, bukwōn eo ewōr an 30 raan (ejjab raan in jikuul) ñan kōmmane juōn IEP kwelak im kōmman juōn ḷōmṇak e māke lak ñan rijikuul eo.

Wōn eo ej kōmman IEP?

IEP kumi eo ej kōmman jān armij ro rej māroñ in jibāñ kōmmane būrookraaṃ in jelālọkjān. Juōn kumi in armij ej aer eddo in jeje im kōmman bwe en tōprak IEP eo. Armij rein ilal rej bar mōttan kumi eo an IEP im aikuj in pād aolep ien ilo IEP kwelak ko:

• Jinen ak jemen ak rilale
• Juōn ian rikaki ro an rijikuul eo (ñe rijikuul eo ej bōk kunan ilo mejatōtō in jelālọkjān)
• Joñan eo juōn ian rikaki in jelālọkjān an ro ewōr aer utamwe, ak, ijo ekkar, jikin jelālọkjān an ro ewōr aer utamwe eo emōj an bojjak
• Juōn eo ej jutak ilo etan bukwōn eo im emāroñ in tōprak ñan jelālọkjān an ajiri ro ewōr aer utamwe im jellā kake kobban jikuul eo im kain jibāñ ko rej bellọk (einwōt juōn ritol an jikin jelālọkjān eo)
• Juōn armij emāroñ in lale nōmba ko ñan etaale (emāroñ in juōn ian armij ro iloñ ak juōn takto an jikuul eo)
• Ilo an jinen ak jemen ak bukwōn eo jellā, ro jōt ewōr aer jellā ak malōtlōt kake ajiri eo
• Rijikuul eo (ñe ekkar)
• Jikin jerbal in oktak (einwōt rijerbal ro ak juōn armij jān naboj einwōt Developmental Disability Administration (DDA, Rā eo an Utamwe in Ben Eddeklak)).

Armij ro jōt remāroñ in pād ilo IEP kumi eo. Kakine eo ej kōtlak ro jto ewōr aer "jellā ak malōtlōt kake ajiri eo" bwe en bōk kunan ippān IEP kumi eo. Ej melelein IEP kumi eo emāroñ in koba ippne nukin, mōttan baamle eo, uwaan jukjukun pād, takto, im ro rej jibāñ. Bukwōn eo ak jinen im jemen rej kelet wōn eo ewōr an jelālọkjān ak malōtlōt ikijen ajiri eo. Ñe ewōr bar armij kwōj ḷōmṇak ej aikuj in koba ippān IEP kumi eo an ajiri eo nejūm, lale bwe kwon ba ñan jikuul eo bwe ren māroñ in iwaj. Botaab, iumin IDEA im kakien eo an jelālọkjān an ro ewōr aer utamwe an aelōñ eo, ro uwaan IEP kumi remāroñ in jab aikuj in pād ilo aolep ien. Juōn ian ro uwaan IEP kumi eo emōj likit iloñ ejjab aikuj in pād ilo IEP kwelak ñe kobban ekatak ko ilo jikuul eo im ejjab mōttan melele ko ilo kwelak eo im ke jinen ak jemen ajiri eo im bukwōn eo an jikuul eo rej jimor errā ke an pād ejjab aurōk. Ilo waanjoñak, jikin kōnnaan im kajin ejjab aikuj in pād ñe jerbal in kōnnaan ejjab pād ilo IEP kwelak eo im ke jinen ak jemen im bukwōn eo an jikuul eo rej jimor errā ilo jeje ke kōnnaan im kajin ejjab aikuj in pād kinke unin kwelak eo ej ñan kwalok kin mwil im ḷōmṇak eo an rijikuul eo wōt.  Elaplọk, ro uwaan IEP kumi remāroñ in jab aikuj in pād ilo kwelak eo JEKDỌỌN ÑE kwelak eo ej koba ippān oktak ko ak kōnnaan kin jikin ro uwaan kumi eo ñe jinen ak jemen ak bukwōn eo an jikuul eo ej errā ilo jeje. Botaab, eo uwaan IEP kumi eo emōj kōtlak an etal ej aikuj in lelak ilo jeje eddeklak eo an IEP ñan jimor jinen ak jemen im bukwōn eo an jikuul eo mokta jān ien kwelak.

Elmen aō jellā naat IEP kumi kwelak eo?

Bukwōn eo ej aikuj in mokta kōjjeḷā ñan jinen ak jemen kin unin IEP kwelak eo, awa im jikin, im wōn eo enij pād. Bukwōn eo ej aikuj in lelak kōjjeḷā ilo mokaj bwe jinen ak jemen en wōr aer ien ñan māroñ in pād. Kwelak eo ej aikuj in jūkeejul ilo juōn awa im jikin eo aolep rej errā kake. Ñe jinen ak jemen im bukwōn eo an jikuul eo ej errā, kwelak ko rej māroñ in bar kōmman ilo telebon ak pija.

Ta eo ij māroñ in lelak ñan IEP?

Kwalōk naan jān jinen ak jemen im ro jōt rejellā ke rijikuul eo im lale eo kake tōprak ko an ej aurōk ñan kōmmane juōn būrookraaṃ in jelālọkjān an ro ewōr aer utamwe. Jinen ak jemen ej juōn mōttan IEP kumi eo aurōk im emāroñ in wōr aer ḷōmṇak ko rej eman kake armij ro elap tōkjen ñan koba. IEP kumi eo ej aikuj in ḷōmṇak kin joñan ñe rej kōmmane juōn ḷōmṇak. Kwoj aikuj in lale bwe jikuul eo en jellā ñe ewōr bar armij kwōj ḷōmṇak emāroñ in lelak ñan jerbal in. Juōn bar mōttan aurōk einwōt am jerbal in jibāñ ej ñan lale būrookraaṃ in jikuul eo im jerbal ko jān bukwōn eo an jikuul eo. Ilo waanjoñak, ta kōtōpar ko am jān wōt melele kin māroñ ko an ajiri eo nejūm? Jerbal ko rej iwaj rej ke rōjañ jān bukwōn eo ñan kōmman juōn oktak ñan ajiri eo nejūm? Ñe ewōr am rōjañ ñan kakōṃanṃan lak jelālọkjān eo, kwōj aikuj in kwalok ilo IEP kwelak eo. Kwe māroñ in bar kwalok juōn wāwein kalimjok im kōmmane jerbal ko. Ḷōmṇak kin wāwein kobaiki ajiri eo nejūm ñan ro rej jerbal ilo jikuul eo im rejānin kār ḷōmṇak kake.  Ilo waanjoñak, ñe juōn nebar an ikkūre ak būrookraaṃ ej kōmman an itōk limo in ajiri eo nejūm ñan kōmman jerbal mweo, juōn bar nebar einwōt in ñan kōmmane katak ko remāroñ in bar pād ilo jikuul. Ako bwolen kwejellā ke ebin ien in ñan ajiri eo nejūm ñe ewōr men ko rej kōmman an bo, armij, im ainikien. Kwe māroñ in kwalok ke ajiri eo nejūm emāroñ kōmman oktak ilo kilāāj ko ak elikin an rijikuul ro jōt kōmmane.

Elmen an IEP jikin eo kwalok inepata ilo mwil?

IEP ej aikuj in kobaiki juōn teej in lale mwil im juōn ḷōmṇak in kōnnaanōk kin mwil ñe ewōr inepata ko ikijen mwil ej pād. Ñan an juōn rijikuul eo im mwil ej pinej ial eo an ekatak ak an rijikuul ro jōt, innem IEP enij lelak kōtōbār ko im kōnan ñan kakōṃanṃan lak mwil im wāwein bukōt inepata eo bwe en jak. Aurōk in kememej ke mwilin juōn rijikuul emāroñ in jān wōt utamwe eo an. IEP ej aikuj in lale inepata ko ikijen mwil im kōmman wāwein ko rej eman ñan uak e inepata ko mokta jān aer walok.

Ñāāt eo IEP ej lale ak kakāāl?

Joñan eo juōn alen juōn yiiō, ak ekutkut lak ñe juōn uwaan IEP kumi eo ej kajitōk.IEP rej aikuj in lale juōn alen juōn yiiō. Botaab, juōn bukwōn ej aikuj in loore IEP jokdoon ñe emōj an mootlak jān ien lale eo. Ilo jemlọkin yiiō eo, IEP kumi eo ej aikuj in tōbār doon ñan lale būrookraaṃ in jelālọkjān im ñan lale ñe ej tōprak kōtōbar ko an rijikuul eo aolep yiiō. IEP ej aikuj in kakāāl ñe rijikuul eo ejjab eman an pād ak melele kāāl ko kake rijikuul eo ej bellọk. IEP ej aikuj in bar lale aikuj ko an juōn rijikuul ilo an ruttolak. IEP emāroñ in bar lale ilo jabdewōt ien ilo an juōn uwaan kumi eo kajitōk ak ñe jōt wāwein ko emōj aer oktak. Botaab, iumin IDEA im kakien an jelālọkjān an ro ewōr aer utamwe an aelōñ eo, oktak ko remāroñ in kio kōmman ñan IEP an juōn ajiri elikin ien kwelak in etaale eo ilo an jab jalot juōn IEP kwelak ñe jinen ak jemen im bukwōn eo rej errā in kōmmane. Ilo ien rot kain, juōn jeje emāroñ in jerbal ñan kōmman oktak ak ukōt IEP an ajiri eo. Ilo kajitōk an jinen ak jemen, bukwōn eo an jikuul eo ej aikuj in kwalok ñan jinen ak jemen juōn kape emōj an kakāāl an IEP im ej koba ippān oktak ko. Ñe kwōj ḷōmṇak ke IEP ak jerbal ko an jelālọkjān an ro ewōr aer utamwe an ajiri eo nejūm emōj aer oktak, kajitōk ippān Bukwōn eo ñan juōn kape in IEP eo eliktata koba ippān jabdewōt oktak emōj jeiki im kōmman ñan errā. Iumin IDEA, bukwōn ko an jikuul eo rej bar rōjañ in kadiklak nōmba in IEP kwelak ko emōj aer kōmman ñan kajojo rijikuul aolep yiiō ilo aer rōjañ kin IEP kwelak ko an kumi.

Ako ñe enij wōr oktak ñan IEP eo an ajiri eo nejū ilo an ejelọk melim jān io?

Kōnnaan ippān jikuul eo ilo ien eo emōkajtata kake inepata ko am.Kwoj mōttan IEP kumi eo im ej aikuj in koba ippān aolep kelet kake būrookraaṃ ko an ajiri eo nejūm ilo jelālọkjān an ro ewōr aer utamwe. Ñe kwōjjab māroñ in jolọk juōn ien jab errā ilo am kōnnaan ippān rijerbal ro jikuul eo, lale Section VII Jōlọk Inepata ilo pepa in ñan kelet ko relaplak.

