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.

O le a lea mea e ta'u o Mana'oga Fa'apitoa?

 "O mana'oga fa'apitoa o se vaega fa'ale-natura o le olaga o le tagata ma e le'o se mea e fa'amutaina ai le aiā tatau o tagata ta'ito'atasi e auai po'o le galulue i fa'apotopotoga."

--Individuals with Disabilities Education Act (IDEA, Tulafono o A'oa'oga mo Tagata Ta'ito'atasi e iai Mana'oga Fa'apitoa), 20 U.S.C. §1400(c). 

E tele na'uā auala eseese e fa'auigaina ai e tagata, ma o tatou tulafono, e fa'auigaina ai "mana'oga fa'apitoa."

E tele foi va'aiga eseese fa'ale-aganuu i mana'oga fa'apitoa, ma lo tatou malamalama i fa'afitauli e fesuisuia'i i lea taimi i lea taimi. Siaki le One Out of Five: Disability History and Pride Project (Tasi mai le Lima: Talaaga o Mana'oga Fa'aptioa ma le Poloketi mo Fa'afafine ma Fa'afatama) tusi e a'oa'o atili ai i talaaga o mana'oga fa'apitoa ma atina'e o fa'asinomaga lelei mo mana'oga fa'apitoa.

Mo tamaiti i a'oga lautele, e lua tulafono a le malō - o le Individuals with Disabilities Education Act, po'o le "IDEA" ma le Vaega 504 o le Rehabilitation Act (Tulafono Ta'iala o le Fa'agaioiina o Tagata Mama'i), po'o le "Vaega 504" - e tuuina atu ai aiā tatau ma puipuiga i tamaiti a'oga e iai mana'oga fa'apitoa. O ia tulafono ta'itasi e aofia ai fa'auigaga eseeese mo se tamaititi e iai mana'oga fa'apitoa.

Fa'auigaina o Mana'oga Fa'apitoa e le IDEA

O le IDEA e avea i tamaiti a'oga e agavaa le fa'atagana e fai ai se Individualized Education Program (IEP, Polokalame o A'oa'oga Fa'a-Ta'ito'atasi). E fa'amatalaina ai se "tamaititi e iai mana'oga fa'apitoa", o se tamaititi ua uma ona faia iai iloiloga, ma maua ai e:

• Iai se mana'oga fa'apitoa e pei ona fa'amatalaina ai i se tasi o vaega ma'oti e 14, ma
• Ona o mana'oga fa'apitoa ma se aafiaga tugā i a'oa'oga,
• mana'omia ai a'oa'oga fa'apitoa ma auaunaga talafeagai.

I le setete o Uosigitone, o vaevaega o mana'oga fa'apitoa ma fa'amatalaga ma'oti mo vaega ta'itasi, o loo lisiina i aiaiga a le tatou setete, le Washington Administrative Code (Tulafono o Pulega i Uosigitone), i le WAC 392-172A-01035

E aofia ai:

• Tamaiti e iai uiga faigata
• Logonoa-tauaso
• Logonoa
• Tuai le tupu
• Loto vaivai/faigata le amio
• Tau le lagona
• A'oa'ogatā
• Tele mana'oga fa'apitoa
• Fa'aletonu ponaivi o le tino
• Isi fa'afitauli fa'ale-soifua maloloina
• A'oa'oga patino mo mana'oga fa'apitoa
• Fa'aletonu le tautala po'o le gagana
• Manu'a tugā i le fai'ai
• Fa'aletonu o le vaai e aofia ai le tauaso

O nei vaega ta'itasi e iai fa'auigaga ma'oti i ta'iala o a'oga fa'apitoa. Afai o e fiailoa pe fa'amata e iai ni mana'oga fa'apitoa o lou alo e talafeagai ma se tasi o nei vaega, e tatau ona e faitau i fa'auigaga ma'oti pe fesili i se tasi e toe fa'amalamalama ia te oe. O fa'auigaga e maua i luga o le 'upega tafa'ilagi o le WAC 392-172A-01035, i le https://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A&full=true#392-172A-01035.

Afai e iai se mana'oga fa'apitoa o se tamaititi e pei ona fa'auigaina i le IDEA ae e na'o se "auaunaga fesoota'i" po'o se "fale-nofo totogi" ae le'o se "a'oga fa'apitoa" e mana'omia, o le a lē agavaa lena tamaititi a'oga mo se IEP ae ono mana'omia se fuafuaga Vaega 504.

Fa'auigaina o Mana'oga Fa'apitoa Vaega 504

Vaega 504 fa'asaina ai a'oga fa'a-itumalō mai faiga fa'ailoga lanu i tagata e iai mana'oga fa'apitoa. E mana'omia ai itumalō ina ia faia a'oga fa'apitoa, fale-nofo totogi, auaunaga po'o le lagolago i se tamaititi a'oga i avanoa tutusa i a'oa'oga. E fa'amatalaina ai se tamaititi a'oga e iai mana'oga fa'apitoa e:

• Iai fa'afitauli i le tino po'o le mafaufau lea e
• Matuā fa'atapulaaina ai
• Le tasi po'o le tele o gaioiga tāua o le olaga.

E mafai ona e maua le tele o fa'amatalaga e fa'atatau i le Vaega 504 i se seti o Fesili Masani ma Tali o loo i luga o le 'upega tafa'ilagi a le U.S. Department of Education’s Office for Civil Rights (OCR, Ofisa mo Aiā a Tagata Uma o le Ofisa o A'oga), ii: https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/frequently-asked-questions-disability-discrimination.

E iai foi fa'amatalaga o le OCR o loo maua i luga o le 'upega tafa'ilagi lea e fa'ailoa ai "Aiā Tatau a Tamaiti A'oga Uma e iai Mana'oga Fa'apitoa o Nātia i Lalo o le Vaega 504 o le Rehabilitation Act (Tulafono Ta'iala o le Fa’agaioiina o Tagata Mama'i) o le 1973." https://www2.ed.gov/about/offices/list/ocr/docs/hq5269.html.  O loo fa'ataatia ai tulaga eseesee e ono le faigofie ona iloa e isi ae e tumau ona aafia ai se tamaititi i le a'oga.

O le a le sootaga o le IDEA ma le Vaega 504?

O tamaiti a'oga uma

agavaa i le 504

agavaa i le IDEA

I lalo o tulafono e lua, e mana'omia le tapenaina e a'oga fa'a-itumalō o Free Appropriate Education (A’oa’oga Lautele Talafeagai e Faia Fua), e ta'ua o le FAPE mo tamaiti e iai mana'oga fa'apitoa.  O lona uiga e tatau ona saunia e itumalō auaunaga e tele e talafeagai ma mana'oga o tamaiti a'oga ta'ito'atasi, o loo iai o latou fa'afitauli i a'oga, ona o ō latou mana'oga fa'apitoa.

O le Vaega 504 e sauniaina auaunaga mo se vaega toatele o tamaiti a'oga na i lo le IDEA ona o le fa'auigaga lautele o "mana'oga fa'apitoa."  O le mea lea, afai e ausia e se tamaititi a'oga mea e mana'omia e agavaa ai mo le IDEA ma mafai ona avea ma se sui o le IEP, e puipuia foi o ia i lalo o le Vaega 504. Peita'i, e toatele tamaiti a'oga o loo puipuia i lalo o le Vaega 504, ma iai i fuafuaga o le Vaega 504, ae le mana'omia a'oga fa'apitoa ma le agavaa mo se IEP i lalo o le IDEA. 

E tasi le auala e mafaufau ai i le sootaga o tulafono e lua o le mafaufau i tamaiti a'oga uma: igoa, o nisi o na tamaiti e iai mana'oga fa'apitoa (Vaega 504); o nisi vaega laiti e iai se mana'oga fa'apitoa ma mana'omia ai se a'oa'oga patino (IDEA).

O le ata o loo i luga o loo iai se li'o lapo'a o le fa'atusa o tamaiti a'oga uma. O le li'o feololo i totonu o le li'o lapo'a e fa'atusa ai tamaiti e iai mana'oga fa'apitoa ma agavaa mo auaunaga o le Vaega 504. I lenā kulupu, o se vaega la'ititi o loo agavaa foi mo auaunaga i lalo o le IDEA. O le mea tāua ia manatua i lenei kalafi o tamaiti a'oga o loo i li'o laiti e lavea foi i le vaega tele: tamaiti a'oga uma. E tutusa uma a latou aiā tatau fa'a-tamaiti a'oga, fa'aopoopo ai ma puipuiga i uiga fa'ailoga lanu ona o mana'oga fa'apitoa, e aofia ai avanoa i auauaga latou te mana'omia e auai ai i le a'oga.

O tamaiti a'oga o loo puipuia e le Vaega 504 ma agavaa mo se IEP e tele ina maua na o se IEP. O mea uma e i totonu o se fuafuaga 504 e tatau ona iai i le IEP, e masani ona i luga o le itulau o fale-nofo totogi, po'o se lisi o fesoasoani fesoota'i po'o auaunaga fa'aopoopo po'o le lagolago.

Soo se tamaititi e agavaa mo se IEP e puipuia foi i lalo o le Vaega 504. E iai se afaina o lena mea?

O le Vaega 504 o loo taofia ai faiga fa'ailoga lanu i tamaiti a'oga ona o mana'oga fa'apitoa. O faiga fa'ailoga lanu e mafai ona tupu pe a tuu'esea tamaiti a'oga mai se polokalame e agavaa ai ona o ō latou mana'oga fa'apitoa, po'o le sauāina o se tamaititi a'oga ona e iai sona mana'oga fa'apitoa, ma ua le faia e se itumalō ni laasaga talafeagai e tali atu ai i sauāga.

Afai e te talitonu o loo fa'ailoga lanu se itumalō i se tagata ona o mana'oga fa'apitoa, sa'ili i fa'amatalaga e tele e fa'atatau i filifiliga mo fa'aseā aloa'ia i le matou itulau o le DiscriminationFa’ailoga lanu.

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.

E Fa'apefea ona Amata se Tamaitiiti i A'oa'oga Fa'apitoa?

E fa'afefea ona su'e e itumalō tamaiti a'oga e mana'omia auaunaga i a'oa'oga fa'apitoa?

I lalo o le tulafono o le Individuals with Disabilities Education Act (IDEA, Tulafono o A’oa’oga mo Tagata Ta’ito’atasi e iai Mana’oga Fa’apitoa) ma le tulafono o a'oa'oga fa'apitoa a le setete, e iai matafaioi lelei a itumalō e fa'ailoa ai tamaiti a'oga uma o loo nonofo i le itumalō e ono mana'omia auaunaga tau a'oa'oga fa'apitoa. O lenei matafaioi ua ta'ua o le "Child Find (Sa'iliina o se Tamaititi)." E mana'omia le iai o faiga fa'avae a itumalō ma galuega fa'atino ina ia mautinoa ai le fa'ailoina o tamaiti a'oga e iai mana'oga fa'apitoa, o nuu e nonofo ai, ma ua iloiloina.

E fa'afefea ona iloiloina la'u tama mo a'oa'oga fa'apitoa?

