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.

Waa maxay Waxbarashada Gaarka ah?

Waa maxay Naafadu?

 "Naafadu waa qayb dabiici ah oo kamid ah xaaladaha aadanuhu maro sinabana hoos uguma dhigi karto xaq shaqsiyaadku u leeyihiin inay ka qaybgalaan ama door ku yeeshaan bulshada."

--Individuals with Disabilities Education Act (Sharciga Waxbarashada Dadka Naafada ah),  20 U.S.C. §1400(c). 

Waxaa jira qaabab badan oo kaladuwan oo dadka, iyo sharciyadeenu, u qeexaan "naafada."

Waxaa sidoo kale jira fikrado kaladuwan oo dhaqan oo ku aadan naafada, fahanka aan ka qabnana naafada ayaa isbadeshay marar badan. Akhri xogta  One Out of Five: Disability History and Pride Project (Hal kamid ah Shantii Qof: Mashruuca Taariikhda iyo Sharafka Naafada) si aad xog badan uga ogaato taariikhda naafada iyo hormarka ku aadan aqoonsiga wanaagsan ee naafada.

Ardayda ku jira dugsiyada dawlada, labo sharci oo kuwa fderaalka ah – Individuals with Disabilities Education Act, ama “IDEA” iyo Section 504 ee Rehabilitation Act (Sharciga Baxnaaninta), ama “Section 504” – ayaa leh xaquuq iyo difaacyo ardayda naafada ah. Mid kasta oo kamid ah sharciyadaan waxaa ku jira qeexitaan u gaar ah ilmo naafo qaba.

Qeexitaanka sharciga IDEA ee ku aadan Naafada

Sharciga IDEA ayaa siinaaya ardayda u qalma xaq ay ku helayaan IEP (Individualized Education Program (Barnaamijka Waxbarashada Gaarka ah). Wuxuu ku qeexayaa “ilmo naafo ah,” inuu yahay ilmo laga baaray, lagana helay inuu:

• Qabo naafo sida lagu qeexay mid kamid ah 14 qaybood ee gaarka ah, iyo
• Sabab la xariirta naafada iyo saamaynta xun ee ay waxbarashada ku leedahay,
• uu u baahan yahay waxbarashada gaarka ah iyo adeegyada la xariira.

Gobalka Washington, qaybaha naafada iyo qeexitaanka gaarka ah ee mid kasta, ayaa lagu taxay sharciyada gobalkeena, Washington Administrative Code (Sharciga Maamulka ee Washington), oo laga heli karo  WAC 392-172A-01035

Waxaa ku jira:

• Autismka (Cudurka Dhakraaroowga maskaxda)
• Dhago iyo indho la'aanta
• Dhagoolnimada
• Dib u dhaca kobaca
• Naafada dareenka/dabeecada
• Dhago culayska
• Naafada caqliga
• Naafooyinka badan
• Naafada lafaha
• Naafonimada Kale ee Caafimaadka
• Naafada gaarka ah ee waxbarashada
• Naafada hadalka iyo luuqada
• Dhaawaca Uur ku taallada Dhanka Maskaxda ah
• Naafada araga oo ay ku jirto indho la'aantu

Mid kasta oo kamid ah qaybahaan ayaa leh qeexitaan u gaar ah marka laga hadlaayo xeerarka waxbarashada gaarka ah. Haddii aad la yaaban tahay in cunug uu qabi karo naafo waafaqsan mid kamid ah qaybahaan waxaa habboon inaad akhrido qeexitaannada gaarka ah ama aad qof ka codsato inuu kula akhriyo. Qeexitaannada ayaa laga heli karaa barta oonleenka ah ee  WAC 392-172A-01035, oo ah https://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A&full=true#392-172A-01035.

Haddii cunug uu qabo naafooyin lagu qeexay sharciga IDEA laakiin uu keliya u baahan yahay "adeegyada la xariira" ama "caawimaado farsamo" uusana u baahnayn "waxbarashada gaarka ah" markaas ardayga ayaan u qalmin IEP laakiin wuxuu u baahan karaa qorshaha Qaybta 504.

Qeexitaanka Qaybta 504 ka bixisay Naafada

Qaybta 504 ayaa ka mamnuucaaya degmooyinka dugsiga inay dadka naafada ah takooraan. Waxay ku qasbaysaa degmooyinka inay siiyaan waxbarashada gaarka ah, caawimaad farsamo, adeegyada ama taageerooyin arday u baahan si uu qaab lamid ah ardayda kale u helo waxbarasho. Wuxuu ku qeexayaa arday naafo ah inuu yahay arday:

• Qaba naafada jirka ama caafimaadka dhimirka taasoo
• Xadidaada wayn
• Mid ama ka badan kamid ah hawl maalmeedka muhiimka ah.