Ñe emōj an tōprak ajiri eo nejū ñan jelālọkjān an ro ewōr aer utamwe, elōñ ke bar etaale eo elaplọk

Aet, rijikuul ro ewōr aer utamwe rej aikuj in etaale juōn alen aolep jilu yiiō, im elaplọk ñe ej aikuj. Jekdọọn ñe IEP ej lale juōn alen juōn yiiō, bar lale rijikuul ro ewōr aer utamwe rejjab aikuj in kōmman joñan ikkutkut in. Ien etaale ko rej kōmman juōn allen aolep jilu yiiō. Juōn jinen ak jemen im bukwōn eo an jikuul eo remāroñ in errā ke bar etaale elikin jilu yiiō ejjab aikuj. Botaab, ien etaale ko aolep jilu yiiō rej lelak ñan jinen im jemen im bukwōn ko an jikuul melele ko elap aer aurōk kin wāwein an juōn rijikuul pād. Ḷōmṇak kin oktak ko juōn rijikuul ej ion e ilo jilu yiiō jān kilāāj ko rediik ñan lap! Lukkun lale mokta jān am errā ñan jab bar-teej kinke elōñ men ko emōj aer walok ilo yiiō ko jilu emōj aer walok jān ien eo eliktata rekar lale. Juōn rijikuul emāroñ in bar etaale ilo ṃōkajḷọk ñe bukwōn eo an jikuul eo im jerbal ko an jikuul eo im aikuj an ajiri eo ej kwalok juōn bar ien etaale (ej koba ippān ien ko ewōr eman lak ilo ippān ajiri eo) ak ñe jinen ak jemen ak rikaki eo an ej kajitōk. Botaab, ien bar etaale ko remāroñ in jab walok ilo aer ikutkut im elaplọk jān juōn alen kajojo yiiō ñan ñe jinen ak jemen im bukwōn eo rej errā ke etaale ej aikuj kōmman. Unin bar etaale ej ñan kwalok:

1. Ñe rijikuul eo ej wanṃaanḷọk wōt ilo an tōbār an māroñ deḷọñ
2. Jerbal ro ko jōt ej aikuj ñan tōbār kōtōpar ko an IEP
3. Joñan ko ej māroñ in tōprak ilo jikuul im aikuj ko jōt ilo an edeklak an rijikuul eo.

IEP kumi eo ej aikuj in lale ñe ewōr melele ko ikijen etaale ñan rijikuul eo im kelet ta bar teej, ñe ewōr, ej aikuj ñan kwalok inepata ko jilu emōj kwalok iloñ.

Ia eo ajiri eo nejū ewōr an utamwe rej aikuj bōk jerbal ko emōj kwalok ilo IEP eo an?

Rijikuul ro ewōr aer utamwe rej aikuj in jikuul ilo jikin jelālọkjān eo eman - im emāroñ in wōr kilāāj ko ej aikuj. Juōn tōmāk an IDEA ej ke rijikuul ro ewōr aer utamwe rej aikuj in koba ippān būrookraaṃ eo an jelālọkjān joñan wōt an māroñ in jab jenolọk ak oktak jikin jelālọkjān eo an. Ajiri ro ewōr aer utamwe ewōr aer jimwe malōtlōt ilo jikin eo edik an wōr kakien ie. Ej melelein ke IEP kumi eo ej aikuj in lomank kake jikuul im lelak jerbal ko ñan juōn rijikuul ilo ejja ijo wōt einwōt rijikuul ro ewōr aer utamwe ñan jikuul, jab-jikuul, im ikkūre ko jōt rej oktak. Juōn rijikuul ewōr an utamwe emāroñ in etal jān kilāāj ruum eo ñe aikuj ko an relukkun lap im rej kakūre kilāāj im ñan joñan eo im etal im ejelọk wanṃaanḷọk ilo e, jokdoon ñe ewōr bar jibāñ im jerbal ilowaan kilāāj ruum eo. Ejjab aolep rjikuul ro ewōr aer utamwe rej māroñ in tōprak ilo kilāāj ruum ilo ejelọk jibāñ. Jōt rijikuul rej aikuj jibāñ jān juōn rijiban an rikaki ilo kilāāj, oktak in kobban kilāāj eo, kain ekatak, ak wāwein katakini. Rijikuul ro jōt remāroñ in aikuj juōn jikin eo elukkun oktak, einwōt juōn jikuul an raan aurōk ak ekatak ilo mweo. Aolep bukwōn in jikuul rej aikuj in lale bwe jikin ko an jelālọkjān ej bellọk ñan rijikuul ro ewōr aer utamwe jān wōt an jōt rijikuul ewōr aer utamwe aikuj elaplọk im emāroñ in etal ilo jikin ebbok jelālọkjān. Rijikuul ro rej aikuj bōk aer jellā jān ijo epāāke tata kilāāj ruum eo, ak enij kōtlak wōt an rijikuul eo kōmman wanṃaanḷọk ilo jikuul. Joñan oktak in jikin jikuul kein ej jōt ien kūr einwōt juōn jikin wanṃaanḷọk in jikin ko emōj aer pād im emāroñ in koba ippān jaat eo turim.

Ta eo enij walok ñe ajiri eo nejū ewōr an IEP im jemāron in emakūt ilo yiiō in jikuul eo?

1. Emakūt ilowaan aelōñ eo: Bukwōn kāāl eo an jikuul ej aikuj in kwalok ñan rijikuul eo kin jerbal ko rej māroñ in lale jān IEP im bukwōn eo mokta lak ñan ñe bukwōn kāāl eo ej bōk IEP moor eo ak kōmman juōn IEP kāāl.
2. Emakūt jān aelōñ eo: Bukwo kāāl eo ilowaan aelōñ kāāl eo rej aikuj in lelak ñan rijikuul eo jerbal ko ej kwalok einwōt ko emōj likit ilo IEP jān bukwōn eo mokta ñan ñe bukwōn kāāl eo enij kōmman ien etaale, ñe ej aikuj, im kōmman juōn IEP kāāl.

 

Ilo wāwein kein jimor, jikuul kāāl eo ej aikuj in bōk buñtōn ko ewōr unin ñan bōk rekoot in jelālọkjān an ro ewōr aer utamwe an ajiri eo im jikuul ko mokta lak rej aikuj in kajju uak e kajitōk eo kin rekoot.

Ajiri eo nejū ewōr an utamwe emāroñ in ke bōk jerbal in jelālọkjān ilo jamar?

AET

1. Extended school year (ESY, yiiō in jikuul eo emōj an aitōklak) jerbal ko

Juōn rijikuul ewōr an utamwe emāroñ in bōk jerbal in jelālọkjān an ro ewōr aer utamwe ilo jamar ñe IEP kumi eo ej kelet ke jerbal ko rej aurōk ñan an rijikuul ro bōk jelālọkjān eo ewōr an melele. Ñan māroñ in tōprak ñan jerbal in yiiō in jikuul eo emōj an aitōklak emāroñ in pedped ion unin kain ilal:

• An rijikuul eo māroñ in diiklak men ko ejelọk ilo jamar
• Ñe ewōr būrookraaṃ in jamar ej aikuj ak jab ñan an rijikuul eo tōbār IEP kōtōpar ko an
• Juōn naan in kwalok eman jān juōn rijerbal
• Ia eo rijikuul eo ekar pād ie mokta lak.

Bukwōn ko an jikuul eo ej aikuj ñan kōmman an IEP Kumi eo jerbal ñan kwalok aikuj an juōn rijikuul ñan jerbal ko emōj aer aitōk lak ilo yiiō eo. Ñe kwōj ḷōmṇak ajiri eo nejūm ej aikuj jerbal ko emōj aer aitōklak ilo yiiō eo, kajitōk juōn kape in wāwein māroñ in tōprak an bukwōn eo. Ñe emōj lelak juōn būrookraaṃ ilo jamar, ej aikuj in tōbār kōtōpar ko an IEP. Ilo bar jōt naan, bōk kunam ilo kilāāj ko an jelālọkjān ilo jamar ñan aolep rijikuul remāroñ in jabwe. Ñe IEP an juōn ajiri ej lelka ñan juōn-ñan-juōn jibāñ ilo yiiō in jikuul eo, ej aikuj in etal juōn-ñan-juōn jibāñ ilo bar ien jamar. Būrookraaṃ ilo yiiō in jikuul eo emōj an aitoklak ej aikuj in etal ilo ejelọk onean ñan rijikuul eo. Ñe bukwōn eo ejelọk an program in jamar ñan juōn rijikuul eo ej tōprak ñan jerbal ko emōj aer aitōklak ilo yiiō in jikuul, bukwōn eo ej aikuj in kōmmane juōn ak kolla onean an rijikuul eo bōk kunan ilo juōn program jān juōn bar bukwōn an jikuul ak doulul ej māke lak. Bukwōn eo ej aikuj in kolla onean itotak im onean ko jōt rej koba ippān būrookraaṃ in yiiō in jikuul eo emōj an aitōk lak.

2. Jibāñ im jerbal ko ilo kilāāj in jelālọkjān ilo jamar jikuul.

Ñe juōn rijikuul ewōr an utamwe ejjab tōprak ñan ESY jerbal ko ak ej likit etan ñan būrookraaṃ in jikuul ilo jamar, jikuul eo ej aikuj in lelak wōt jibāñ im kōmmeḷeḷe ñan rijikuul eo. Kajitōk ñan jerbal kain iumin IDEA ak Section 504 ñe ajiri eo nejim ej aikuj bar jibāñ ñan māroñ in bōk kunan ilo būrookraaṃ eo.

Juōn būrookraaṃ in jelālọkjān an ro ewōr aer utamwe emāroñ in ke jibāñ ajiri eo nejū etal jān jikuul ñan mour in rutto?

Imāroñ ke bōk juōn kape in IEP emōj an ukok an ajiri eo nejū?

Aet, kwōj māroñ in bōk juōn kape in Individualized Education Program (IEP, Būrookraaṃ in Jelālọkjān eo ej Māke Lak) an ajiri eo nejūm im emōj an ukok ñe kwoj aikuji juōn ñan māroñ in melele kake.