E mana'omia le aveina o lou alo i le a'oga fa'a-itumalō mo se iloiloga mo a'oa'oga fa'apitoa. Mo le amataina o iloiloga mo se a'oa'oga fa'apitoa, e tatau ona filifili le itumalō pe iloilo se tamaititi a'oga, ona tuuina mai lea o se fa'atagana po'o se maliēga mai matua o le tamaititi e faia ai le iloiloga. E tatau i a'oga fa'a-itumalō ona iloiloina se tamaititi a'oga i vaega uma e fesoota'i i māsaloga o le iai o ona mana'oga fa'apitoa. O le iloiloga e le tatau ona totogiina e le tamaititi a'oga po'o le aiga. E tolu sitepu faigofie mo le faia o se iloiloga:

Sitepu 1 O le talosaga mai a se tagata ina ia iloiloina le tamaititi a'oga.

Sitepu 2 E filifili le itumalō pe talafeagai le iloiloga.

Sitepu 3 O le māliega mo le iloiloga e ave aga'i i le itumalō.

E mafai ona faia sa'u talosaga mo se iloiloga o se a'oa'oga fa'apitoa mo la'u tama?

I lalo o le tulafono a Uosigitone, o tagata nei po'o fa'alapotopotoga nei e mafai ona ave iai se tamaititi a'oga mo le iloiloga:

• Soo se tagata e talafeagai ma le fa'auigaina o le upu mātua
• A'oga fa'a-itumalō
• Se isi lala sooupu mo tagata lautele
• Malamalamaaga o isi tagata i le tamaititi.

E fa'afefea ona ou faia se fa'asinoga mo se iloiloga?

1. Fai se tusi. O se fa'asinoga e tatau ona tusiina, se'i vagana e le iloa e le tagata e faia le fa'asinoga tusitusi. E mafai ona tusilimaina ma faigofie. Ia mautinoa ia iai se aso ma fai se kopi mo au fa'amaumauga.

2. Aua e te popole i le lelei o le tusi mo le fa'asinoga. Ia e popole i le faia o le tusi i se taimi vave. E leai se mea e faia se'i vagana ua faia se tusi fa'asino, ma o le aso e mauaina ai e le itumalō le fa'asinoga e fai ai le fa'asologa o le taimi e tatau ona gaioi aga'i iai.

3. Talosaga ina ia iloiloina e le a'oga le IDEA ma le Vaega 504 mo le agavaa. Afai e le agavaa le tamaititi a'oga i lalo o le IDEA, e ono mafai ona ia mauaina auaunaga i lalo o le Vaega 504.

4. Ia e manino lelei po'o a ituaiga o fa'afitauli e te iloa e aafia ai lou alo. E mana'omia le siakiina o itumalō i vaega uma e fesoota'i ma se tamaititi a'oga o masalomia e iai mana'oga fa'apitoa, ia e mautinoa e fa'amatalaina uma fa'afitauli. Mo le fa'ata'ita'iga, afai e te mafaufau o lou alo e iai fa'afitauli o le faigata ona faitau ma loto vaivai e mana'omia ai le fa'ailoaina, talosaga ina ia iloilo uma ia vaega.

5. Fa'aaoga fa'ata'ita'iga. Ia fa'aaoga lau lava vaai e fa'amatalaina ai pe aisea ua e mafaufau ai o lou alo e ono iai sona mana'oga fa'apitoa. Afai o ia te oe, tapena ni fa'amaumauga e fa'ailoa ai o lou alo e ono iai se fa'afitauli, pei o tusi mai foma'i po'o vaega su'esu'e fa'a-soifua maloloina o le mafaufau.

6. Lafo le tusi o le fa'asinoga i se tasi i le a'oga po'o le itumalō e te iloa e iai lona malosiaga ma vave ona gaioi. E ui lava e le'o fa'ama'oti mai e le tulafono se tagata patino po'o se ofisa e tatau ona lafo iai le tusi o le fa'asinoga, ae e taua le lafo i se tagata e te iloa e vave ona ia fa'agaioiina. Mo le fa'ata'ita'iga, e mafai ona e filifili e lafo le tusi o le fa'asinoga i le pulea'oga po'o le fa'atonu sili fa'apitoa o a'oga a le itumalō.

O le a le mea e tupu pe a maua e le itumalō le tusi o le fa'asinoga mo se iloiloga o a'oa'oga fa'apitoa?

E 25 aso e filifili ai le itumalō pe iloilo se tamaititi a'oga. (E leai se fa'asologa o le taimi mo iloiloga i le Vaega 504. Afai e leai se faiga fa'avae mo iloiloga 504 a le itumalō, fa'aaoga fa'asologa o taimi a le IDEA mo se ta'iala. I le faia o ana filifiliga mo le iloiloga, e tatau ona toe iloilo e le itumalō soo se fa'amaumauga o iai fa'ale-a'oa'oga ma fa'amaumauga mai le falema'i o i totonu o faila a le a'oga po'o pepa saunia e mātua po'o tagata o loo tausiaina. O le taimi lava e faia ai se fa'ai'uga a le itumalō pe e iloiloina, e tatau ona lafo e le itumalō se feau tusitusia e fa'ailoa i mātua po'o le tausi tamaititi. Afai e filifili le itumalō e le iloiloina, e mafai ona e lu'iina le latou fa'ai'uga. Taga'i i le Vaega VII o lenei lomiga mo se fa'amatalaga o auala eseese e foia ai fe'eseesea'ga ma le itumalō.

O le a le māliega e mana'omia e le itumalō e faia ai le iloiloga?

Ae le'i iloiloina e le itumalō se tamaititi mo le taimi muamua, e tatau ona fesiligia le fa'atagana mai se mātua. Afai e teena e mātua, e mafai ona talosagaina e le itumalō le fa'amasinoga ina ia soloia le mataupu ona ua mumusu mātua.

O le a le mea e tupu pe a taulimaina e le itumalō se māliega mo le faia o le iloiloga?

E 35 aso e filifili ai le itumalō pe iloilo le tamaititi a'oga. O loo fa'apea mai le tulafono a le setete o Uosigitone, o le taimi lava e maua ai e le itumalō le fa'atagana mo le agavaa ai i a'oa'oga fa'apitoa, e 35 aso a'oga e:

• Iloilo atoatoa ai le tamaititi a'oga
• Filifili pe iai se mana'oga fa'apitoa o le tamaititi a'oga
• Fuafua pe na te mana'omiaina le auaunaga o a'oa'oga fa'apitoa.

E mafai ona malilie le Itumalō ma mātua i se isi taimi fa'atulagaina, pe afai ua fa'amauina e le Itumalō le māliega a mātua. Mo le fa'ata'ita'iga, e ono manana'o mātua e fa'alautele le taimi e fa'atali ai mo fa'ai'uga o se iloiloga fa'ale-a'oa'oga tuto'atasi. E aveeseina le 35 aso a'oga fa'atulagaina pe afai e fa'aauau pea ona teena e mātua le aumaia o le tamaititi i le iloiloga po'o le fealualua'i ai o le tamaititi i lea itumalō i lea itumalō a'o faia su'esu'ega, se'i vagana o loo lelei fa'asologa o galuega a le itumalō fou e fa'amautinoa ai le fa'amae'aina vave o le iloiloga ma malilie iai mātua ma le itumalō fou i se fa'atulagana o se taimi e fa'ama'ea ai le iloiloga.

Fa'asologa o Taimi Fa'atulagaina mo Iloiloga i le Setete o Uosigitone

Fa'asinoga mo iloiloga o a'oa'oga fa'apitoa

E 25 aso e filifili ai pe iloilo tamaiti a'oga

Māliega tusitusia a mātua mo iloiloga

E 35 aso a'oga e fa'amae'a ai iloiloga

O le a le mea e tupu pe afai e fealualua'i la'u tama i le taimi o fa'asolo iloiloga?

Afai e alu se tamaititi a'oga i se itumalō ese i le tausaga lava e tasi fa'ale-a'oa'oga, e tatau ona felogona'i le a'oga muamua a le tamaititi ma le a'oga fou i se taimi vave ina ia mautinoa ai ua fa'amae'aina iloiloga o a'oa'oga fa'apitoa i le taimi fa'atulagaina. I le tulafono a le Setete o Uosigitone e mana'omia ai le amataina e le itumalō fou ona tapā fa'amaumauga o le tamaititi a'oga pe a uma ona lesitala ma sa saunia e le a'oga muamua a le tamaititi fa'amatalaga tāua i totonu o le 2 aso a'oga ma fa'amaumauga o le a'oga i se taimi vave.

O le a le 'auga o iloiloga o a'oa'oga fa'apitoa?

E tatau ona iloilo e le itumalō se tamaititi i vaega uma o loo masalomia le iai o se mana'oga fa'apitoa. E lua mafuaaga o iloiloga o a'oa'oga fa'apitoa? 1) ia fuafuaina ai le agavaa mo auaunaga, ma 2) fa'ailo mana'oga ma malosiaga o le tamaititi a'oga ina ia mafai ona fausia se polokalame a'oga fa'ata'ito'atasi. O le mea moni e tāua le tatau ai ona iloilo e le itumalō o vaega UMA e masalomia o mana'oga fa'apitoa, o se itu tāua. O nisi taimi e sili ona tele fa'afitauli o se tamaititi a'oga i lo le vaega e tasi. E ono taofia e le itumalō le iloiloga pe afai ua maua e agavaa se tamaititi i a'oa'oga fa'apitoa i le vaega e tasi. Afai e faia le iloiloga i le na'o le tasi le vaega, e ono le atoatoa fa'amaumauga o mana'oga uma o tamaiti a'oga pe a oo i le taimi e faia ai polokalame fa'a-ta'ito'atasi. Ina ia mafai ona maua le fuafuaga fa'ale-a'oa'oga talafeagai mo lou alo, ia fa'atāuaina taumafaiga a le itumalō mo

iloiloga ma ia mautinoa e malamalamagofie. Fa'amanatu i le itumalō o le latou matafaioi le iloiloina o vaega uma.

O a vaega e ono iloiloina ma o a ituaiga o su'ega o le a faia?

E ono iloiloina e le itumalō se tamaititi i vaega o loo mulimuli mai:

• Soifua maloloina (fa'aletino ma le soifua maloloina o le mafaufau)
• Vaai
• Fa'alogo
• Soifua maloloina o fa'alogona ma le va fealoa'i
• Malamalama lautele
• Lelei i le a'oga
• Fesoota'iga, tautala ma le gagana
• Gaioiga fa'atino.

O su'ega e faia mo iloiloga e tatau ona aogā ma talafeagai mo le vaega o loo su'esu'eina. O lona uiga e mana'omia ona fuaina ia sa'o i le su'ega itu o loo fa'amoemoe e fuaina. Mo le fa'ata'ita'iga, o le Wechsler Intelligence Scale for Children IV (Wechsler Fua lona IV o le Malamalama mo Tamaiti) (e ta'ua o le WISC IV) o se su'ega taatele sa fausia e fua ai le malamalama lautele. I se tulaga masani, o i'uga o le WISC IV e le tatau ona faʻaaogaina e iloilo ai le tulaga o faʻalogona o se tamaititi aua e leʻi fuafuaina mo lena faʻamoemoe. O su'ega ma mea fa'aaoga i iloiloga e tatau ona filifilia ma fa'atinoina ina ia aua ne'i iai se fa'ailoga lanu ona o ituaiga tagata, aganuu po'o itupa. E le gata i lea, o su'ega ma mea fa'aaoga e tatau ona tu'uina atu i le tamaititi i le gagana a le tamaititi po'o isi auala o feso'ota'iga (e pei o le gagana fa'ailo), se'i vagana ua le mafai ona fai. O le a le mea e mafai ona e faia? Fesili i fesili e fa'atatau i su'ega. E ui lava o fa'aupuga e fa'aaoga i iloiloga e mafai ona fa'atupu popole, ae o le faia o fesili e mafai ona e malamalama ai:

• O le mafuaaga o le su'ega, ma
• Pe o le ituaiga o su'ega sa faia e foliga talafeagai ma lou alo.