Ekkar ñan kakien eo an jikin jelālakjān an ro ewōr aer nañinmej, bukwōn ko rej aikuj in ukōt pepa in melim ko ñan jikin jelālakjān an ro ewōr aer nañinmej im “prior written notices kōjjeḷā in jeje ko rekar kōmman mokta lak.” Kakien ko an jikin jelālakjān an ro ewōr aer nañinmej rejjab kwalok aolep kain kake ukōt IEP eo māke. Bōtaab, US Department of Education (Rā eo an Jikin Jelālakjān) and US Department of Justice (Rā eo an Jikin Kōmman Jimwe) emōj aer kōmelele ke ñan māroñ in jerbal ippān Title VI in Civil Rights Act (Kakien eo an Jimwe), bukwōn ko rej aikuj in bojjak in kwalok ukok in IEP ko. Rej kōmelele:

Iumin Title VI, aolep pepa aurōk, kōba ippān IEP an juōn rijikuul, ej māroñ in bellok ñan LEP [Ewōr jidik jellā kajin Pālle] jinen im jemen, ak ejjab melelein aolep pepa ko rej aurōk rej aikuj in ukok ñan aolep kajin ilo bukwōn eo. Ñan waanjoñak, juōn ukok eo eman joñan awa im ededelak ak kadu in ukok an aolep pepa aurōk emāroñ in oktak ilo jōt jekjek ko. Juōn bukwōn ej aikuj, bōtaab, bojjak in kwalok ukok ilo joñan ien eo eman im dedelak ñan kwalok an māroñ bellọk ñan IEP im jimwe ko an jinen ak jimen im rej epāāk ñan e. Ej kinke juōn jinen ak jemen ej aikuj juōn bellok eo ewōr melelein ñan IEP ejjab ilo ien IEP kwelak eo wōt, ak ilo yiiō in jikuul ko ñan lale wanmanlọk an ajiri eo im kōmman bwe IEP jerbal ko rej etal.

https://sites.ed.gov/idea/files/policy_speced_guid_idea_memosdcltrs_iep-translation-06-14-2016.pdf

Ñe kwōj aikuj juōn kepa in IEP an ajiri eo nejūm, tōbar ta eo jikin jelālakjān ñan ro ewōr aer nañinmej ilo bukwōn in jikuul eo an ajiri eo nejūm.  

Ñe ewōr am kajitok ak inepata, jouj im kurtūk kij ilo Office of the Education Ombuds (OEO, Opiij eo an Jelālọkjān Ombud ko) im bwe jen māroñ kajeoñ jibāñ.

What are Accommodations and Modifications?

Accommodations are different than modifications. While the Individuals with Disabilities Education Act (IDEA) and its regulations do not define accommodations or modifications, there is some general agreement as to what each is, as well as the difference(s) between the two:

Accommodations are provided when the student is expected to reach the same level of proficiency as their non-disabled peers. An accommodation allows a student to complete the same assignment or test as other students, but with a change in the timing, formatting, setting, scheduling, response and/or in any significant way what the test or assignment measures. Examples of accommodations include a student who is blind taking a Braille version of a test or a student taking a test alone in a quiet room.

Examples of accommodations include a student who is blind taking a Braille version of a test or a student taking a test alone in a quiet room.

Modifications are provided when the student is NOT expected to reach the same level of proficiency as their non-disabled peers. A modification is an adjustment to an assignment or a test that changes the standard or what the test or assignment is supposed to measure. Examples of modifications include a student completing work on part of a standard or a student completing an alternate assignment that is more easily achievable than the standard assignment.

Examples of modifications include a student completing work on part of a standard or a student completing an alternate assignment that is more easily achievable than the standard assignment.

Prior Written Notice (PWN)

Have you requested an evaluation, a re-evaluation, or a change to your child’s IEP (Individualized Education Program)?  Did you get a Prior Written Notice (PWN) in response?

This toolkit explains why PWNs are important, and what to do if you have not received one, or if a PWN has only very general information. 

Prior Written Notice (PWN):

A requirement under special education rules when a district proposes, or refuses, to initiate or change the identification, evaluation, placement or provision of “FAPE” (free appropriate public education).

A PWN is also a powerful tool to help understand what decisions have been made and why. For students who have an IEP, or might need one, there are many steps in an ongoing process of evaluation, planning and delivery of services. Having a clear written record of significant decisions and the reasons for them is critical.

A Prior Written Notice (PWN) is:

• a written document
• from the district, to the parents
• provided after a decision is made, but prior to/before it is implemented
• that is required under the special education rules
• for decisions relating to a child’s identification, evaluation, placement or provision of special education services, including those:
  • made at an IEP meeting or
  • made by the district in response to a parent’s request.

PWNs must describe the decision made, the reasons for it, other options considered, and information relied upon to make the decision. They must also provide parents information about their rights if they do not agree with the decision.

Districts must translate PWNs into the parent’s native language, unless it is clearly not feasible to do so. 

Tip: Review the PWN attached to the Updated IEP

After your IEP meeting, look to see if there is a PWN attached to the back of the updated IEP. If it includes only very general statements, like “The team decided to update the IEP” because “it is required to be done annually,” do not hesitate to ask for a more complete PWN.

Sometimes the IEP will reflect a decision made at the meeting (for example if a team decides some specially designed instruction will shift from a resource room to a general education setting, the service matrix would be changed). However, an IEP would not reflect a request for a change that was ultimately denied. And the IEP itself doesn’t generally describe reasons why a change is made.

Without a PWN, important decisions, and reasons for them, may be lost to memory.

If you do not receive a PWN or the PWN does not reflect significant decisions an IEP team made, you can request that the district provide one. 

Didn’t get a PWN? Didn’t see a significant decision reflected in the PWN you received?

Here are three variations on sample requests for a PWN:

"Dear IEP Case manager (or special education teacher),

Thank you for talking with me about my request for __(e.g., an initial evaluation; an early re-evaluation; a Functional Behavior Assessment; other). Please provide me with a Prior Written Notice with the district’s response to this request and confirm the next steps for moving forward."

After an IEP meeting

"Dear IEP Case manager (or special education teacher),

Thank you for getting the IEP team together discuss __(e.g. request for one-on-one support; increased time in general education; concerns about behavior referrals; other). I understand the next steps will be __________. Please provide me a Prior Written Notice to reflect the team’s decision on this issue and a copy of the amended IEP (if relevant)."

For a revised PWN

"Dear IEP Case Manager,

Thank you for providing me with a copy of the updated IEP after our annual meeting. I have reviewed the IEP and the attached PWN. I noticed that the PWN does not include information regarding our discussion and conclusions relating to _(e.g. increasing/decreasing service minutes; assistive technology; other). Please provide me with a revised PWN that reflects the decision on this/these issue(s). Please be sure the entire PWN is translated into _(my native language)___."

Sincerely,

Parent

Read more about PWNs in your Special Education Notice of Procedural Safeguards and in OSPI’s Understanding PWN short guidance. Review special education rule on Prior Notice at: WAC 392-172A-05010. To see what a PWN looks like, find one on OSPI’s Model Forms for Special Education page.

Functional Behavioral Assessments im Behavior Intervention Plans (FBAs im BIPs)

Rijikuul ro rej ion e eloñ wawen kōtmane mwil ko mwilier ilo jikin jikuul. Rej kōtmane bwe ren jijjōt im jab kōmman ainikien ko, roñjake rikaki eo, etetal, jab ettor, kōnaan ilo an eman joñan ainikier, im kautej ro jōt. 

Laajrak in emaroñ in lukkun aitok ñe jenkar kajeoñ in kobaiki aolepen ta ko jej laajrak in kilāāj ko rej oktak, ilo eloñ jikin ko rej oktak, im eloñ wawen jerbal ñan mwil ko ilowaan kilāāj ruum im jikuul ko. 

Rijikuul rej aikuj ien ekatak kōtmane mwil, ainwot aer aikuj ien ñan ekatak riit, jeje, im kōba im bōk. 

Rej aikuj in ñan ekatak ta mwil ko ñan kōtmane im kalimjok, wawen topar kōtmane ko, im unin an wōr tokjen. Rej aikuj ien ñan kamminene, ekatak jān bwod, im bōk naan eman ñe rej topar kōtmane ko. 

Ñe jikuul ko rej kwalōk melele kin baamle im kōtmane ikijen mwil, baamle rej maroñ in jibāñ kakajur ekatak ilo mweo.

Ñe juon rijikuul ebin an topar kōtmane in mwil, buñtōn eo jinion ej ñan lale ñe juon rijikuul ej melele ta eo ej kōtmane, im wawen topar kōtmane ko. 

Ñe mwil eo an juon rijikuul ej kōmman abāñ ilo ial in ekatak, im ej wanṃaanḷọk ilo an kajeon in atōrej e, jikuul im baamle rej maroñ in jerbal ippān doon bwe en eman lak aer melele ia eo ej itok jān e, im ta eo juon rijikuul emaroñ in kōnnaan im roñjake ilo mwil eo.

Ñe kwoj kajeon in atōrej mwil ko rejañin lukkun eman, im mwil eo ej epāāke ekatak, juon Functional Behavioral Assessment (FBA) emaroñ in aikuj ñan melele kin "jerbal" ako unin mwil eo, im ñan jibāñ kin wawen an tōl jerbal, ien kōnnaan ko rej eman. 

Juon FBA eo ej aikuj ilo jōt jekjek ñe juon ajiri ewōr an nañinmej im ejako an jikuul ilo jidik wōt ien ako iumin 10 raan ako elaplok. Juon FBA emaroñ juon kein jerbal eo eman an jerbal ñan jibāñ jabdewōt ajiri, ippān ako ippān an ejelok an nañinmej.

Ñe kwoj inepata kin mwil ko an ajiri eo nejum im aer maroñ in kakure an ekatak, rej tōl ñan jerbal in kajje, ako rej debij ajiri eo nejum jān an laplok an ien ilo juon jikin jerbal, kwoj maroñ in kajitok ippān jikuul eo bwe en kōmmane juon FBA im kōmmane juon BIP.

Ñan melele ko relaplok, lale lak Office of the Education Ombuds (OEO, Opiij eo an Jelalakjen Ombud) KAJITOK KO EKUTKUT KAJITOK ikijen FBA ko im BIP ko, Laajrak in Etaale: Ta ko ñan Lale ilo juon FBA im BIP im Waanjoñak in Letta ko ñan Kajitok juon FBA im Etaale juon BIP.

School Discipline Rules for Students with Disabilities

The Office of Superintendent of Public Instruction (OSPI) filed emergency rules clarifying and updating Chapter 392-400 WAC Student Discipline (see OSPI Rulemaking Activity website). OSPI plans to also conduct permanent rulemaking concerning Student Discipline. The emergency rules are effective immediately and the permanent rules are anticipated to be in effect by the 2025–26 school year. Read more: New Emergency Discipline Rules From OSPI Now In Effect.

In 2016, major changes were made to school discipline law in Washington state that apply to all

public school students. The changes include:

• new limits on the maximum length of suspensions and expulsions;
• new limits on the reasons students can be suspended or expelled for more than 10 school days;
• new requirements for districts to provide educational services during any suspensions or expulsions; and
• new requirements for culturally responsive and culturally sensitive re-engagement meetings.

Students with disabilities are protected by these new changes, in addition to the protections in special education rules.

When can students be suspended or expelled for more than 10 school days?

Under special education rules, except in special circumstances, schools may not suspend or expel a student with disabilities for more than 10 school days if the conduct was a “manifestation” of the student’s disability or was due to the district’s failure to implement the IEP. Now, under discipline rules that apply to ALL students, schools may not suspend or expel ANY student for more than 10 school days unless the conduct fits within one of 4 categories of “non-discretionary offenses.”