Fesili i se tasi o sui o le au su'esu'e e fa'amatala ia oe su'ega i le gagana faigofie. Ia mautinoa e mafai e le suʻega ona fua saʻo le iloa e tatau ona fuaina. Mo le fa'ata'ita'iga, o nisi su'ega e iai tausaga, tomai e faitau ma mea e mana'omia i le gagana ina ia fa'aaogaina i'uga. Afai e la'ititi tele lou alo mo se su'ega fa'apitoa, e le mafai ona faitau i le tulaga e mana'omia mo le su'ega, po'o le lē faia o le su'ega i le gagana muamua a lou alo, o lona uiga e ono fa'aleaogaina fa'ai'uga o le su'ega ma le taulia.

O ai o le a faia le su'ega?

O tagata atamamai ua aloa'ia e faia su'ega i vaega masalomia o mana'oga fa'apitoa. E mafai e le foma'i faufautua o le mafaufau a le a'oga ona faia su'ega e tele. Ae o nisi vaega e iai mana'oga fa'apitoa o le a manaomia ai se foma'i o le mafaufau e iai tomai fa'apitoa, se foma'i faufautua o le mafaufau, se foma'i o gaioiga fa'atino/tautala, se foma'i, po'o se isi tagata e iai le tomai. Afai e le mafai e le aufaigaluega a le itumalō ona faia se iloiloga atoatoa, e ono mana'omia e le itumalō le sa'ilia o tomai mai fafo e fa'amae'aina le fa'asologa o le iloiloga. O nei iloiloga mai fafo e tatau ona totogiina e le itumalō. Atonu e fesiligia e le itumalō pe iai se inisiua tuma'oti a se tamaititi po'o le aiga po'o se isi fa'atupega e totogi ai le tau o iloiloga i fafo. Afai e le mana'o se tamaititi a'oga po'o le aiga e fa'aaoga penefiti inisiua po'o isi alagatupe mo le totogiina, e tatau lava i le itumalō ona fa'atulaga ma totogi su'ega mai fafo e mana'omia e fa'amae'a ai le iloiloga.

O a nisi auala e mafai ai e le itumalō ona aoina fa'amatalaga e uiga i le agava'a o la'u tama ma mana'oga mo a'oa'oga fa'apitoa?

E tatau i le itumalō ona fa'aogaina ni meafaigāluega eseese mo su'esu'ega ma ta'iala e aoaoina ai fa'amatalaga talafeagai, atina'e ma fa'amatalaga fa'ale-a'oa'oga e uiga i se tamaititi a'oga. O le aoina o faʻamatalaga e mafai ona aofia ai le mata'ituina o le tamaititi a'oga ma faʻatalanoaga o aiga, tagata o loo tausia le tamaititi, ma isi e iloaina le tamaititi a'oga. O le IDEA ma le No Child Left Behind Act (Tulafono Ta'iala o le Leai se Tamaititi e Tuulafoa'ia) e fa'amamafaina le fa'aaogaina o su'esu'ega i totonu o vasega mo le aoaoina o fa'amatalaga. O nei iloiloga i totonu o vasega e masani ona ta'ua o fua fa'atatau fa'ale-a'oa'oga. E tatau ona e fesili pe na fa'aoga Fua Fa'atatau Fa'ale-a'oa'oga ma lou alo ina ia mafai ai e sui uma o le au su'esu'e ona toe iloilo nei su'esu'ega ona o nisi taimi e fa'amae'aina ai e le faia’oga o a'oa'oga lautele Fua Fa'atatau Fa'ale-a'oa'oga ae le fa'asoaina i le aufaigaluega o a'oa'oga fa'apitoa.

E fa'afefea pe a ou le malie i le 'auga po'o i'uga o le iloiloga?

E mafai ona e talosagaina se iloiloga fa'aa'oa'oga tuto'atasi e totogi e le itumalō pe a e le malie i le iloiloga. Afai e iai ni ou popolega i le mafuaaga po'o i'uga o le iloiloga, e iai mea e mafai ona e faia:

• Talanoa i le itumalō ma fa'aleo iai lou popolega. Talosaga i le itumalō e fai se iloiloga fa'aopoopo pe fa'alautele
• Su'e nisi auala e fai ai se iloiloga (E i ai se inisiua fa'ale-soifua maloloina a lou alo e totogi ai se iloiloga i vaega o lo'o popole ai? E tatau i se itumalō ona fa'ataua ni iloiloga mai fafo.)
• Talosaga mo se su'esu'ega fa'ale-a'oa'oga tuto'atasi e totogi e le itumalō, ma aumai se lisi o tagata su'esu'e mai le itumalō.
• Mafaufau i nisi tulaga aloa'ia e foia ai fe'eseeseaiga, e pei ole soalaupulega, se faitioga, po'o se fa'amasinoga talafeagai. Silasila i le Vaega VII o lenei lomiga mo nisi fa'amatalaga i le fo'iaina o fa'afitauli.

O le a le mea e tupu pe afai ou te talosagaina se "suʻesuʻega faʻale-aʻoaʻoga tutoatasi e totogiina i tupe faʻaalu a tagata lautele?"

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.

O le a le Inidividualized Education Program or "IEP?"

O le Individualized Education Program (IEP, Polokalame o A’oa’oga Fa’a-Ta’ito’atasi) o se fa'amatalaga au'ili'ili o fa'atonuga ma au'aunaga e mana'omia e se tamaititi e iai mana'oga fa'apitoa ina ia maua ai se a'oa'oga 'anoa. O le Individualized Education Program, po'o le IEP, o se tusi o loo fa'amatalaina ai au'aunaga fa'apitoa mo a'oa'oga o le a maua e le tamaititi. O le IEP o se tusi fa'aletulafono ma o tamaiti a'oga e agavaa ai mo le mauaina uma auaunaga o lo'o fa'amatalaina i le IEP. O le IEP e tatau ona fa'atatau i se tamaititi ma ona mana'oga fa'ale-a'oa'oga, ma e mafai ona aofia ai fuafuaga fa'atino mo le tu'uina atu o au'aunaga.

O le IEP e tatau ona iai:

• Se fa'amatalaga o le tulaga o lo'o iai le tamaititi i le taimi nei i a'oga ma galuega fa'atino-po'o fa'afefea le tamaititi a'oga
• Manulautī o tausaga fa'ale-a'oa'oga
• O se faʻamatalaga pe fa'apefea ona fuaina le alualu i luma o le tamaititi ma le taimi e saunia ai lipoti faʻapiliota o le alualu i luma o le tamaititi.
• Fa'amatalaga o 'au'aunaga uma o le a maua e le tamaititi i totonu o potu fa'atulagaina mo a'oa'oga faitele fa'apea fo'i i totonu o se fa'atulagana mo a'oa'oga fa'apitoa
• O se fa'amatalaga o "auaunaga fesoota'i" o le a maua e le tamaititi a'oga e pei o le tautala ma le fa'aleleiina o le gagana, fela'ua'iga, ma faufautua
• Se faʻamatalaga o suiga uma o polokalame e tatau ona tuʻuina atu, e pei o tusi faitau ua fetuuna'iina, se tagata faitau mo suʻega ma isi tofiga, se lipine puʻe mo mataupu a'oa'oina, ma isi.
• Se fa'ai'uga pe mana'omia e le tamaititi a'oga ni masini fa'atekonolosi fesoasoani ma auaunaga. Tekonolosi fesoasoani o lona uiga o meafaigaluega poʻo sisitem e faʻaleleia pe faʻatumauina ai le iloa o le tamaititi a'oga ma e mafai ona aofia ai oloa gaosia faʻapisinisi e pei o se komepiuta poʻo se keyboard fetuuna'i
• O se fa'ai'uga i le agava'a mo le A'oa'oga Fa'atino, ma fetu'una'i, pe fa'apefea ona sauniaina
• Se fa'amatalaga pe fa'afefea ona auai le tamaititi a'oga i vasega fa'ale-a'oa'oga lautele ma gaoioiga, ma afai e leai, aisea
• So'o se fale-nofo totogi ai le tamaititi a'oga mo le fa'alauteleina o auaunaga mo tausaga a'oga, pe a fuafuaina talafeagai e le Vaega a le IEP
• Fa'afitauli fa'alavelaveina, pe a iai, e mana'omia mo le tamaititi a'oga
• O le nofoaga, o le umi, ma le tele o auaunaga e tu'uina atu
• Aso o le a amata ai auaunaga
• Amataina i tua atu o le IEP ina ia aoga pe a atoa le 16 tausaga o le tamaititi a'oga, pe laʻititi pe a fuafuaina talafeagai e le Vaega o le IEP: 1) fua talafeagai mo sini autu i a'oga maualuga ma 2) 'au'aunaga tau suiga mana'omia e fesoasoani ai i le tamaititi i le ausia o ana sini autu.

E le gata i lea, o tamaiti aʻoga ua faia isi suʻesu'ega ese e tatau ona aofia ai mea nei i totonu o a latou IEP:

• Se fa'amatalaga o fa'ailoga po'o manulautī mo taimi pupuu
• Se fa'amatalaga pe aisea e le mafai ai e le tamaititi ona auai i su'esu'ega masani
• Se fa'amatalaga pe aisea e talafeagai ai isi su'esu'ega ese fa'apitoa mo le tamaititi a'oga.

O le a le vave pe a mae'a le su'esu'ega muamua e maua ai e la'u tama se IEP pe afai e agava'a mo a'oa'oga fa'apitoa?

I totonu o le 30 aso fa'a-kalena o le fa'ai'uga lea e agava'a ai se tamaititi mo a'oa'oga fa'apitoa, e tatau ona faia se fonotaga a le IEP. O le taimi lava e fa'amautu ai e le a'oga fa'a-itumalō se tamaititi e agavaa mo auaunaga fa'apitoa mo a'oa'oga, e 30 aso fa'a-kalena a le itumalō (e le o aso a'oga) e fai ai se fonotaga a le IEP ma fausia se fuafuaga fa'apitoa mo le fuafuaga fa'at'ito'atasi mo le tamaititi aoga.

O ai e fausia le IEP?