Those categories include:

1. A violation of the prohibition against firearms on school premises, transportation, or facilities;
2. Certain violent offenses, sex offenses, offenses related to liquor, controlled substances, toxic inhalants, certain crimes related to firearms, assault, kidnapping, harassment, and arson;
3. Two or more violations within a three-year period of criminal gang intimidation or other gang activity on school grounds, possessing dangerous weapons on school facilities, willfully disobeying school administrators or refusing to leave public property, or defacing or injuring school property; or
4. Behavior that adversely impacts the health or safety of other students or educational staff.

If the student’s conduct does not fall within one of those categories, the student MAY NOT be suspended or expelled for more than 10 school days.

When does a district have to provide Educational Services?

Under special education rules, if a student with an IEP is removed for more than 10 school days for disciplinary reasons, the district must provide educational services in an “Interim Alternative Education Setting.” The services must allow the student to continue to make progress on their IEP goals and to continue participating in the general education curriculum. The setting is determined by the IEP team. Under the new discipline rules, now, ALL students must have an opportunity to access educational services during ANY suspension or expulsion, even if it is less than 10 school days.

What kind of meeting is required when a student is suspended for more than 10 days?

When a student is suspended or expelled for more than 10 school days, the school must invite the family and the student to a RE-ENGAGEMENT meeting to develop a plan to support the student’s successful return to school. Families must have an opportunity to give meaningful input to the plan. Re- engagement plans must be culturally sensitive and culturally responsive. A re-engagement meeting must be held either:

• Within 20 days of the start of the suspension or expulsion if it is for longer than 20 days; or
• No later than 5 days before the student will return to school if the suspension or expulsion is less than 20 days.

Where you can have an impact:

• Ask the school how you can get educational services started right away, even if the student will not be out for more than 10 school days.
• Review the list of “non-discretionary offenses” and consider whether a long-term suspension or expulsion is permitted for the kind of conduct involved.
• If the student will be out for more than 10 school days, talk with the school and district about planning in advance for the student’s re-engagement with school.
• Remember, students with disabilities and their parents have the same rights to appeal suspensions or expulsions as any student. The protections in special education rules are in addition to those basic rights.

For more information about re-engagement meetings, and to find tips for families, check out OEO’s webpage on Suspensions, Expulsions and Discipline: https://www.oeo.wa.gov/en/education-issues/discipline-suspensions-and-expulsions.

Steps that Schools Must Take to Discipline Students with Disabilities

What is a school district supposed to do if my student with a disability breaks a school rule that would normally require suspension for more than 10 school days or an expulsion?

1. Give notice.
2. Have a manifestation determination meeting.
3. Look at the behavior and develop a functional behavior plan.

A change in placement occurs when a student who receives special education services is removed from school for a period of more than 10 school days in a row or experiences a pattern of shorter removals that over time exceed 10 school days. Long term suspensions and expulsions are considered a change of placement. If the district wants to order a change of placement for a student receiving special education services, it must follow the steps outlined above before the change can be implemented. School district staff may consider any unique circumstances on a case-by-case basis when deciding whether to order a change in placement for a student with a disability who violates a code of conduct.

What notice is required when a school district wants to remove my student with disabilities from school for any period of time?

The school district must give written notice of the decision to remove the student AND describe the procedural protections available.

Notice must be given no later than the date that the decision to remove the student is made. The law says the written notice must be given to parents of the disciplined student.

What is a manifestation determination and why is it important when my student who receives special education services gets disciplined at school?

A manifestation determination is what a district must do when a student is facing a suspension or expulsion for more than 10 school days. The manifestation determination requires the school district, the parent and relevant members of the student’s IEP Team to meet and consider whether the student’s behavior is related to their disability.

This meeting has huge consequences for a student and the stability of the student’s educational placement.

If there is a relationship between the disability and the behavior, then the student cannot be punished, and several things must happen. The student must be allowed to return to the educational placement that he or she attended prior to the disciplinary removal unless special circumstances (described below) exist or unless the parent and the district agree otherwise. In addition, the student must receive a functional behavior assessment and behavior intervention plan or have their existing plan reviewed and modified, as necessary, to address the behavior.

If it is determined that there is no relationship between the disability and the behavior, then the disciplinary procedures concerning non-disabled students can be applied, and the student can be suspended or expelled. However, the school 1) must provide educational services to the student, although services may be provided in an interim alternative educational setting and 2) perform, as appropriate, a functional behavior assessment and develop a behavior intervention plan.

See “Weapons, Drugs, Serious Bodily Injury, Dangerous Behavior and Interim Alternative Educational Settings” below for information on special circumstances when a student can be removed from their educational placement even if it is decided at a manifestation determination meeting that the student’s behavior was related to their disability.

Where you can have an impact

Act quickly if your student is excluded from school. It may be several days before you receive notice or information about why they are not allowed to return.

Be sure to contact the person in charge of discipline and let them know that your student has a disability.

If the school proposes to keep your student out of school for more than ten school days, it is important that the school district is quick to schedule a meeting regarding the behavior and its relationship to your student’s disability.

Monitoring discipline issues and being aware of the rights of students with disabilities will reduce the number of days your student is without educational services.

Bring the needs of your student to the attention of school district administration. If you think that the school administration is not listening to you, call the district’s Director of Special Education.

Ask for an IEP or 504 meeting.

Ask that educational services be provided during the period of exclusion.

When does the manifestation determination meeting have to take place?

The manifestation determination must take place immediately, if possible, but in no case later than 10 school days after the date the district decides to change the placement of the student for disciplinary reasons.

Who is a part of the manifestation determination meeting?

The district, the parents and relevant members of the IEP Team.

IDEA says the manifestation determination team consists of the parent and those members of the IEP Team the parents and school district determine to be relevant to the decision making, implying not all IEP Team members need to be present. Note you can always ask for certain members to be present if you think the information they have will be valuable to the manifestation determination process.

Throughout this publication, we will refer to the team that makes decisions at a manifestation determination meeting as the “manifestation determination team.” If we are referring to situations where the full IEP Team is present, we will indicate “IEP Team.”

What does the manifestation determination team consider when conducting the manifestation determination?

The manifestation determination team must take into consideration all relevant information.

The manifestation determination team must consider:

• Evaluation and diagnostic results, including those provided by the parents of the student
• Observations of the student
• The student’s individualized education program.

What questions must the manifestation determination team ask as part of the manifestation determination?

Under IDEA and state special education law, the manifestation determination team must ask:

1. Was the student’s conduct caused by, or did it have a direct and substantial relationship to, the student’s disability?
2. Was the conduct the direct result of the school district’s failure to implement the current IEP?

If after consideration the manifestation determination team determines that the answer is “YES” to either of the above questions, then the behavior must be considered a manifestation of the student’s disability and the discipline cannot be imposed. The student must be allowed to return to the educational placement they attended prior to the disciplinary removal unless special circumstances exist or unless the parent and the district agree otherwise. If it is determined the student’s behavior was the direct result of the district’s failure to implement the student’s IEP, the district must take immediate steps to ensure the IEP is implemented.

In some cases, a student may be acting out because the services or programs outlined in the IEP are inappropriate, even though the IEP is being implemented. IDEA does not prevent the parents or advocate from also asking that the manifestation determination team consider whether the IEP was appropriate at the time the behavior occurred. In addition, you can always ask for another meeting with the IEP Team and request that the IEP Team change the IEP or your student’s placement because your student needs additional services or a different educational setting to be successful.

Weapons, Drugs, Serious Bodily Injury, Dangerous Behavior, and Interim Alternative Educational Settings

There are four special circumstances in which a student receiving special education services can be removed from their current placement immediately, and for up to 45 school days regardless of whether the behavior was a manifestation of the student’s disability. They include when the disciplinary incident involves weapons, drugs or serious bodily injury.

The district can ask a judge to order the student removed for up to 45 school days.

No matter how or why the student is removed from school, students who receive special education services must continue to get educational services in an alternative setting. This alternative setting is called an interim alternative education setting or IAES. The IEP Team determines the interim setting.

Guns/weapons	District may remove student to an IAES for up to 45 school days
Drugs	District may remove student to an IAES for up to 45 school days
Serious Bodily Injury	District may remove student to an IAES for up to 45 school days
Dangerous Behavior	District may ask a judge to remove a student to an IAES for up to 45 school days

What can happen to a student who receives special education services if the student brings a weapon to school?

A district can remove a student to another educational setting for up to 45 school days if the student possesses a weapon or carries a weapon to school or to a school function. “Weapon” means a weapon, device, material, or substance, or animate or inanimate instrument that is used for, or is readily capable of, causing death or serious bodily injury. A weapon does not include a pocketknife with a blade of less 2 ½ inches long. Note: this is a different definition of weapon than the definition used in general education discipline laws and regulations.

What can happen to a student receiving special education services who has, uses, or sells drugs at school?

A district can remove the student to another educational setting for up to 45 school days if the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a school function.

What can happen to a student receiving special education services who causes serious bodily harm to another person?

IDEA added a fourth category of misconduct which could lead a school to remove a student receiving special education services to an IAES. A district can remove a student to another educational setting for up to 45 school days if the student has inflicted serious bodily injury on another person while at school or at a school function. “Serious bodily injury” means bodily injury which involves:

1. a substantial risk of death,
2. extreme physical pain,
3. protracted and obvious disfigurement or,
4. protracted loss or impairment of the function of a bodily member, organ or mental faculty.

What can a district do when it believes a student’s behavior is dangerous?

The district’s authority to automatically remove a student to an Interim Alternative Educational Setting (IAES) is limited to situations where there are drugs, weapons or serious bodily injury involved. If the district believes a student is engaging in dangerous behavior for another reason and wants to remove the student from the current special education program, the school needs to request a due process hearing and ask the hearing officer to order the student to an IAES for up to 45 school days. A hearing officer has the authority to change a student’s placement for 45 school days if maintaining the current placement is substantially likely to result in injury to the student or to others.

If the school district is successful in getting the hearing officer to order the student out of school, the district still has a responsibility to provide the student with an education.

Where you can have an impact

Review the IEP. Consider whether the proposed 45-day placement is a setting that can meet your student’s needs. If not, ask the IEP Team to consider additional services or a different setting.

Limitations on Discipline and Removal of Students with Disabilities

When considering whether to discipline a student with a disability, a district must first comply with the steps outlined in the previous section— notice, manifestation determination and examination of the functional behavior. If the relevant members of the IEP Team decide the behavior was not a manifestation of the disability, the district may proceed with disciplining the student. But there are limitations on how the district can discipline students receiving special education services.

How long can a student receiving special education services be removed from school without educational services?

See important changes in discipline laws at the start of this web page.

Schools can order removals of less than 10 school days in the same school year for separate incidents of misconduct if the removals do not constitute a pattern of exclusion which is a change of placement and needs to be addressed through the IEP process. A series of removals—one day here, another day there—can be a pattern the IEP needs to address. To determine whether a series of removals is a pattern, consider the length of removals, the total amount of time, the proximity of one to the other, and the reason for the removals.

What educational services should be provided to a student who receives special education services if the student is removed from school for more than 10 school days in the same school year?

The school must continue to provide the services and program described in the student’s IEP, even if the student is suspended or expelled from school.

During any exclusion from school for more than 10 school days in the same school year, the school district must provide another educational setting where the student’s IEP can be implemented. The setting should be one allowing the student to participate in the general education curriculum and to progress towards achieving the goals set out in the IEP.

For example, if the student has goals and objectives to help improve social skills with peers, the alternative setting should allow opportunities and instruction for those peer interactions. A tutoring program at home is not enough. The alternative setting should also include services and modifications designed to address the behavior that resulted in the removal, so the behavior does not recur. The IEP Team makes the decision on what setting is appropriate if the removal is for more than 10 consecutive school days or constitutes a change of placement.

Where you can have an impact

Keep track of the number of days your student has been out of school. See important changes in discipline laws at the start of this webpage. Request educational services in an alternative setting.

Put your request in writing.

Protections for Students with Disabilities Who Have Not Been Found Eligible for Special Education

What are my student’s rights if they may have a disability but weren’t evaluated or found eligible for special education before being disciplined?

In some cases, students can get the same protections they would have had if they had been eligible for special education services before the disciplinary incident.

If you think your student may have a disability and your student is being disciplined but they have not yet been found eligible for special education services, then ask this question:

“Did the district know my student should have been evaluated or should have been receiving special education services?”

A student can get all of the protections for students receiving special education services if the district had knowledge of the student’s disability before the behavior resulting in disciplinary action.

What constitutes whether a district “had knowledge” of my student’s disability as described in the law?

Under IDEA and state special education law, the district had knowledge if:

• The parent expressed concerns in writing to supervisory, administrative staff of the district, or the teacher, that the student was in need of special education and related services or,
• The parent has specifically requested an evaluation of the student or,
• The student’s teacher has expressed specific concerns about the behavior or performance of the student to the district’s special education director or other special education supervisory personnel.

When can a district argue it did not have knowledge that my student had a disability before the behavior resulting in discipline occurred?

School districts are not considered to have knowledge of a student’s disability if the parent has refused a special education evaluation or special education services or if the student was evaluated and not found to be a student with a disability.

What if the district did not have knowledge of my student’s disability before the behavior resulting in discipline?

An evaluation can still be requested.

If you suspect your student has a disability but the district did not have knowledge of the disability, a request can still be made for an evaluation to see if your student is eligible for and needs special education services. This request for evaluation can take place during the time your student is out of school on the expulsion or suspension.

What if a request for evaluation is made during the time that my student is being disciplined?

The law requires the evaluation to take place quickly.

If an evaluation is requested during a period of disciplinary exclusion, the law requires the evaluation to be completed in an expedited or quick manner. It does not matter if the district knew about the disability previously. There is no set timeline in the law for completion of this expedited evaluation. It can probably be assumed that expedited means more quickly than the amount of time allowed when an evaluation is being done under normal circumstances when discipline is not an issue. Under the normal special education procedures, the district has 35 school days to complete the evaluation after receiving parental consent.

What if my child is found eligible for special education during the time they are suspended or expelled?

If a student is found eligible during the period of removal from school, the school district must start providing special education and related services.

What to do if Students with Disabilities are Wrongly Disciplined

What kind of things might indicate my student with disabilities is being wrongly disciplined?

There are several things to watch out for.

There are a variety of ways a student with a disability may be wrongly disciplined. Some examples are:

• Notice was not given.
• There are no IEP meetings to discuss functional behavior or a manifestation determination for a change in placement.
• The functional behavior was never properly examined when problems first arose.
• A behavior intervention plan was not put in place to deal with the student’s behavior in a good way.
• The manifestation determination was not done correctly:
  • The right questions were not considered.
  • The decision was not based on enough data.
  • The group making the decision was not made up of the right people.
  • The decision the behavior was not related to the disability seems wrong.
• If discipline is imposed:
  • It is too harsh for the behavior.
  • It is longer than 10 school days in a row.
  • It is more than 10 school days over time and it looks like a pattern that excludes the student from their IEP.
  • It is for 45 school days and the incident did not involve drugs, weapons or serious bodily injury, or it was not imposed by a hearing officer at a discipline hearing.
  • The student did not behave in the way the district says he or she behaved.

What can be done if my student with disabilities is being wrongly disciplined?

Your student can assert all the rights of a non-disabled student, as well as rights under special education law.

Students with disabilities can ask for both a special education due process hearing and a general education discipline hearing. Note there are limitations on who may ask for a special education due process hearing.

Think of these two procedures as two parallel roads running side by side. There can be cars traveling on both, perhaps at different speeds, but both going the same direction. It is the same when both a discipline and special education hearing are being scheduled. The two hearings are addressing some of the same issues, but they may not be directly related.

In most cases, if a special education matter is being pursued, the district should stop the general education discipline hearing process and resolve the special education issues before going on with the general discipline proceedings.

Ordinarily, if a special education due process hearing is requested, the student has a right to remain in their special education program until the hearing is resolved. This right is called “STAY PUT” and it refers to the student’s legal right to stay in the current educational program until a decision is made in the due process hearing. Despite stay put, the district may try to have the student removed through a separate court action or hearing.

There is a new and important exception to this rule under IDEA. If the parent requests a hearing to contest the discipline and 1) the student is in an interim alternative educational setting due to special circumstances (weapons, drugs, serious bodily injury or dangerous behavior) or 2) the student is in an interim alternative educational setting because the student’s behavior was not found to be related to the disability at the manifestation meeting, the student must remain in the IAES until the hearing officer makes a decision or until the end of the disciplinary removal, whichever comes first. (The parent and the district can agree otherwise.)

However, the school district must arrange for the hearing to take place within 20 school days of the request, and the hearing officer must make a decision within 10 school days of the hearing. In addition, a resolution session must take place within 7 calendar days of the request for a hearing unless the district and parent agree in writing to waive this process.

Where you can have an impact

Students with disabilities have all the rights given to general education students who are disciplined.

Review the Office of the Education Ombuds’ webpage Discipline, Suspensions and Expulsions to learn more about challenging general education discipline.

Make sure you request a general education discipline hearing within the timelines stated in the discipline notice. You can cancel the hearing if the situation is resolved through the special education process.

If your student is eligible for special education services and is out of school for more than 10 school days, even for discipline reasons, the district must provide services to implement your student’s IEP. If a hearing has been requested and your student is out of school while waiting for the decision, be sure to remind the district of this obligation. You may not be able to assert “stay put” and have your child return to the educational placement, but they should not sit at home without any services in place!

Behavior Charged as a Crime

Can the school district call the police when a student with a disability gets in trouble?

Yes, schools may report crimes committed by students with disabilities and non-disabled students.

What if the incident is filed as a crime?

If the misconduct at school is referred to juvenile court and is charged as a crime, the youth will have either a public defender or other criminal defense attorney to advise and represent them on these charges. A youth who has been charged with a crime as a result of alleged misbehavior at school should immediately consult with a criminal defense attorney before discussing their school discipline case. For example, it may not be a good idea for the youth to make statements in a school discipline or due process hearing if the criminal matter has not been resolved. Those statements could be used against the youth in the criminal case.

The defense attorney should also be made aware of any disabilities that might affect whether the youth should be charged. For example, if the young person has a very low I.Q., the court may decide it isn’t right to take care of the matter in juvenile court.

Conclusion

All students are entitled to an education that helps prepare them for life. If students are disabled in some way, they may have a right to a vast array of services and accommodations to help them succeed. If your student needs more help than they are getting in school, advocate for special education services.

Students with disabilities also cannot be punished in school for behavior related to or the result of a disability. School districts must follow specific rules when seeking to punish a student with a disability. Notice of the intent to discipline must be given, the behavior must be examined and planned for, and a team of people must determine whether the behavior was related to the disability.

Even if the concerning behavior is not related to the disability, there are significant limits on how a student with a disability can be disciplined. Students with disabilities have strong protections under the law ensuring they will not unnecessarily lose their right to education.

Transition Services for Students with Disabilities (Ages 16-22)

Students receiving special education should begin to have a transition plan at age 16 or before. The transition plan becomes a part of the student’s Individualized Educational Plan (IEP) and is designed to help the student move from high school to life and career beyond its walls. These transition plans can look different in different districts because of community supports and opportunities. However, the transition services should be based on the individual student’s needs and strengths and include programs and supports that will foster the student’s independence after high school. Students have the right to an education and continued transition services until their 22^nd birthday. Students with disabilities should be invited to be a part of this planning.

Understanding the Process for Implementing Transition Services:

Good transition plans are a partnership involving the student, family, school, community, employers, and others. Good transition plans are student-centered and use present needs to anticipate the best supports for future needs.

When should the team develop a transition plan?

No later than the IEP that is in effect when the student turns 16, or as early as age 14 if appropriate for the student.

What information is required to be in an IEP focused on transition?

Here are some of the basic components of an IEP:

• The student’s present levels of academic achievement and functional performance.
• Measurable annual goals. With transition, these goals need to be tied to the postsecondary plan.
• How the school district will measure the student’s progress towards meeting annual goals, including when and how often the school district will provide periodic progress reports.
• Specially designed instruction, related services, program modifications, supplementary aids and services, and staff supports.
• How much the student will be included in the general education classroom and with nondisabled peers in extracurricular and nonacademic activities.
• Approved accommodations for the student that will help with taking state and district assessments and measuring the student’s academic progress and achievement. If the IEP team decides that the student needs to take an alternate assessment instead of a general one, the team should also explain why they made that choice and why the alternate assessment is appropriate.
• Extended school year (ESY) services for the student, if the student shows regression or loss of information learned.
• The projected date for the beginning of the services and modifications described within the IEP, as well as the anticipated frequency, location, and duration of those services and modifications.

These components are part of IEPs, in general, but as the student progresses through high school, the student’s IEP should reflect the ongoing transition and identify the partnerships and resources that will support those goals.

The Importance of Planning in Transition IEPs:

 

In planning, the IEP team should focus on designing instructional programs and supports that meet the student’s interests and needs for life after high school. Student voice is critical. Having a strong start in the student’s teens forms a pattern of success that can make future transitions easier, such as employment, post-secondary education, and inclusion in the community. Effective transition services help the student identify and navigate future opportunities and challenges. Families, teachers, and community leaders offer different, valuable perspectives on how to ensure a successful transition. Transition provides a time for them to come together to send the student into the postsecondary world with good tools, strategies, and expectations.

What to Look for in a Transition Plan within an IEP:

Annual IEP Goals

Annual goals are what the team expects the student to accomplish reasonably within the next year. Goals should be observable and measurable. As the student gets older, the team should tie these goals increasingly to the student’s exit from high school and the postsecondary goals.