O le Vaega a le IEP e iai tagata e mafai ona fesoasoani e mamanu polokalame a'oa'oga a tamaiti aoga. O se vaega o tagata e nafa ma le tusiaina ma le faʻamaoniaina o le IEP. O nisi nei o tagata o le Vaega a le IEP ma e masani ona tatau ona auai i fonotaga uma a le IEP:

• Mātua moni po'o mātua tausi
• O le mea tāua o le tasi o faia'oga o aʻoaʻoga lautele a le tamaititi a'oga (pe afai o le tamaititi a'oga e po'o le ono auai i le si'osi'omaga o aʻoaʻoga lautele)
• O le mea tāua o le tasi o faia'oga o a'oga fa'apitoa a le tamaititi po'o le, pe a talafeagai ai, tu'uina atu o a'oa'oga fa'apitoa
• O se sui o le itumalō e agavaa mo a'oga a tamaiti e iai mana'oga fa'apitoa ma e poto i mataupu a'oa'oina lautele ma punaoa o fa'amatalaga o loo maua (e pei o se fa'atonu sili o a'oa'oga fa'apitoa)
• O se tagata e mafai ona fa'amatalaina fa'amaumauga o su'esu'ega (e mafai ona avea ma se tasi o tagata o lo'o i luga po'o le foma'i faufautua o le mafaufau a le a'oga)
• I le faitalia a le mātua po'o le itumalō, o isi e iai le poto po'o le tomai fa'apitoa e uiga i le tamaititi
• Le tamaititi a'oga (pe a talafeagai)
• Au'aunaga fetuutuuna'i (e pei o tagata tomai fa'apitoa i matata eseese po'o se tasi mai se ofisa i fafo e pei o le Developmental Disability Administration (DDA, Vaega o Atina'e mo Mana'oga Fa'apitoa)).

O isi tagata e mafai ona iai i le Vaega a le IEP. E fa'ataga fa'apitoa e le tulafono isi e "i ai le malamalama po'o le tomai fa'apitoa e uiga i le tamaititi" e auai i le Vaega a le IEP. O lona uiga e mafai e le Vaega a le IEP ona aofia ai aiga, uo a le aiga, tagata o le nuʻu, fomaʻi, ma faufautua. E filifili e le itumalō po'o le matua po'o ai e iai le malamalama po'o le tomai e fa'atatau i le tamaititi. Afai e iai ni tagata e te manatu e tatau ona aofia i le Vaega a le IEP a lou alo, ia mautinoa e ta'u i le a'oga ina ia mafai ona vala'auliaina. Peita'i, i lalo ole IDEA ma le tulafono a le setete o a'oa'oga fa'apitoa, o sui o le Vaega a le IEP e ono le mana'omia ona auai i so'o se tulaga. E le mana'omia se sui o le Vaega a le IEP o lo'o lisi atu i luga e auai i le fonotaga a le IEP pe afai o le mataupu a'oa'oina a le sui auai e le'o se mataupu o le fonotaga ma o le matua ma le a'oga a le itumalō ua malilie i se tusitusiga e le tatau ai ona auai. Mo se fa'ata'ita'iga, e le mana'omia le 'auai o le faia'oga o tautalaga ma gagana pe afai e le'o mataupu ia o le fonotaga a le IEP ma o le matua ma le a'oga a le itumalō ua malilie uma i se faiga tusitusia e le mana'omia ai ona auai le faia'oga o tautalaga ma le gagana ona o le fa'amoemoe o le fonotaga e fa'atalanoa ai na'o fuafuaga fa'atatau i amioga fa'alavelaveina a le tamaititi a'oga. E lē gata i lea, e mafai ona fa'anoiina sui o le Vaega a le IEP mai le fonotaga E TUSA pe ole fonotaga e aofia ai se suiga po'o le talanoaina o vaega a sui auai pe a malilie mātua ma le a'oga fa'a-itumalō i se faiga tusitusia. Ae ui i lea, e tatau i le sui-fa'anoi o le Vaega a le IEP ona tu'uina atu sona manatu tusitusia i le atina'eina o le IEP i mātua ma le a'oga a le itumalō a'o le'i faia le fonotaga.

E fa'afefea ona ou iloa po'o afea e faia ai le fonotaga a le Vaega a le IEP?

E tatau i le itumalō ona logoina mātua i le fa'amoemoega o le fonotaga a le IEP, o le taimi ma le nofoaga, ma po'o ai o le a auai. E tatau i le itumalō ona vave tuuina atu se fa'asilasilaga ina ia mautinoa e maua e matua le avanoa e auai ai. E tatau ona fa'atulaga le fono i le taimi ma le nofoaga ua malilie uma i ai. Afai e malilie mātua ma le a'oga a le itumalō, e mafai foi ona faia fonotaga i telefoni po'o fono i vitiō.

O le a se mea e mafai ona ou saofagā ai i le IEP?

O manatu mai mātua ma isi e iloaina le tamaititi a'oga ma popole i lona manuia o le ki lea i le fausiaina o se polokalame aogā mo a'oga faʻapitoa. O mātua o ni sui tāua o le Vaega a le IEP ma atonu e iai ni manatu lelei e uiga i isi tagata aogā e aofia ai. E tatau i le Vaega a le IEP ona mafaufau i tapula'a pe a fai se fuafuaga. E tatau ona e fa'ailoa i le a'oga pe iai nisi tagata e te manatu e mafai ona saofagā i lenei faiga. O se vaega taua o lau matafaioi o se faufautua, o le su'esu'eina lea o polokalame tau a'oa'oga ma au'aunaga o lo'o ofoina mai e le a'oga fa'a-itumalō. Mo le faʻataʻitaʻiga, fa'amata e talafeagai sini autu ma faʻamoemoega e fa'aalia ai lou malamalama i tomai o lou alo? Pe o le a iai se suiga mo lou alo i ituaiga o auaunaga e fautuaina e le itumalō? Afai e iai ni au fautuaga mo le fa'aleleia atili o le fuafuaga tau a'oa'oga, e tatau ona e fa'aleoina i le fonotaga a le Vaega a le IEP. E mafai fo'i ona e fa'aopoopoina se va'aiga fou ma le tomai i le fa'agasologa. Mafaufau i ni auala e le'o mafaufauina e faia'oga e fa'aoga ai lou alo. Mo se faʻataʻitaʻiga, afai o se taui o se gaioiga faʻapitoa poʻo taimi o taʻaloga e faʻaosofia ai lou alo e fai feʻau i le fale, ona mafai lea ona tuʻuina i le aʻoga se taui tutusa mo le faʻamaeʻaina o meaa'oga. Pe atonu e te iloa o loʻo feagai lou alo ma se taimi faigata pe a tele mea faʻalavelave, tagata, ma le pisapisao. E mafai ona e fautua atu e sui le vasega a lou alo a'o le'i faia po'o le mae'a foi ona fai e isi tamaiti a'oga.

E fa'afefea ona fa'ailoaina e le IEP fa'afitauli tau amio?

E tatau i le IEP ona tuuina ai se su'esu'ega o amioga fa'atino ma se fuafuaga o amio fa'alavelaveina pe a iai ni fa'afitauli tau amio. Mo se tamaititi a'oga o ana amio e fa'alavelave i lana a'oa'oga po'o isi tamaiti a'oga, e tatau i le IEP ona tu'uina atu sini autu ma manulauti mo le fa'aleleia atili o amioga ma ta'iala mo le fo'ia o le fa'afitauli. E tāua le manatua o le amio a le tamaititi e mafai ona fesoʻotaʻi ma lona le atoatoa. E tatau i le IEP ona fa'atalitali i fa'afitauli tau amio ma faia ni auala lelei e tali atu ai i na fa'afitauli a'o le'i tupu.

O afea e toe iloilo pe toe teuteu ai se IEP?

Ia le itiiti ifo ma le fa'atasi i le tausaga, ae sili atu pe a talosagaina e se sui o le Vaega a le IEP. E tatau ona toe iloiloina IEP ia le itiiti ifo i le tasi i le tausaga. Peita'i, e tatau i le itumalō ona mulimulita'i i le IEP tusa lava pe ua te'a mo le toe iloiloga. I le fa'ai'uga o le tausaga, e tatau ona fono le Vaega a le IEP e toe iloilo le polokalame a'oa'oga ma fa'amautu pe o ausia sini autu fa'aletausaga a le tamaititi. E tatau ona toe iloiloina le IEP pe afai e le'o fa'aalia ai le alualu i luma o a'oa'oga po'o fa'amatalaga fou o loo iai e uiga i le tamaititi a'oga. E tatau fo'i i le IEP ona iloa suiga o mana'oga a le tamaititi a'o fa'asolosolo ina matua. E mafai fo'i ona toe iloiloina e le IEP i so'o se taimi pe a talosaga mai se sui auai pe a suia tulaga. Peita'i, i lalo ole IDEA ma le tulafono a le setete o a'oa'oga fa'apitoa, e mafai nei ona fai suiga ile IEP a le tamaititi pe a mae'a le fonotaga o iloiloga fa'ale-tausaga e aunoa ma le taloina o se fonotaga a le IEP pe a malilie mātua ma le itumalō e faia. I le tulaga lea, e mafai ai ona fa'aoga se pepa tusitusia e teuteu ai pe suia le IEP a le tamaititi. I le talosaga a mātua, e tatau i le a'oga fa'a-itumalō ona tuuina atu i matua se kopi toe teuteu o le IEP e aofia ai teuteuga. Afai e te manatu ua suia le IEP po'o au'aunaga fa'apitoa a lou alo, fesili i le Itumalō mo se kopi o le IEP aupito lata mai e aofia ai so'o se teuteuga tusitusia na faia e ala i māliliega. I lalo o le IDEA, e fa'amalosia foi a'oga fa'a-itumalō e fa'aitiitia le aofa'i o fonotaga a le IEP e faia mo tamaiti ta'ito'atasi i tausaga ta'itasi e ala i le fa'amalosia o le tu'ufa'atasia o fonotaga a le Vaega a le IEP.

Ae fa'apefea pe a fai suiga i le IEP a la'u tama e aunoa ma la'u fa'atagana?

Talanoa vave i le aoga e uiga i ou popolega. O oe o se sui o le Vaega a le IEP ma e tatau ona aofia i fa'ai'uga uma e uiga i polokalame a'oa'oga fa'apitoa a lou alo. Afai e le mafai ona e foiaina se fe'eseeseaiga fa'asamasamanoa e ala i le talanoa i le aufaigaluega a le a'oga, faitau le Vaega VII I'uga o Fe'eseeseaiga i lenei lomiga mo nisi filifiliga.

A agava'a lou alo mo a'oa'oga fa'apitoa, e iai se isi iloiloga?