Measurable Postsecondary Goals

Like the IEP goals that the student has, the postsecondary goals in the transition plan must be based on assessments (formal and informal) to determine the student’s needs, strengths, and interests. There is no one-size-fits-all transition plan. The goals, like other IEP goals, should be data-driven and responsive to the progress that the student is making and new needs that arise. The team needs to revisit them annually or earlier, as appropriate.

Transition Services

The team should base transition services on an evaluation of the student’s needs and the student’s readiness. The team then tries to determine which programs and services will support the student toward reaching greater independence and their vision of success for the future. Teams should not base services on what is available only, but also need to consider the student’s needs. Meeting the student’s needs and goals might involve bringing in new community partners or coordinating activities between schools and community agencies to move successfully from school to postsecondary living.

Course of Study

A course of study is a current description of coursework and/or activities to achieve the student's desired post- secondary goals, from the student's current IEP through the student’s anticipated graduation or exit year.

Agency Collaboration

Transition services are results-oriented partnerships. Schools often collaborate with the Developmental Disabilities Administration (https://www.dshs.wa.gov/dda), local Developmental Disabilities Divisions, the Division of Vocational Rehabilitation (https://www.dshs.wa.gov/dvr), colleges and universities, and other community agencies.

Resources:

• OEO’s website Education Topic - Supports for Students with Disabilities:
  • https://www.oeo.wa.gov/en/education-issues/supports-students-disabilities
• The Office of Superintendent of Public Instruction (OSPI) also has resources for families:
  • https://ospi.k12.wa.us/student-success/special-education/family-engagement-and-guidance
• For dispute resolution options, look at:
  • https://ospi.k12.wa.us/student-success/special-education/dispute-resolution
• For data about students with disabilities and transition in Washington, see the Center for Change in Transition Services:
  • http://www.seattleu.edu/ ccts/transition-services/

Jemlok an Wōr Inepata kin Jelalakjen An Ro Ewōr Aer Nañinmej

Emōj kakāāl June, 2024

Ta eo imaroñ kōmmane bwe en jemlok an wor inepata ippen bukwōn eo an jikuul eo?

Topar e bukwōn eo, kajitok bwe en wōr kōn, kwalok abinono ak bael ñan juon keij.

Ilo am kate eok ñan rijikuul eo nejum ewōr an nañinmej, komaroñ in loe am jab errā ippen bukwōn in jikuul eo. Ijo ekkar, ej juon ḷōmnak eman in kajeoñ in uak e burooblem eo ilo am kōnaan ippen ro uwaan Individualized Education Program (IEP, Būrookraaṃ in Jelalakjen an Juon Māke). Ñe ejjab jerbal, ewōr bar jot waween ñan jolok abinono ko ekkar ñan kien.

Jekjek ko ikijen kwalok abinono ekar ñan jerbal, kōmman kōn, im jerbal in keij ko rej bellok ñan jinen im jemen im jikuul ko ñan jolok abinono kin jelalakjen an ro ewōr aer nañinmej, koba men ko kwojjab errā kake āinwot:

• Kwalok ke juon rijikuul ewōr an nañnmej
• Etaale juon rijikuul
• Boklok jerbal in jelalakjen an ro ewōr aer nañinmej
• Karōk juon ajiri ilo jikin jelalakjen eo ekkar.

Abinono

Ewōr ruo waween kwalok abinono ekkar ñan jerbal ñe ewōr men eo kwojjab errā kake kin būrookraaṃ in jelalakjen (Individuals with Disabilities Education Act (IDEA, Armej ro koba Kakien in Jelalakjen ñan Ro Ewōr Aer Nañinmej) ak 504) an juon rijikuul.

1. Abinono eo an Jukjukin Pād eo an Jelalakjen an Ro Ewōr Aer Nañinmej ñan Washington State Office of the Superintendent of Public Instruction.

Ta in Abinono an Jukjukin Pād an Jelalakjen An Ro Ewōr Aer Nañinmej?

Juon Abinono an Jukjukin Pād an Jelalakjen an Ro Ewōr Aer Nañinmej, kar mōkta lak nae etan Abinono an Juon Citizen, ej juon waween an ejelok kōn ikotaan rijikuul im bukwōn ko jen juon agency tulik. Abinono ko an jukjukin pād eo rej aikuj bael ippen Office of the Superintendent of Public Instruction (OSPI, Opiij eo an Superintendent an Katakin ñan Loblej) ñe juon armej ej tōmak ke juon jikin jelalakjen (koba state, bukwōn an jikuul, ak juon jikuul in loblej ak māke lak) emōj an rube aikuj ko an IDEA ak kakien ko ikijen jelalakjen an ro ewōr aer nañinmej ilo state eo.

Wōn emaroñ bael juon Abinono an Jukjukin Pād an Jelalakjen an Ro Ewōr Aer Nañinmej.

Jabdewōt armej ak duolol emaroñ register juon abinono ippen Office of the Superintendent of Public Instruction.

Ta aikuj ko ikijen Abinono an Jukjukin Pād an Jelalakjen an Ro Ewōr Aer Nañinmej?

Abinono eo ej aikuj:

• Kōmman ilo jeje
• Jain jen armej eo ej kwalok abinono eo
• Koba juon naan ke jikin jelalakjen eo emōj an rube kakien in jelalakjen an ro ewōr aer nañinmej ilo yiiō eo emootlak
• Kwalok unin an rub
  • Laajrak etan im atōrej an armej eo ej kwalok abinono im
  • Laajrak etan im atōrej an jikin jelalakjen eo.

Ñe abinono eo ej kin juon rijikuul ejenolok, abinono eo ej aikuj bar koba:

• • Etan rijikuul eo
  • Etan bukwōn in jikuul eo an rijikuul eo
  • Kōmelele kin abañ ko rej jelot rijikuul eo
  • Juon ḷōmnak ikijen an jako burooblem eo.

Ia eo ñan loe pepa in Kwalok Abinono an Jukjukin Pād eo?

OSPI emōj an kōmmane bar juon pepa ñan am kōjerbale ñe kwoj bael juon Abinono an Jukjukin Pād an Jelalakjen an Ro Ewōr Aer Nañinmej. Pepa eo ej pād ilo: https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/file-community-complaint

Ia eo komaroñ kōmman oktak?

Ñe kwoj kwalok abinono an jukjukin pād, lale bwe kwon lukkun lale awa ko. Ñe OSPI ak jikin jelalakjen eo ejjab kōmman jabdewōt ilowaan awa eo emōj karōk e, ewōr am ien ñan bar juon abinono.

Lale bwe kwon kobaiki rekoot in jikuul ko rekkar ippen peij ko ewōr aer nōmba ippen abinono eo am bwe en bidodo lale rekoot ko.

Ta eo ej walok elikin Abinono an Jukjukin Pād an Ro Ewōr Aer Nañinmej ej bael?

Elikin an OSPI loe abinono eo, ej aikuj jilkinlak juon kape in abinono eo ñan bukwōn in jikuul eo. Ilowaan 20 raan in kōḷōṇta elikin am loe abinono eo, bukwōn eo an jikuul eo ej aikuj in etaale abinono eo im uak waj ilo jeje ñan OSPI. OSPI enij jilkinwaj juon kape in uak an bukwōn eo an jikuul eo. Enij kio wōr am kelet in lelok elaplok melele kin abinono eo.

Ilowaan 60 raan in kōḷōṇta, OSPI ej aikuj māke kōmmane, juon kelet ilo jeje kin an jikin jelalakjen eo rube kakien an federal ak state kin jelalakjen an ro ewōr aer nañinmej. Kelet eo ej aikuj koba ta ko emōj loe im emol kin buñtoñ ko aikuj ñan uak e abinono eo. Ien eo emaroñ aitoklak ñe:

1) jekjek ko rej epāāke abinono eo ak

2) armej eo ej kwalok abinono ej errā ilo jeje ñan joñan ien eo ñan kōjerbale in kōmman kōn ak juon bar waween uak e burooblem ko.

Bukwōn eo an jikuul ej aikuj in awa ko emōj karōk jen OSPI ilo kelet in jeje ñan kadedelak jabdewōt makūtkūt in kōmman kajimwe. Ñe bukwōn in jikuul eo ejjab loore, OSPI emaroñ debij jāān eo ñan bukwōn eo ñan ortar jot bar waween.

Ñe ej kelet ke bukwōn in jikuul eo ekar jab topar aer kōmmane jerbal ko rejimwe ñan juon rijikuul eo ewōr an nañinmej, OSPI ej aikuj:

• Kelet ta eo bukwōn eo an jikuul eo enij kōmmane kin an jab toprak jerbal kein, koba kōlla jāān ak kōmmane jot men ko ñan kajimwe an atōrej aikuj ko an rijikuul eo
• Kwalok waween an nej etal jerbal ko ilju jeklaj ñan rijikuul ro ewōr aer nañinmej.

Ia eo imaroñ loe elaplok melele kin OSPI abinono an jukjukin pād?

https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/file-community-complaint

Kwalok Abinono ikijen Jimwe United States Office of Civil Rights for the Department of Education

Ta in abinono ikijen jimwe?

Section 504 ej juon kakien ikijen ejelok-kaljeklak im ej kōttōpar in jolok kaljeklak pedped ion nañinmej ilo aolep būrookraaṃ ko rej bōk jibañ jen federal. Kinke jikuul ko an loblej im bukwōn ko rej bōk jāān jen federal, rej aikuj in loore Section 504 aikuj ko.

U.S. Office for Civil Rights (OCR, Opiij an Lale Jimwe) ñan U.S. Department of Education (Rā eo an Ejmour) ej kwalok kin kōjbarok an Section 504 im ej an eddo ñan etaale abinono ko.

Wōn emaroñ bael juon abinono ikijen jimwe?

Jabdewōt emaroñ bael juon abinono ippen U.S. Office of Civil Rights jabdewōt ien eo juon jikuul eo ewōr an nañinmej ejjab bōk jibañ ikijen jelalakjen jen juon būrookraam eo emaroñ in lale ñan juon jibañ eo rijikuul ro ejelok aer nañinmej ej bōk e. Juon waanjoñak ej ñe juon rijikuul eo ewōr an nañinmej ikijen bwil ejjab maroñ in etal ñan juon piil tūreep im aikuj pād ilowaan opiij eo an burinjibol eo ilo an kilaaj eo an etal ñan piil tūreep eo. OCR abinono ko remaroñ bar koba abañ ko ikijen maroñ, āinwot an iet ramp ñan juon ajiri eo ej pād ilo wheelchair ak an bukwōn eo jab kōmman jibañ ak jerbal ko remaroñ koba ilo 504 būlaan an juon rijikuul.

Ta aikuj ko ikijen kwalok abinono ikijen jimwe ko?