Ioe, o tamaiti aoga e iai mana'oga fa'apitoa e tatau ona su'esu'eina ia le itiiti ifo ma le tasi i le tolu tausaga, ma sili atu pe a mana'omia. E ui ina tatau ona toe iloiloina le IEP e tasi i le tausaga, e le mana'omia ona faia soo le toe iloiloga o tamaiti e iai mana'oga fa'apitoa. E tatau ona faia le toe iloiloina ia le itiiti ifo ma le fa'atasi i le tolu tausaga. E mafai e se matua ma le a'oga fa'a-itumalō ona malilie e le mana'omia se toe iloiloga o le tolu tausaga. Ae ui i lea, o nei iloiloga e tolu tausaga e masani ona maua ai e mātua ma a'oga itumalō ni faʻamatalaga tāua i le tulaga o se tamaititi a'oga. Seʻi manatu i suiga ua oo i se tamaitiiti aʻoga i le tolu tausaga mai le aʻoga tulagalua i le aʻoga maualuga! Mafaufau lelei a'o le'i e malie e aua le toe su'eina lou alo aua e tele mea e ono suia i le tolu tausaga ua mavae talu mai le iloiloga mulimuli. E mafai ona toe iloilo vave se tamaititi a'oga pe afai e filifili le a'oga itumalō o manaoga fa'ale-a'oa'oga ma auaunaga a le tamaitiiti e tatau ona toe iloilo (e aofia ai tulaga na faaleleia ai le tamaitiiti) pe a talosagaina e le matua poo le faia’oga se toe iloiloga. Peita'i, e le mafai ona fa'atupu soso'o nai lo le tasi le taimi i le tausaga se'i vagana ua malilie mātua ma le itumalō e mana'omia se iloiloga. O fa'amoemoega o le toe iloiloga o le fa'amautu lea:

1. Pe fa'aauau pea ona ausia e le tamaititi tuutuuga e agavaa ai
2. O a au'aunaga fa'aopoopo e mana'omia e ausia ai sini autu a le IEP
3. Tulaga o lo'o iai nei o taunu'uga tau a'oa'oga ma mana'oga fa'atupuina o le tamaititi a'oga.

E tatau i le Vaega a le IEP ona toe iloilo fa'amaumauga o su'esu'ega o lo'o iai mo le tamaititi aoga ma filifili po'o a su'ega fa'aopoopo, pe a iai, e mana'omia e fo'ia ai mataupu e tolu o lo'o lisi atu i luga.

O fea o le a maua ai e la'u tama e iai mana'oga fa'apitoa auaunaga o lo'o fa'amatalaina i lana IEP?

O tamaiti a'oga e iai mana'oga fa'apitoa e tatau ona a'oa'oina i se si'osi'omaga fa'ale-a'oa'oga e itiiti vaega fa’asaina - ma e ono fa'auigaina o se vasega o a'oa'oga lautele. O se mataupu fa'avae e ta'ua o le IDEA o tamaiti a'oga e i ai mana'oga fa'apitoa e tatau ona aofia ai i le polokalama o a'oa'oga aoao i le tele e mafai ai ma ia aua nei tuuesea pe a'oa'oina eseese. O tamaiti e iai mana'oga fa'apitoa e iai aiā tatau e a'oa'oina ai i se si'osi'omaga e le tele ni tulafono fa'asa. O lona uiga e tatau i le Vaega a le IEP ona mafaufau e a'oa'oina ma tu'uina atu auaunaga i se tamaititi a'ga i le tulaga tutusa ma tamaiti e leai ni fa'aletonu mo a'oa'oga, e le o ni a'oa'oga, ma galuega fa'aopoopo. O se tamaititi e iai mana'oga fa'apitoa e mafai ona 'ave'esea mai le potu a'oga o a'oa'oga lautele na'o pe afai e matua'i ogaoga pe fa'alavelave le mana'oga e le mafai ai e ia ona aga'i i luma a'oa'oga, tusa lava pe fa'aopoopo le lagolago ma auaunaga i le potu a'oga o a'oa'oga lautele. E le o tamaiti a'oga uma e iai mana'oga fa'apitoa e mafai ona fa'amanuiaina i totonu o se potu a'oga lautele e aunoa ma le lagolago. O nisi o tamaiti aoga e mana'omia le fesoasoani a le faia'oga mai le faia’oga i le vasega, po o suiga o mataupu a'oa'oina, meafaitino, po o metotia o a'oa'oga. O isi tamaiti a'oga e mana'omia se fa'atulagana atoa e ese ai, e pei o se a'oga fa'apitoa po'o se a'oga i le fale. E tatau i a'oga uma o le itumalō ona fa'amautinoa o lo'o avanoa le tele o tulaga fa'ale-a'oa'oga mo tamaiti e iai mana'oga fa'apitoa ona o nisi tamaiti a'oga e iai mana'oga e sili atu nai lo mea e mafai ona ofoina atu i se tulaga fa'aa'oa'oga lautele. E tatau ona a'oa'oina tamaiti a'oga i le tulaga fa'ale-a'oa'oga e sili ona latalata i le potu a'oga lautele, ae o le a fa'ataga pea le tamaititi a'oga e faia gaioiga aga'i i luma o a'oa'oga. O lenei fa'asologa o tulaga fa'ale-a'oa'oga e ta'ua i nisi taimi o le fa'aauauina o tu'uga ma e mafai ona aofia ai filifiliga fa'amatala i le siata i le agavale.

O le a le mea e tupu pe afai e iai se IEP a la'u tama ae matou o ese i le taimi o le tausaga fa'ale-a'oga?

1. Feoa'i i totonu o le setete: E tatau i le a'oga fa'a-itumalō fou ona tu'uina atu i le tamaititi a'oga auaunaga e fa'atusa i auaunaga o lo'o fa'amatala i le IEP mai le itumalō muamua se'ia o'o ina fa'aaoga e le itumalō fou le IEP tuai po'o le atina'eina o se IEP fou.
2. Alu ese mai le setete: E tatau i le itumalō fou i le setete fou e tatau ona tuʻuina atu i le tamaititi a'oga auaunaga e faʻatusatusa i latou o loʻo otooto atu i le IEP mai le itumalō muamua seia oʻo ina faia e le itumalō fou se iloiloga, pe a talafeagai, ma atiinaa'e se IEP fou.

 

I tulaga uma e lua, e tatau i le aʻoga fou ona faia ni laasaga talafeagai e vave maua ai faʻamaumauga o aʻoaʻoga faʻapitoa a le tamaititi ma e tatau ona tali vave le aʻoga muamua i le talosaga mo faʻamaumauga.

E mafai e la'u tama e iai mana'oga fa'apitoa ona maua ni a'oa'oga fa'apitoa i le taimi o le taumafanafana?

Ioe

1. Au'aunaga o le Extended school year (ESY, Tausaga Fa'aopoopo Fa'ale-a'oga).

E mafai e se tamaititi e iai mana'oga fa'apitoa ona maua ni a'oa'oga fa'apitoa i le taimi o le tau mafanafana pe a filifili le Vaega a le IEP e mana'omia ia auaunaga ina ia maua e le tamaititi a'oa'oga aogā. O le agava'a mo auaunaga fa'aopoopo tausaga fa'ale-a'oga e mafai ona fa'avae i mea nei:

• O le fa'alavelave o le a le maua e le tamaititi le tomai i le taumafanafana
• Pe mana'omia se polokalame o le taumafanafana mo le tamaititi aoga e ausia ai sini autu fa'ale-tausaga a le IEP
• O se fautuaga mai se tagata tomai fa'apitoa
• Talaaga o le olaga a'oga o le tamaititi a'oga.

E mana'omia e a'oga fa'a-itumalō le faia o ta'iala mo Vaega a le IEP e fa'aoga pe a fuafuaina mana'oga o se tamaititi mo auaunaga fa'aopoopo o tausaga a'oga. Afai e te manatu e mana'omia e lou alo ni auaunaga fa'aopoopo i le tausaga, fesili mo se kopi o fa'atonuga a le itumalō. Afai e saunia se polokalame o le taumafanafana, e tatau ona ausia sini autu a le IEP. I se isi fa'aupuga, o le auai i aʻoaʻoga lautele aʻoaʻoga o le taumafanafana e ofoina atu i tamaiti aoga uma atonu e le lava. Afai o le IEP a le tamaititi aoga e tuʻuina atu se fesoasoani taʻitoʻatasi i le tausaga aʻoga, e tatau ona tuʻuina atu ia te ia se fesoasoani taʻitoʻatasi i le taimi o le taumafanafana. E tatau ona tu'uina atu se polokalame fa'aopoopo o le tausaga a'oga e aunoa ma se totogi i le tamaititi a'oga. Afai e le maua e le itumalō se polokalame o le taumafanafana talafeagai mo se tamaititi a'oga e agavaa mo auaunaga fa'aopoopo o tausaga a'oga, e tatau i le itumalō ona faia se tasi pe totogi mo le auai ai o le tamaititi a'oga i se polokalame e ofoina mai e se isi a'oga fa'a-itumalō poʻo se faʻalapotopotoga tuma'oti. E tatau ona totogi e le itumalō le fela'ua'iga ma isi tau e feso'ota'i ma le polokalame fa'aopoopo o le tausaga a'oga.

2. Fale-nofo totogi ma auaunaga i a'oa'oga lautele i a'oga o le taumafanafana

Afai e le agavaa se tamaititi e iai mana'oga fa'apitoa mo auaunaga a le ESY ae saini mo le polokalame o a'oa'oga fa'alaua'itele a le itumalō o le taumafanafana, e tatau lava i le a'oga ona tu'uina atu fale-nofo totogi ma fa'atonuga fa'apitoa i le tamaititi aoga. Fesili mo nei au'aunaga i lalo ole IDEA po'o le Vaega 504 pe a mana'omia e lou alo se fesoasoani fa'aopoopo ina ia mafai ai ona auai i le polokalame.

E mafai e se polokalame a'oa'oga fa'apitoa ona fesoasoani i la'u tama e sui mai le a'oga i le olaga fa'a-tagata matua?

E mafai ona ou maua mai se kopi fa'aliliuina o le IEP a la'u tama?

Ioe, e tatau ona mafai ona e maua se kopi fa'aliliuina o le Individualized Education Program (IEP, Polokalame mo A'oa'oga Ta'ito'atasi) a lou alo pe afai e te mana'omia se tasi ina ia e malamalama ai.

Tusa ai ma tulafono o a'oa'oga fa'apitoa, e tatau i itumalo ona fa'aliliuina pepa fa'atumu mo maliega o a'oa'oga fa'apitoa ma “prior written notices fa'asilasilaga tusitusia muamua.”

O tulafono o a'oa'oga fa'apitoa e le'o ta'ua ai se mea e patino e uiga i le fa'aliliuina o le IEP. Ae peita'i, ua fa'amatalaina e le US Department of Education (Vaega o A'oa'oga i le US) ma le US Department of Justice (Vaega o Fa'amasinoga i le US) ina ia talafeagai ma le Title VI o le Civil Rights Act (Tulafono Ta'iala o Aiā Tatau a Tagatanuu), e tatau i itumalo ona tapena e saunia fa'aliliuga o IEP. Ua latou fa'amatala:

I lalo o le Title VI, o pepa tāua uma o fa'amatalaga, e aofia ai se IEP a se tamaitiiti a'oga, e tatau ona faigofie ona maua e matua LEP [Limited English Proficient], ae le fa'apea o le a fa'aliliuina uma ai pepa tāua uma o fa'amatalaga i gagana uma o i le itumalo. Mo le fa'ata'ita'iga, o se fa'amatalaga fa'aleoina mae'a lelei i se taimi fa'atulagaina poo se aotelega o se tusi tāua fa'aliliuina e ono talafeagai ma nisi tulaga. E tatau i se itumalo, peita'i, sauniuni pea e tapena IEP ua mae'a ona fa'aliliuina ma taimia lelei ina ia iai se aogā i le maua ai o IEP ma aiā a matua o loo fa'apipii iai. Ona e mana'omia e matua se aogā o le maua ai o se IEP ae le na'o taimi o fonotaga a le IEP, ae fa'apea foi tausaga uma o le a'oga e mata'itu ai le fa'asologa o se tamaitiiti ma fa'amautinoa le sauniaina o auaunaga o le IEP.

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

Afai e te mana'omia se kopi fa'aliliuina o le Vaega o le IEP a lou alo, fa'afesoota'i le vaega o a'oa'oga fa'apitoa i le aoga fa'aitumalo a lou alo.  

Afai e iai ni au fesili poo ni atugaluga, fa'amolemole valaau mai ia i matou i le Office of the Education Ombuds (OEO, Ofisa o le Omupasi o Aoaoga) ma e mafai ona matou taumafai e fesoasoani.

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 & Behavior Intervention Plans (FBAs & BIPs)

Students face a variety of behavior expectations at school. They are generally expected to sit quietly, listen to the teacher, walk, not run, use indoor voices, and respect others.  This list could be endless if we tried to include all expectations at different grade levels, in different settings, and the many different approaches to behavior in different classrooms and schools.

Students need opportunities to learn behavior expectations, just as they need opportunities to learn reading, writing and math.

They need opportunity to learn what expected behaviors look like, how to meet the expectations, and why they matter. They need opportunities to practice, to learn from mistakes, and to receive positive feedback when they meet expectations.

When schools share information with families about behavior expectations, families can help reinforce the learning at home. 

If a student is struggling to meet behavior expectations, a first step is to check that the student understands what is expected, and how to meet expectations.

If a student’s behavior is getting in the way of learning, and it continues after attempts to address it, schools and families can work together to better understand where it is coming from, and what a student might be communicating through the behavior. 

If attempts to address behavior have not been successful, and the behavior is interfering with learning, a Functional Behavioral Assessment (FBA) may be necessary to understand the “function” or purpose of the behavior, and to help guide effective, positive interventions.

An FBA is required in some circumstances when a child with a disability is suspended or expelled for 10 days or more. An FBA can be a useful tool for supporting any child, with or without a disability. 

If you are concerned that your child’s behaviors are getting in the way of learning, are leading to repeated disciplinary actions, or are keeping your child from having more time in a general education setting, you can ask the school to do an FBA and develop a BIP.

For more information, take a look at OEO’s FAQs on FBAs and BIPs, Checklists: Things to Look for in an FBA and BIP and Sample Letters for Requesting an FBA and Reviewing a 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/

Auala e Fo'ia ai Fa'afitauli i A'oga Fa'apitoa

Fa'afouina ia Iuni, 2024

O le a le mea e fai e fo'ia ai se fa'afitauli ma le a'oga fa'aitumalō?

Feiloa'i ma le itumalō, talosaga se fa'aleleiga, fa'aulu se fa'aseā, pe fai se tolaulauga i luma o le tulafono.

I lou lagolagoina ai o sau tamaiti a'oga e iai ma'i tumau, e ono e iloa ane e te le'o fiafia i le a'oga fa'aitumalō. Afai e talafeagai, o se mea lelei le taumafai e fo'ia fa'afitauli e ala i le talanoa ma sui o le vaega o le Individualized Education Program (IEP, Polokalame mo A’oa’oga Ta’ito’atasi) poo isi aufaigaluega a le a'oga fa'aitumalō. Afai e le'o iai se suiga i lenā auala, e tele isi metotia ua faia e le tulafono mo le fo'iaina o fa'afitauli.

O loo iai auala masani e faia ai fa'aseā, fa'aleleiga, ma tolaulauga i luma o le tulafono mo mātua ma a'oga e fo'ia ai fa'afitauli ona o a'oga fa'apitoa, e aofia ai fe'ese'esea'iga e ona:

• O se tamaitiiti a'oga e iai iloa ona o ona ma'i tumau
• O le iloiloga o se tamaitiiti a'oga
• O le kilivaina o 'au'aunaga mo a'oga fa'apitoa
• O le tuuina o se tamaitiiti i se a'oga

Fa'aseā

E lua auala aloa'ia mo le faia o fa'aseā o loo iai pe afai e iai se fe'ese'esea'iga e uiga i polokalame o a'oga fa'apitoa (Individuals with Disabilities Education Act (IDEA, Tulafono o A’oa’oga mo Tagata Ta’ito’atasi e iai Ma'i Tumau o le Tino) poo le 504) a se tamaitiiti a'oga.

1. Fa'aseā a le Komiuniti o A'oga Fa'apitoa Office of the Superintendent of Public Instruction i le Setete o Uosigitone.

O le a le uiga o Fa'aseā a le Komiuniti o A'oga Fa'apitoa ?

O Fa'aseā a le Komiuniti o A'oga Fa'apitoa, sa ta'ua muamua o se Fa'aseā a se Tagata nofo mau, o se auala e fo'ia ai fa'afituali i le va o tamaiti a'oga ma itumalō e se ofisa i fafo atu. O fa'aseā mai le komiuniti e tatau ona failaina i le Office of the Superintendent of Public Instruction (OSPI, Ofisa o le Fa'atonu Sili o A'oga) pe afai ua talitonu se tasi ua solia e se a'oga (e aofia ai le setete, o se a'oga fa'aitumalō, poo se a'oga a le malō poo se a'oga tuto'atasi) tulaga mana'omia a le IDEA poo aiaiga o a'oga fa'apitoa i le setete.

O ai na te failaina se Fa'aseā a le Komiuniti o A'oga Fa'apitoa ?

Soo se tagata poo se fa'alapotopotoga e mafai ona lesitalaina se fa'aseā i le Office of the Superintendent of Public Instruction.

O a mea mana'omia i le faia o le Fa'aseā a le Komiuniti o A'oga Fa'apitoa ?

O se fa'aseā e tatau ona:

• Faia i se tusi
• Sainia e le tagata e faia le fa'aseā
• Ia iai se fa'amatalaga e uiga i le solia e se a'oga tulafono o a'oga fa'apitoa i le tausaga ua mavae.
• Fa'ailoa mai fa'amatalaga moni o le solitulafono
  • Tusi mai le igoa ma le tuātusi o le tagata sa fa'auluina le fa'aseā ma
  • Tusi mai le igoa ma le tuātusi o le a'oga

Afai o le fa'aseā e ma'oti mai se tamaitiiti e fa'atatau iai, o lona uiga e tatau foi ona iai i le fa'aseā le:

• • Igoa o le tamaititi a'oga
  • Igoa o le a'oga fa'aitumalō a le tamaititi
  • O se fa'amatalaga o le fa'afitauli e aafia ai le tamaitiiti a'oga
  • Tuuina mai o se auala e fo'ia ai le fa'afitauli.

O fea e maua ai le pepa fa'atumu mo Fa'aseā a le Komiuniti?

Ua faia e le OSPI se isi pepa fa'atumu mo oe e fa'aaoga pe a fa'atumu se pepa mo Fa'aseā a le Komiuniti o A'oga Fa'apitoa e le fa’amalosia. O lenei pepa e maua i le: https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/file-community-complaint

O fea e mafai ona e faia ai se suiga?

Afai e te faia se fa'asea mo le komiuniti, ia mautinoa le mata'itu ma le fa'aeteete o le fa'asologa o le taimi. Afai e le manuia taumafaiga a le OSPI poo le a'oga e fa'atinoina i totonu o le fa'asologa o le taimi, e iai lou avanoa mo se isi fa'aseā.

Ia mautinoa le iai o fa'amaumauga talafeagai mai le a'oga ma itulau fa'anumeraina o lau fa'aseā ina ia faigofie ona fa'asino iai.

O le a le mea e tupu pe a mae'a ona failaina se Fa'aseā a le Komiuniti o A'oga Fa'apitoa ?

Afai e maua e le OSPI le fa'aseā, e tatau ona lafoina se kopi o le fa'aseā i le a'oga fa'aitumalō. I le maua ai o le fa'aseā i totonu o le 20 aso fa'akalena, e tatau i le a'oga fa'aitumalō ona faia se su'esu'ega ma tali atu i le OSPI e ala i se tusi. O le a lafoina e le OSPI se kopi o le tali a le a'oga fa'aitumalō ia te oe. E iai lou avanoa e faia ai se filifiliga mo le toe tuuina mai o fa'amatalaga fa'aopoopo e uiga i le tagata sa fa'auluina le fa'aseā.

I totonu o le 60 aso fa'akalena, e tatau i le OSPI ona faia se fa'ai'uga tuto'atasi, tusitusia pe o solia e le a'oga tulafono fa'aFeterale poo tulafono o a'oga fa'apitoa a le setete. O le fa'ai'uga e tatau ona iai i'uga o fa'amatalaga moni ma laasaga talafeagai e alagatatau mo le soālaupuleina o se fa'aseā. O lenei taimi fa'atulagaina e mafai ona fa'alaua'iteleina pe afai:

1) iai o tulaga e faia fa'apitoa i le fa'aseā pe

2) ua malilie le tagata fa'aseā ma le a'oga e toe fa'aopoopo le taimi e fa'aaoga mo soālaupulega poo se isi auala mo le fo'iaina o fe'ese'esea'iga.

E tatau la i le a'oga fa'aitumalō ona usita'ia taimi fa'atulagaina i le fa'ai'uga tusitusia a le OSPI e fa'amae'a ai soo se gaoioiga mo fa'asa'oga e fautuaina. Afai e le mulimulita'ia e le a'oga fa'aitumalō, e mafai e le OSPI ona taofia le fa'atupega pe fa'atonuina nisi i'ugafono.

Afai ua filifilia ua le mafai e se a'oga fa'aitumalō ona tuuina atu 'au'aunaga talafeagai i se tamaitiiti a'oga e iai ma'i tumau, e tatau i le OSPI ona:

• Filifili pe fa'apefea ona galulue le a'oga fa'aitumalō e faia se auala e totogiina ai le lē manuia o 'au'aunaga, e aofia ai le totogiina o tupe pe faia nisi gaioiga sa'o e fa'ailoa ai mana'oga o le tamaitiiti a'oga.
• Fa'amatala 'au'aunaga saunia i le lumana'i mo tamaiti a'oga uma e iai ma'i tumau.

O fea e mafai ona ou maua ai le tele o fa'amatalaga e uiga i fa'aseā mai le komiuniti a le OSPI?

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

Fa'aseā mo Aiā Tatau a soo se Tagata i le Iunaite Setete Office of Civil Rights mo le Department of Education

O a fa'aseā mo aiā tatau a soo se tagata?

O le Vaega 504 o se tulafono e tetee atu i faiga fa'ailoga lanu e taula'i i le fa'aumatiaina o le fa'ailoga tagata e fa'avae i luga o i latou e iai ma'i tumau i polokalame uma o loo mauaina fesoasoani tau tupe mai le malō. Talu ai o a'oga a le malō ma itumalō e maua fesoasoani tau tupe mai le malō, o i latou ia e i lalo o vaega mana'omia o le Vaega 504 o le tulafono.

O le Office for Civil Rights (OCR, Ofisa o Aiā Tatau a soo se Tagata) i le Iunaite Setete mo le Department of Education (Matagaluega o A'oga) i le Iunaite Setete e fa'amalosia puipuiga o le Vaega 504 ma nafa mo su'esu'ega o fa'aseā.