Juon abinono in jimwe ej aikuj bael ilowan 180 raan in kōḷōṇta (6 alloñ) jen raan eo ekar walok kaljeklak eo. Abinono eo ej aikuj koba:

►        Etan, atōrej im nōmba in telebon an armej eo ej bael e

►        Etan, atōrej im nōmba in telebon an armej(ro) kaljeklak eo ej walok ñan ir

►        Etan im atōrej eo an jikuul, bukwōn, ak armej eo kaljeklak eo ej walok ñan ir

►        Unin kaljeklak eo (jen ia eo juon ej itok jen ie, ia eo baamle eo an ej jen e, bar jot.)

►        Ñaat im ia eo kaljeklak eo ekar bōk jikin ie

►        Naan ko remol kin kaljeklak im

            Kape in men ko emōj jeiki, ak pepa ko jot rej jibañ kwalok kin abinono eo.

Ia eo ñan bael juon OCR Abinono kin Jimwe?

Ñan bael juon abinono ippen OCR, kōjerbale pepa in kwalok abinono eo ilo: https://www2.ed.gov/about/offices/list/ocr/complaintintro.html

ak kanne juon pepa eo komaroñ kanne ilo: https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf

Jokdoon ñe kwoj kelet in kanne pepa ak jeiki māke am letta, komaroñ jilkinlak abinono eo am ilo email ñan OCR.Seattle@ed.gov ak ilo fax ñan (206)607-1601. Komaroñ bar jillkinlak abinono eo am ilo email ñan:

Office for Civil Rights

U.S. Department of Education

915 2nd Avenue #3310

Seattle, WA 981074-1099.

Ta eo ej walok elikin an juon abinono in jimwe bael?

OCR ej etaale melele ko ilo abinono eo im kelet ñe abinono eo ej ak ejjab maroñ wanmaanlok wōt ilo aer lale. Ej aikuj kalikkar ñe ewōr an melim ñan etaale abinono eo im ñe abinono eo ej ak ejjab etal ilo juon ien eo eman joñan. Juon abinono ej aikuj bael ilowaan 180 raan jen raan eo manit in kaljeklak eo ekar walok.

OCR enij kajitok bwe kwon jain juon pepa in melim āinwot mottan jerbal eo. OCR enij topar eok ilo email ak telebon ñe pepa in ejjab toprak lak ilo 15 raan jen ien eo jekar kajitok bwe kwon jain im kalikkar ñe ewōr am 5 bar raan ñan jain i pepa eo. Renij bar kajitok bwe kwon lelok elaplok melele. Ñe elaplok melele ej aikuj, OCR ej aikuj lewaj 20 raan ñan lewaj melele ko ej kajitok.

Elikin an dedelak an OCR kōmmane keij eo an, komiro jimor bukwōn eo enij loe juon Letta ikijen Ta ko Emōj Loe im ej kōmelele ñe kein kamol ko rej jibañ kin juon men eo ekar walok. Ñe OCR ej loe ke bukwōn eo ekar jab loore kakien eo, enij topar bukwōn eo ñan lale ñe bukwon eo ej maroñ in deloñ ilowaan juon kōn. Ñe bukwōn eo ejjab errā in kabbok uak ñan inepata eo, OCR emaroñ kōmmane eloñlak men ko āinwot lale keij eo ñan Department of Justice (Rā eo an Lale Jimwe).  

Ñe kwoj ḷōmnak juon bukwōn ej jolok jimwe eo an ñan jelalakjen eo ekkar, ḷōmnak in bael am abinono.

Juon kōn

Ta in kōn?

Kōn ej juon kain kōn eo ej kōmman jen juon bar bade. Iumin IDEA, state ko rej aikuj in lelok jerbal ko ikijen kōmman kōn ilo an ejelok onean ñan jinen im jemen rijikuul/rilale im bukwōn in jikuul ko ñan unin jolok abañ kin būrookraaṃ in jelalakjen an rijikuul ro ewōr aer nañinmej.

Jerbal in kōmman kōn eo ej boktok jikuul im jinen im jemen ak rilale eo ippen doon ippen bar juon armej—armej eo ej kōmman kōn. Armej eo ej kōmman kōn ippen jikin ko jimor rej kajeoñ in errā ippen doon kin aikuj in jelalakjen ko an rijikuul eo. Jerbal in ej an juon māke kelet in kōmmane, innem jimor jinen im jemen ak rilale im bukwōn in jikuul eo ej aikuj errā ñan bōk kunan. Kōmman kōn emaroñ juon waween eo eman ñan kōmman bwe en eman lak jerbal ko ñan juon rijikuul, jolok abañ, im kakāāl jemdoon ikotaan jikuul eo im jinen im jemen rijikuul ak rilale eo.

Ñe enij eman an kōn eo kōmman, bade ko renij jain in kwalok ta toprak eo. Enij an jikuul eo im jinen im jemen ajiri eo ak rilale ñan loore jekjek ko ilo kōn eo. Elikin an kōmman kōn eo, armej eo ej kōmman kōn ej duojlak im ejelok an kajur in kōmman bwe jabdewōt jait en kōmman jabdewōt. Ñe juon abañ enij waloñtak ikijen kōn eo, jinen im jemen rijikuul eo ak rilale emaroñ bukot an jerbal ilo mōn ekkajet an state ak federal. Ñe abañ kāāl ak oktak enij waloñtak, jinen im jemen rijikuul eo ak rilale ak bukwōn eo emaroñ kōjerbale pepa ko rej pād iumin kien eo.

Kajitok ñan kōn ej aikuj kōmman ñan Sound Options. Komaroñ kōmmane kajitok eo am ilo jeje ak ilo telebon. Jabdewōt bade emaroñ topar Sound Options im renij topar e bade eo juon. Komaroñ topar Sound Options ilo 1-800-692-2540.

Jibañ ko

Errā in bōk kunam ilo kōn eo ejjab kabojrak am maroñ in kajitok ñan juon keij tokelik. Komaroñ kabojrak jerbal in kōmman kōn eo ilo jabdewōt ien im kajitok wōt ñan juon ien keij. Joñak eo de eo ej ke ilo juon ien keij tokelik roñjake ien kenono ko rekar bōk jikin ilo ien kōmman kōn eo rejjab maroñ jerbal āinwot kein kamol. Botaab, jeje in kōn eo emaroñ jerbal ānwot kein kamol.

Keij ikotaan Jinen im Jemen juon Rijikuul eo Ewōr an Nañinmej im Bukwōn eo an Jikuul

Ta in keij ikotaan jinen im jemen juon rijikuul eo ewōr an nañinmej im bukwōn eo an jikuul eo?

Juon keij ikotan jinen im jemen juon rijikuul eo ewōr an nañinmej ej juon jerbal eo elap, āinwot juon ien ekajet. Jinen ak jemen rijikuul eo ak rilale im bukwōn eo an jikuul eo ewōr aer ien ñan kwalok kein kamol im rikamol ro im ñan lale ta ko rikamol ro rej kwalok ilo jide eo juon.

Juon opija in roñjake ej kōmmane juon kelet ilo jeje pedped ion unin ko remol im kien eo.

Ij ke aikuj juon lawyer ñan keij ikotaan jinen im jemen rijikuul eo ewōr an nañinmej im bukwōn eo an jikuul eo?

Jab, ak ewōr am jimwe in kōjerbale lawyer ñe kokanan.

Jinen ako jemen ako rilale rijikuul eo ewōr an nañinmej emaroñ in bōk rojāñ ak bōk jibañ jen juon lawyer ilo ien keij rot in. Ejjab aikuj wōr lawyer, im emaroñ eman keij eo ilo an ejelok. Ekkā an juon ḷōmnak eman ñan kōnaan ippen juon lawyer ak juon bar armej elap jelalakjen eo an ñan jibañ kajitok im bojjak ñan keij eo.

Ewi waween ao kajitok ñan juon keij ikotaan jinen im jemen rijikuul eo ewōr an nañinmej im bukwōn eo an jikuul eo?

Kōmmane kajitok eo ilo jeje ñan Office of Administrative Hearings (Opiij eo an Lale Keij ko Rellap) im kōjjelā ki bukwōn eo an jikuul eo.

Juon kajitok ñan juon keij ikotaan jinen im jemen rijikuul ro ewōr aer nañinmej im bukwōn eo an jikuul eo ej aikuj kōmman ilo jeje im wōr melele kein ilal:

• Etan im atōrej an rijikuul eo
• Bukwōn im jikuul eo rijikuul eo ej pād ie
• An bukwōn eo eddo ñan lelok jerbal ko ikijen jelalakjen an ro ewōr aer nañinmej ñe oktak jen bukwōn eo rijikuul eo ej pād ie
• Kōmelele kin inepata ko an jinen im jemen rijikuul eo
• Uak ko am ñan jolok būrooblem eo.

Jilkinlak ilo mael ak lelok juon kape in kajitok in keij eo am ñan:

Office of Administrative Hearings

P.O. Box 42489

Olympia, WA 98504

Kwoj aikuj bar lelok kajitok in keij eo jinion ñan bukwōn eo an jikuul eo ilo am boklok ak mael e ñan Superintendent eo an bukwōn eo an jikuul eo. Jab meloklok in kakwone juon am māke kape!

OSPI emōj an kōmmane juon pepa in kajitok kin ejja keij in wōt ñan jibañ jinen im jemen rijikuul ilo aer kajitok kake. Pepa in ej pād ilo: https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/request-due-process-hearing

Ta joñak ko ñan kajitok e juon keij?

Kajitok e juon keij ej aikuj kwalok kin ta eo emōj an rub an inepata eo ekar walok ilo yiiō ko ruo remootlak. Juon kajitok in keij ikotaan jinen im jemen rijikuul im bukwōn eo emaroñ kwalok ta eo ekar walok jen elaplok jen ruo yiiō emootlak ñe juon ak ruo ian jekjek ko rej walok:

1. Ekar wōr eaar kabojrak an jinen ak jemen rijikuul eo kajitok juon ien keij ilowaan ruo yiiō kinke bukwōn eo an jikuul eo eaar bwod an kwalok ke emōj an jako būrooblem eo

Ak

2. Jinen ako jemen rijikuul eo eaar bojrak an maroñ kajitok juon ien keij ilowaan ruo yiiō kinke bukwōn eo an jikuul eo eaar debij melele ko eaar aikuj in kwalok ekkar ñan kien.

Elukkun aurok ñan an juon kajitok in keij kwalok kin ta ko remaroñ kar walok im abinono ko an jinen im jemen rijikuul eo. Elikin an etal kajitok, emaroñ oktak wōt ñe bukwōn eo an jikuul eo ej errā ilo jeje ak ñe opija in keij eo ej errā ke remaroñ oktak, im ien ko ñan uak (lale ilal) ej bar jinoe.

Kobalak, iumin IDEA, inepata ko wōt rekar waloñtak ilo kajitok in keij eo ak ilo an oktak kajitok eo emaroñ uak ilo keij eo kotaan jinen ak jemen rijikuul eo im bukwōn eo ñan ñe bade eo juon ej errā. Ilo am jab aikuj bukot juon am lawyer ñan kajitok ñan keij rot in, emaroñ in jibañ eok ñan kōnaan ippen juon lawyer ñe kwoj jinoe kajitok eo bwe kwon lale ñe aolepen inepata ko am rekar waloñtak.

Ta eo ej walok elikin ao lelok juon kajitok ñan juon keij rot in?

Bukwōn eo an mōn jikuul eo ej aikuj uak e eok.

Ilowaan 10 raan ilo kōḷōṇta jen an walok abinono eo an jinen im jemen ajiri eo, bukwōn eo an jikuul ej aikuj in uak e. Bukwōn eo an mōn jikuul eo ej aikuj kōmelele unin an kōmmane jekjek eo, ta ko jot kumi eo an IEP rekar ḷōmnak kake im unin aer jab toprak, juon kōmelele in melele ko bukwōn eo eaar pedped ion ilo an kōmman kelet im melele kin jabdewōt bar men eo ej koneek ñan kelet eo an bukwōn eo. Bukwōn eo mōn jikuul eo ejjab aikuj in uak ñe ekar lelok kōjjelā ilo jeje mōkta lak ñan jinen ak jemen ajiri eo abinono eo.

Ta in ien kwalok uak?

Ien kwalok uak ej juon kweilok eo ej walok elikin an kajitok in keij ippen bukwōn eo emōj an kōmman, ak mōkta jen ien keij eo.

Ilowan 15 raan ilo kōḷōṇta jen bōk kajitok in keij eo jen jinen im jemen rijikuul eo, bukwōn eo an jikuul ej aikuj in kōmmane juon kweilok ippen jinen ak jemen, ro uwaan kumi eo an IEP rekkar, im juon eo ej pād ilo etan bukwōn eo an jikuul eo im ewōr an maroñ in kōmman kelet. Bukwōn eo mōn jikuul ejjab maroñ boktok juon lawyer ñan kweilok in ñan ñe ewōr an bar jinen im jemen rijikuul eo lawyer. Unin kweilok in ej ñan kenono kin abinono ko im lale ñe inepata eo emaroñ in jako ilo an ejelok keij.

Ñe jinen im jemen rijikuul eo im bukwōn eo an jikuul eo renij kōmman kōn ilo ien kweilok eo, rej aikuj jain juon kōn eo emaroñ jerbal ilo mon ekkajet. Jabdewōt ien bukwōn eo an jikuul eo ak jinen im jemen rijikuul eo ewōr an jilu raan in peejnej ñan ukōt ḷōmnak eo aer im ñan jolok kōn eo.

Ien kweiḷọk eo ej aikuj in kōmman ñan ñe jinen im jemen rijikuul eo im bukwōn eo an jikuul eo rej jimor errā ilo jeje ñan jolok kweiḷọk eo ak errā in kōjerbale juon armej ñan kōmman kōn ilo an oktak.

Ewi joñan aitok in jerbal in keij eo?

Juon bukwōn eo an jikuul ewōr an 30 raan ilo kōḷōṇta jen ien eo ej bōk abinono eo ñan kajeoñ in uak e inepata eo ñan joñan an jinen im jemen ajiri mōnōnō ilo ien kabbok uak eo. Ñe bukwōn eo ejjab kōmane ilowaan 30 raan ilo kōḷōṇta, ien keij eo enij jinoe. Keij eo ej aikuj in kōmman im juon kelet ej aikuj toprak ilowaan 45 raan ilo kōḷōṇta.

30 raan ilo kōḷōṇta ien eo ej oktak ñe juon ian makūtkūt kein rej walok:

• Bade ko jimor rej errā ilo jeje ñan jolok ien uak eo
• Elikin an wōr ej kōmman kōn ak ien uak eo, bade ko jimor rej errā ilo jeje ke ejelok kōn emaroñ walok ak
• Bade ko rekar errā ñan bōk kunaer ilo kōmman kōn ilo an mootlak jen 30 raan im juon bade ej jolok kōn eo. Ilo ien ko, 45 raan ilo kōḷōṇta ej jinoe ilo ien eo emokaj tata.

Joñan aitok in keij eo ej pedped ion ta inepata ko im joñan aitok in an kajojo jait ḷōmnak enij bōk ñan kwalok keij eo an.

Ien kweiḷọk in kabbok uak eo elukkun aurok. Ñe jinen im jemen rijikuul eo rejjab konan bōk kunaer ilo ien kweiḷọk eo, ien kweiḷọk in kabbok uak im keij renij rumij lak ñan ñe kweiḷọk eo enij kōmman. Kobalak, bukwōn in jikuul eo emaroñ kajitok ippen juon opija in lale keij elikin 30 raan ien kabbok uak ñan jolok kajitok in keij eo an jinen im jemen rijikuul eo ñe ejjab konan bōk kunan ilo kweiḷọk eo. Ilo jait eo juon, ñe bukwōn eo an jikuul eo ejjab topar jikeduul in kweiḷọk eo ilowaan 15 raan in kajitok eo, jinen ak jemen remaroñ kajitok ippen opija in keij eo bwe en jinoe 45 raan jerbal in keij ilo ien eo emokaj tata.

Ien Keij an Jinen im Jemen juon Rijikuul eo Ewōr an Nañinmej im Bukwōn eo an Jikuul

 

Jinen ako jemen rijikuul eo ej kajitok ilo jeje

Bukwōn eo ej uak ilowaan 10 raan ilo kōḷōṇta

Bukwōn eo ej jikeduul juon ien kweiḷọk ilowaan 15 raan ilo kōḷōṇta, ñan ñe emōj jolok ilo jeje

Ñe ien kweiḷọk eo ejjab uak e abinono eo ilowaan 30 raan ilo kōḷōṇta, keij eo enij wanmaanlok wōt im juon kelet enij kōmman ilowaan 45 raan ilo kōḷōṇta

Ta in "pād wōt?" Ia eo rijikuul eo neju ej etal ñan e ilo ien jikuul ñe ij kajitok keij?

Pād wōt ej juon naan eo ej jerbal ilo IDEA ñan kōmelele ia eo rijikuul eo ej etal ñan e ñe juon keij ej kajitok. Ñe juon keij ej kajitok, rijikuul eo ewōr an jimwe in wanmaanlok ilo būrookraaṃ in jelalakjen eo an māke ilo ejja ijo wōt ñan ñe ededelak ien keij eo im juon kelet ej kōmman. Ewōr jot jenolok ñan pād wōt ej jerbal ñe rijikuul ro ewōr aer nañinmej rej bōk kaje.

Ta eo keij eo emaroñ kōmman bwe en toprak ñan rijikuul eo neju?

Bukwōn eo emaroñ ortar in lelok jerbal ko, lelok jelalakjen an rijikuul, im kōlla onean an jinen im jemen rijikuul eo kōjerbale lawyer.

Juon ien keij emaroñ jibañ rijikuul eo bōk jerbal ko rekkar im karol lak jelalakjen eo eaar jako jen wōt an bukwōn eo kar bwod an jerbal. Juon opija in kōmman keij emaroñ jibañ bwe en jako inepata ko kin waween an juon rijikuul maroñ toprak, IEP, oktak ilo jikin jelalakjen, im etaale im bar etaale.

Opija in kōmman keij emaroñ bar ortar jelalakjen eo ej rol lak ilo ien ko eaar jab bōk, melelein ke bukwōñ eo ej aikuj in lelok jerbal ko rekar jab etal ak ien ko jen wōt an bukwōn eo kar bwod an jerbal. Ñan waanjoñak, bukwōn eo emaroñ ortar in kolla ñan an juon rijikuul bōk kunan ilo juon kilaaj im kolaj, lelok jibañ kobalak ippen būrookraaṃ in jelalakjen an ro ewōr aer nañinmej, ak kōmman bwe būrookraaṃ in jomar ko ren bellok, jokdoon ñe rijikuul eo ejjab maroñ topar ñan jerbal ko relaplok ilo yiiō in jikuul eo.

Kajitok ikijen lelok jibañ ilo ien ko rekar jab etal rej koneek ñan kōttōpar ko an IEP. Lale ñe kwoj kajitok ñan jerbal in jelalakjen ko ñan karol jen ien ko eaar jab bōk. Lōmnak kin ta eo rijikuul eo ekajur kōmmane (jiññā, kajañjañ, jain, bar jot) im kwalok kin juon būrookraam ak jerbal ko rej lewaj katak rot kein.

Ñe kwonij wiin ilo keij eo, bukwōn eo emaroñ aikuj in kolla onean ko ñan keij eo im onean am kōjerbale lawyer. Lale joñan onean ko emōj am jolok ñan am bojjak ñan keij eo

Last updated December 2021

Community Based Organizations

• Open Doors for Multicultural Families
• Washington PAVE
• Local Chapters of The Arc of Washington  
• Washington State Parent to Parent Support Programs and Washington State Parent Coalitions
• Roots of Inclusion
• Special Education Advocates League SEAL
• Treehouse for Kids  (supports for youth in foster care)
• Washington Autism Alliance
• Washington Education Association’s Special Education Support Center merged with OSPI to become Inclusionary Practices Technical Assistance Network 

Behavioral and Mental Health Focused supports, including Peer Partners

• A Common Voice
• Guided Pathways

State Agency Resources for Navigating Special Education

Washington State Governor’s Office of the Education Ombuds (OEO).

Office of Superintendent of Public Instruction (OSPI).

State Education Agency responsible for oversight of implementation of special education in Washington State.

• OSPI Special Education Parent Liaison information and informal facilitation of concerns
• Investigation and resolution of formal written special education complaints “Community Complaints”. 
• Mediation and IEP Meeting Facilitation provided through contract with Sound Options Mediation Group.
• Due Process hearing request forms and information.

Department of Children Youth & Families (DCYF) Foster Care Regional Education Leads 

Developmental Disabilities Administration (DDA) Developmental Disabilities Administration (DDA) | DSHS

Division of Vocational Rehabilitation (DVR) Division of Vocational Rehabilitation | DSHS

Legal Advice and Representation

Legal Assistance List maintained by OAH:

• https://www.k12.wa.us/sites/default/files/public/specialed/disputeresolution/pubdocs/LegalReferralList.pdf (includes contact information for Northwest Justice Project (civil legal aid) and private attorneys).

Other organizations providing free legal advice and representation to eligible students or families on special education or other education related matters: Check each for specific eligibility requirements.

• Disability Rights Washington (DRW), https://www.disabilityrightswa.org/
• TeamChild, https://teamchild.org/
• Legal Counsel for Youth & Children, (LCYC), https://lcycwa.org/
• Washington Medical Legal Partnership, http://www.washingtonmlp.org/ (in partnership with the Northwest Justice Project)