O ai e failaina se fa'aseā mo aiā tatau a soo se tagata?

O soo se tasi e mafai ona failaina se fa'aseā i le Office of Civil Rights i soo se taimi e le maua ai e se tamaitiiti e iai ma'i tumau penefiti fa'alea'oa'oga mai se polokalame e mafai ona fa'atusaina i penefiti e maua e tamaiti latou te a'ooga fa'atasi. O se fa'ata'ita'iga pe afai e fa'atonuina se tamaitiiti e iai ma'i tumau e le mafai ona alu i se malaga i tua ma e tatau ona fa'atali atu i le ofisa o le pulea'oga ae malaga uma le vasega i tua. O fa'aseā a le OCR e mafai foi ona iai fa'afitauli o auala, e pei o le lē leai o se auala mo se tamaitiiti e alu i le nofoauili poo se fa'afitauli i le lē mafai e se itumalō ona saunia ni falenofo poo 'au'aunaga e tatau ona iai pe o iai i totonu o se fuafuaga 504 a se tamaitiiti a'oga.

O a mea mana'omia i le faia o le fa'aseā mo aiā tatau a soo se tagata?

O se fa'aseā mo aiā tatau a soo se tagata e tatau ona failaina i totonu o le 180 aso fa'akalena (6 masina) o le aso sa faia ai faiga fa'ailoga tagata. O se fa'aseā e tatau ona iai le:

►        Igoa, tuātusi ma le numera o le telefoni o le tagata o loo failaina se fa'aseā

►        Igoa, tuātusi ma le numera o le telefoni o le tagata poo tagata fa'ailogalanu

►        Igoa ma le tuātusi o le a'oga, itumalō, poo le tagata o loo faia iai faiga fa'ailogalanu

►        Mafua'aga o le fa'ailogalanu (ituaiga, iai ma'i tumau, tupu'aga fa'alotoifale, ma isi)

►        Taimi ma le nofoaga na tupu ai

►        Fa'amaumauga moni o faiga fa'ailogalanu ma

►        Kopi o pepa o fa'amatalaga tusitusia, fa'amaumauga, poo isi pepa o fa'amatalaga e lagolagoina ai le fa'aseā.

O fea e fa'aulu ai se Fa'aseā o Aiā Tatau a soo se Tagata i le OCR?

Mo le fa'auluina o se fa'aseā i le OCR, e mafai ona e fa'aaogaina se pepa fa'aeletoronika o loo i le: https://www2.ed.gov/about/offices/list/ocr/complaintintro.html

pe fa'atumu le pepa o loo i le: https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf

Pe te filifili e fa'atumu se pepa pe tusi sa oe tusi, e mafai ona e lafoina lau fa'aseā i le imeli i le OCR.Seattle@ed.gov pe fax i le (206)607-1601. E mafai ona e lafoina lau fa'aseā i le imeli i le:

Office for Civil Rights

U.S. Department of Education

915 2nd Avenue #3310

Seattle, WA 981074-1099.

O le a le mea e tupu pe a mae'a ona failaina se fa'aseā mo aiā tatau a soo se tagata?

E iloiloina e le OCR fa'amatalaga o le fa'aseā ma filifili pe fa'amata e tatau ona fa'asolo le faia iai o se fuafuaga pe leai. E tatau ona filifili pe iai se fa'atonuga e iloilo le fa'aseā ma pe fa'amata na tuuina mai i totonu o le taimi fa'atulagaina pe leai. O se fa'aseā e tatau ona failaina i totonu o le 180 aso e sosoo ma le aso sa faia ai faiga fa'ailoga tagata.

O le a talanoa atu le OCR e saini se pepa o se maliēga o se vaega o fuafuaga fa'agasolo. O le a fa'afesoota'iina oe e le OCR i le imeli poo le telefoni pe afai e le'i mauaina lenei pepa fa'atumu i le 15 o aso sa talosagaina ai oe e saini ma fa'ailoa atu e toe 5 aso o totoe e sainia ai le pepa. E ono talosagaina foi oe e tuuina mai fa'amatalaga fa'aopoopo. Afai e mana'omia nisi fa'amatalaga, e tatau i le OCR ona tuuina atu ia te oe aso e 20 e te tapena ma aumaia ai fa'amatalaga talosagaina.

I le mae'a ai o su'esu'ega a le OCR, o le a mauaina e oe ma le itumalō se Tusi o I'uga o au'ili'iliga e fa'amatalaina ai pe fa'amata e lagolagoina e fa'amatalaga fa'amaonia sa tuuina mai le iai o se soligatulafono pe leai. Afai e maua e le OCR e le'i usita'ia e le itumalō tulafono, o le a iai fa'afesoota'iina le itumalō ina ia mata'ituina pe ioe le itumalō e faia se maliēga fa'avolenitia mo se soālaupulega. Afai e le malilie le itumalō e fo'ia le fa'afitauli, e ono faia e le OCR fuafuaga lautele e pei o le tuuina o le mata'upu i le Department of Justice (Matagaluega o Fa'amasinoga).  

Afai e te manatu ua solia e le itumalō aiaiga o aiā tatau a se tamaitiiti a'oga mo a'oa'oga talafeagai, mafaufau e fa'alu se fa'aseā.

Soālaupulega

O le a le soālaupulega?

O soālaupulega o se ituaiga o auala e fo'ia ai fa'afitauli. I lalo o le IDEA, e mana'omia le saunia e setete o 'au'aunaga mo soālaupulega i mātua/tagata o vaaia tamaiti ma a'oga fa'aitumalō mo mafua'aga o le fo'iaina o fa'afitauli e uiga i polokalame o a'oa'oga fa'apitoa a se tamaitiiti a'oga.

O le fa'atinoga o le soālaupulega e aumaia fa'atasi le a'oga ma mātua poo tagata e vaaia tamaiti fa'apea ma se isi tagata tuto'atasi e to'atolu ai—o le soālaupule. O le soālaupule e feiloa'i ma itu uma e lua e taumafai ina ia malilie fa'atasi i mana'oga tau a'oga o se tamaitiiti. O le galuega e fa'avolenitia, o le mea lea o mātua poo tagata e vaaia tamaiti ma le a'oga fa'aitumalō e tatau ona malilie e omai fa'atasi e auai. O soālaupulega e mafai ona avea ma se auala sili ona lelei e fa'aleleia 'au'aunaga mo se tamaitiiti a'oga, fo'ia fa'afitauli, ma toe fonofono sootaga i le va o le a'oga ma mātua poo tagata o loo vaaia tamaiti.

Afai e manuia soālaupulega, e sainia e itu uma se maliēga fa'aletulafono e fa'ailoa ai le i'ugafono. E i le a'oga ma mātua poo tagata o loo vaaia tamaiti le faitalia pe fa'aauauina aiaiga o le maliēga. Afai e faia se maliēga o le soālaupulega, e tuumuli le soālaupule o le mata'upu ma le toe iai sona malosi'aga e fa'amalosia ai soo se itu e faia se mea e fa'atonuina ai. Afai e tula'i mai se fete'ena'iga i le maliēga o le soālaupulega, e mafai e le matua poo le tagata e vaaia tamaiti ona sa'ilia le fa'amalosiga o le tulafono i le setete poo le fa'aFeterale. Afai o se fa'afitauli fou poo se fa'afitauli 'ese e tula'i mai, e mafai e le matua poo tagata e vaai tamaiti poo le itumalō ona fa'aaoga auala uma o soālaupulega o loo iai i lalo o le tulafono.

O talosaga mo soālaupulega e tatau ona faia i le Sound Options. E mafai ona faia lau talosaga i se tusi poo luga o le telefoni. O soo se tasi o itu uma e tatau ona fa'afesoota'ia le Sound Option ma o le a latou fa'afesoota'iina le isi vaega. E mafai ona e fesoota'i atu i le Sound Options i le 1-800-692-2540.

Lagolago Fa'afautuaga

O le malie e auai i soālaupulega e le taofia ai oe mai le talosaga mo se tolaulauga i luma o le tulafono i se taimi mulimuli. E mafai ona taofia le fa'asologa o soālaupulega i soo se taimi ma fesili mo se tolaulauga i luma o le tulafono. Pau le fa'afitauli o le faia o se tolaulauga i luma o le tulafono i se taimi mulimuli o talanoaga e faia i le taimi e fa'agasolo ai soālaupulega e le mafai ona fa'aaogaina o ni fa'amatalaga mo fa'amaoniga. Peita'i, o le maliēga tusitusia mo le soālaupulega e mafai ona fa'aaogaina e avea ma fa'amaoniga o se mata'upu.

Tolaulauga i Luma o le Tulafono

O le a le tolaulauga i luma o le tulafono?

O le tolaulauga i luma o le tulafono o se fa'asologa masani o mata'upu, fa'apei o se fa'amasinoga. O mātua poo tagata e vaaia tamaiti fa'apea ma le a'oga fa'aitumalō e iai o latou avanoa e tuuina mai ai ni fa'amaoniga ma molimau e siaki aga'i iai molimau o loo tūtū mai mo le isi itu.

O se sui o le ofisa e fa'atautaia se tolaulauga na te faia se fa'ai'uga tusitusia e fua i fa'amatalaga moni ma le tulafono.

Fa'amata e mana'omia sa'u loia mo se tolaulauga i luma o le tulafono?

Leai, ae peita'i e iai lau aiā tatau e fai ai sau loia pe a e mana'o ai.

O mātua poo tagata e vaaia se tamaitiiti a'oga e iai ma'i tumau e mafai ona fautuaina pe faia se loia i le taimi o se tolaulauga i luma o le tulafono. O le faia o se loia e le mana'omia, ma e mafai ona manuia se tolaulauga o se mata'upu e aunoa ma se loia. O le masani lava o se mea lelei le fa'atalanoa o se loia poo se tagata e tele lona malamalama ina ia fesoasoani e faia se talosaga ma tapena mo se tolaulauga.

E fa'apefea ona ou talosagaina se tolaulauga i luma o le tulafono?

Fai se talosaga i se tusitusiga i le Office of Administrative Hearing (Ofisa o Pulega o Tolaulauga) ma logo le a'oga fa'aitumalō.

O se talosaga mo se tolaulauga i luma o le tulafono e tatau ona faia i se tusi ma ia iai fa'amatalaga nei:

• Igoa ma le tuātusi o le tamaitiiti a'oga
• Itumalō ma le a'oga e a'oga ai se tamaitiiti
• Itumalō e nafa ma le saunia o 'au'aunaga mo a'oga fa'apitoa pe afai e 'ese mai le itumalō e a'oga ai se tamaitiiti
• O se fa'amatalaga o popolega o mātua
• O ou manatu mo le fo'iaina o le fa'afitauli.

Meli pe kiliva se kopi o lau talosaga o se tolaulauga i le:

Office of Administrative Hearings

P.O. Box 42489

Olympia, WA 98504

E tatau foi ona e saunia le ulua'i talosaga o le tolaulauga i le a'oga fa'aitumalō e kilivaina pe meli i le Fa'atonu sili o le a'oga fa'aitumalō. 'Aua ne'i galo ona fai se kopi e tuu ia te oe!

Sa fa'atumuina e le OSPI se pepa talosaga mo se tolaulauga i luma o le tulafono e fesoasoani ai i mātua mo le talosagaina o se tolaulauga i luma o le tulafono. O lenei pepa o loo maua i le: https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/request-due-process-hearing

O a tapulaa o se talosaga mo se tolaulauga?

O le talosaga mo se tolaulauga e tatau ona fa'amatalaina ai se solitulafono poo se fa'afitauli sa tupu i totonu o le lua tausaga ua tuana'i. O se talosaga mo se tolaulauga i luma o le tulafono e mafai ona fa'amatalaina ai le solitulafono e sili atu ma le lua tausaga talu ai pe afai e fa'amalieina se tasi o le lua aiaiga:

1. Sa taofia mātua mai le talosagaina o se tolaulauga i luma o le tulafono i totonu o le lua tausaga ona sa sēsē ona ave e le a'oga fa'aitumalō e fa'apea ua mae'a soālaupuleina le fa'afitauli.

Poo le

2. Sa taofia mātua mai le talosagaina o se tolaulauga i luma o le tulafono i totonu o le lua tausaga ona sa taofia e le a'oga fa'aitumalō fa'amatalaga sa mana'omia ona ave i le tulafono.

E tāua tele le talosaga mo se tolaulauga e talanoa ai fa'afitauli uma e ono tutupu ma popolega o mātua. Afai e maua le talosaga, se'i vagana e malilie le a'oga itumalō e ala i se tusi ona fa'atoā mafai lea ona fai se suiga pe ua malie le sui o le ofisa e tolaulauina mata'upu e mafai ona sui, ma o le a toe amataina ai le taimi fa'agasolo o sesona mo se i'ugafono (silasila i lalo).

O le isi foi tulaga, i lalo o le IDEA, na'o fa'afitauli sa fa'aalia i le talosaga mo se tolaulauga pe o se suiga i le talosaga e mafai ona fa'amatalaina i le tolaulauga i luma o le tulafono se'i vagana e malilie le isi vaega. Ona e te le'o mana'omia le faia o sau loia e talosagaina se tolaulauga i luma o le tulafono, e ono fesoasoani le fa'atalatalanoaina o se loia pe a tusia se talosaga mo se tolaulauga i luma o le tulafono ina ia fa'amautinoa le fa'aalia uma o ou fa'afitauli.

O le a le mea e tupu pe a mae'a ona ave se talosaga mo se tolaulauga i luma o le tulafono?

E tatau ona tali le a'oga fa'aitumalō.

I le maua ai o le fa'aseā i totonu o le 10 aso fa'akalena, e tatau i le a'oga fa'aitumalō ona tali iai. E tatau ona fa'amatala e le a'oga fa'aitumalō pe aiseā na fa'atinoina ai gaioiga sa latou fa'atino, o a isi filifiliga o manatu iai le Vaega a le IEP ma pe aiseā na teena ai, o se fa'amalamalamaga o fa'amatalaga sa fa'ammoemoe iai le itumalō i le faia o ana fa'ai'uga ma fa'amatalaga o soo se isi vaega e talafeuga ma faiga o fa'ai'uga a le itumalō. E le mana'omia le tali o le itumalō pe afai sa lafoina muamua se tusi taulogologo i le matua e uiga i mata'upu o le fa'aseā.

O le a lea mea e ta'u o le sesona mo i'ugafono?

O le sesona mo i'ugafono o se fonotaga e faia pe a mae'a tuuina atu se talosaga mo se tolaulauga i luma o le tulafono, ae le'i tolaulauina i luma o le tulafono.

I totonu o le 15 aso fa'alekalena o le maua ai o le talosaga mai mātua mo se tolaulauga i luma o le tulafono, e tatau i le a'oga fa'aitumalō ona valaauina se fonotaga ma mātua, sui e tatau ai o le Vaega o le IEP, ma se sui o le a'oga fa'aitumalō e iai le pule i le faia o fa'ai'uga. E le mafai e le a'oga fa'aitumalō ona aumaia se loia i lenei fonotaga se'i vagana e iai foi se loia a le matua. O le 'auga o lenei fonotaga o le talanoaina lea o fa'aseā ma vaai pe fa'amata e fo'iaina le fa'afitauli e aunoa ma le faia o se tolaulauga i luma o le tulafono.

Afai e malilie fa'atasi se matua ma le a'oga fa'aitumalō i le sesona mo i'ugafono, e tatau ona latou sainiina se maliēga fa'aletulafono e mafai ona fa'amalosia i totonu o le fa'amasinoga. E tolu aso fa'apisinisi e tuuina i le a'oga fa'aitumalō poo le matua e suia ai o latou mafaufau pe fa'aleaogaina ai se maliēga.

E tatau ona faia le sesona mo se i'ugafono se'i vagana ua malilie uma mātua ma le a'oga fa'aitumalō i se tusi e fa'aleaogaina ai le fonotaga pe malilie e fa'aaoga le i'uga o le soālaupulega.

O le a le umi o le tolaulauga i luma o le tulafono?

E 30 aso fa'alekalena mo le a'oga fa'aitumalō mai le taimi e maua ai le fa'aseā e taumafai e fo'ia ai le fa'afitauli e fa'amalie ai mātua e ala i le faia o se soālaupulega. Afai e le fa'atinoina e le itumalō lea tulaga i totonu o le 30 aso fa'alekalena, o lona uiga o le a amata fa'agasolo le tolaulauga i luma o le tulafono. E tatau ona faia le tolaulauga ma se fa'ai'uga i totonu o le 45 aso fa'alekalena.

O le 30 aso o le piliota fa'alekalena ua fetuutuuna'iina pe afai e iai se vaega o loo mulimuli mai sa fa'atinoina:

• Ua malilie uma itu e fa'aleaogaina le sesona mo se i'ugafono e ala i se tusi
• Ina ua ma'ea le soālaupulega poo le sesona mo se i'ugafono, ua malilie uma itu uma e ala i se tusi, e leai se maliēga e mafai ona fai pe
• Sa malilie itu uma e auai i le soālaupulega i le tuana'i o le 30 aso o le sesona o le i'ugafono ma e tasi le itu na toe o ese mai le soālaupulega. I ia tulaga, e amataina vave ai le taimi o le 45 aso fa'alekalena.

O le umi o le tolaulauga lava ia e fuafua poo a fa'afitauli ma poo le a le umi e manatunatu ai itu ta'itasi o le a fa'aaluina i le faia o le mata'upu.

E tāua tele le sesona mo i'ugafono. Afai e le ioe se matua e auai i se soālaupulega, o le a tuai fa'atinoina fonotaga mo soālaupulega ma tolaulauga i luma o le tulafono se'i vagana ua faia le fonotaga. I se fa'aopoopoga, e mafai ona fesili le itumalō i le sui o le ofisa e faia tolaulauga i le mae'a ai o le 30 aso o le piliota o soālaupulega e fa'amatuu 'ese le talosaga a se matua mo se tolaulauga i luma o le tulafono pe afai e teena e mātua le auai i se fonotaga mo soālaupulega. I le isi itu, afai e le manuia taumafaiga a le a'oga fa'aitumalō e fa'atulagaina ai se fonotaga mo se i'ugafono i totonu o le 15 aso e maua ai le talosaga mo se tolaulauga, e mafai ona talosaga mātua i le sui o le ofisa e tolaulauina mata'upu e amata vave fa'agasologa o tolaulauga i luma o le tulafono i totonu o le 45 aso.

Taimi Fa'atulagaina o Tolaulauga i Luma o le Tulafono

 

E talosagaina e mātua tolaulauga i luma o le tulafono e ala i se tusi

E tali le itumalō i totonu o le 10 aso fa'alekalena

E fa'atulagaina e itumalō sesona mo i'ugafono i totonu o le 15 aso fa'alekalena, se'i vagana ua fa'aleaogaina e ala i se tusi.

Afai e le fa'amalieina le fa'aseā i se sesona mo se i'ugafono i totonu o le 30 aso fa'alekalena, e fa'aauau le tolaulauga i luma o le tulafono ma e faia le fa'ai'uga o le tolaulauga i totonu o le 45 aso fa'alekalena.

O le a le "nofo le tumau" ? O fea e alu ai la'u tama a'oga i le a'oga pe a ou talosagaina se tolaulauga?

O le nofo le tumau o se upu e fa'aaogaina e le IDEA e fa'amatala ai le nofoaga e alu ai se tamaitiiti i le a'oga pe a talosagaina se tolaulauga. Afai e talosagaina se tolaulauga, e iai le aiā tatau a le tamaitiiti a'oga e fa'aauau ai ona maua a latou polokalame o a'oa'oga ta'ito'atasi i le nofoaga lava e tasi se'ia mae'a le tolaulauga ma faia se fa'ai'uga. O ia faiga fa'apitoa o le nofo le tumau e apalai pe a fa'apea e iai ma'i tumau o tamaiti a'oga ma a'oa'oina.

O le a se mea e mafai ona maua e la'u fanau a'oga mai tolaulauga i luma o le tulafono?

E mafai ona fa'atonuina e le itumalō le saunia o 'au'aunaga, ave taui o a'oa'oga i se tamaitiiti, ma totogi tau fa'aletulafono mo mātua.

O se tolaulauga i luma o le tulafono e mafai ona fesoasoani i le tamaitiiti a'oga i le maua o 'au'aunaga talafeagai ma toe totogiina a'oa'oga na misi ona o fa'aletonu a le itumalō. E mafai ona fesoasoani se sui o le ofisa e tolaulauina mata'upu e fofō fe'ese'esea'iga e uiga i le agavaa o se tamaitiiti a'oga, o le IEP, suiga i nofoaga o a'oa'oga, ma iloiloga ma le toe iloiloina.

E mafai foi e le sui o le ofisa e tolaulauina mata'upu ona fa'atonuina totogi mo a'oa'oga, o lona uiga e tatau i le itumalō ona saunia 'au'aunaga e toe totogiina ai le taimi poo avanoa na misia ona o fa'aletonu o le itumalō. Mo le fa'ata'ita'iga, e ono fa'atonuina le itumalō e totogiina le auai o se tamaitiiti i mata'upu i le kolisi a le komiuniti, saunia vasega e fa'aopoopo i le polokalame o a'oa'oga fa'apitoa, pe fai polokalame o le sama, tusa pe ono le agavaa se tamaitiiti i le fa'alaua'iteleina o 'au'aunaga mo tausaga a'oga.

O talosaga i totogi mo a'oa'oga e tatau ona fesoota'i ma 'auga ma fa'amoemoega o le IEP. Ia iai le agavaa pe a fesili mo 'au'aunaga o totogi mo a'oa'oga. Mafaufau i mea e mana'o ai se tamaitiiti a'oga (tusiata, musika, saienisi, ma isi) ma fa'aali mai manatu i se polokalame poo se 'au'aunaga e saunia ai nei vaega.

Afai e te malō i le tolaulauga, e ono mafai ona totogiina e le itumalō se tau sa e totogiina mo le tolaulauga ma pili sa tuuina atu e se loia na tu mo oe e te totogiina. Mata'itu tau sa e totogiina mo le saunia o tolaulauga.

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)