Waxaad xog dheeraad ah oo ku saabsan Qaybta 504 tiro kamid ah su'aalaha badanaa la iswaydiiyo(FAQ) oo ku jira webseedka U.S. Department of Education’s Office for Civil Rights (OCR, Xafiiska Xaquuqda Madaniga ah ee Waaxda Waxbarashada Maraykanka), halkaan:  https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/frequently-asked-questions-disability-discrimination.

OCR ayaad sidoo kale ka helaysaa xog oonleen ah oo ka hadlaysa “Xaquuqaha Madaniga ah ee Ardayda qaba Naafooyinka Qarsoodiga ah ee ku cad Qaybta 504 ee Rehabilitation Act (Sharciga Baxnaaninta) oo soo baxay 1973.”  https://www2.ed.gov/about/offices/list/ocr/docs/hq5269.html. Wuxuu qeexayaa shuruudo badan oo dadka kale iskaga cad laakiin wali saamayn kara arday markuu dugsiga joogo.

Waa maxay xariirka ka dhexeeya IDEA iyo Qaybta 504?

Dhammaan ardayda

Ardayda u qalma 504

Ardayda u qalma IDEA

Sida ku cad labada sharciba, degmooyinka dugsiga ayaa laga doonayaa inay siiyaan ardayda naafada ah Free Appropriate Public Education (Waxbarashada Dawlada ee Ku habboon oo bilaash ah), looguna yeero FAPE.  Tani waxay ka dhigan tahay in degmooyinka ay qasab tahay buuxiyaan adeegyada xeerarka kaladuwan si ay u buuxshaan baahiyaha gaarka ah ee ardayda dhibka ku qaba inay ku guulaystaan dugsiga naafo awgeed.

Qaybta 504 ayaa siisa adeegyada koox balaaran oo arday ah oo ka badan inta uu siiyo sharciga IDEA sabab la xariirta inuu sharaxaad tan ka balaaran siinaayo waxa looga jeedo "naafo."  Marka, haddii arday buuxiyo shuruudaha u qalmida ee sharciga IDEA uuna u qalmo IEP, ardayga waxaa sidoo kale difaacaaya Qaybta 504. Laakiin, waxaa jira arday badan, oo uu difaacaayo sharciga Qaybta 504, waxayna leeyihiin qorshaha Qaybta 504, laakiin uma baahna waxbarashada gaarka ah aana u qalmin IEP sida ku cad IDEA. 

Hal qaab oo aad uga fakari karto xariirka labada sharci waa inaad ka fakarto ardayda oo dhan: marka hore, qaar kamid ah ardaydaas ayaa qaba naafooyin (Qaybta 504); tiro yar oo kamid ah ardaydaas ayaa qaba naafo una baahan waxbarashada gaarka ah (IDEA).

Hoos waxaad ka helaysaa sawir uu ku jiro goobin wayn oo matalaaya dhammaan ardayda. Goobinta xajmiga dhexe ee ku jirta gudaha goobinta wayn ayaa muujinaysa ardayda qaba naafada una qalma adeegyada Qaybta 504.  Kooxdaas, tiro yar oo kamid ah ayaa sidoo kale u qalma adeegyada lagu bixiyo IDEA. Waxa muhiimka ah ee ay tahay inaad ka xasuusato jaantuskaan waa in ardayda ku jira goobinnada yaryar ay sidoo kale qayb ka yihiin kooxda wayn: dhammaan ardayda. Kuligood waxay leeyihiin isla xaquuqda ardayda kale oo dhan ay leeyihiin, oo ay u dheertahay difaacyada ka dhanka ah takoorka ku aadan naafada, ayna ku jirto helitaanka adeegyada ay u baahan yihiin si ay dugsiga u dhigtaan.

Ardayda uu difaacaayo sharciga Qaybta 504 una qalma IEP ayaa caadiyan heli doona keliya IEP. Wax kasta oo ku jiri doona qorshaha 504 ayaa lagu dari doonaa qorshaha IEP da, oo badanaa lagu qori doono bogga tallada caawimaada farsamada ama liiska adeegyada la xariira ama kaalmaatiga ah ama taageerooyinka.

Cunug kasta oo u qalma IEP waxaa sidoo kale difaacaaya Qaybta 504. Maxay arrintaasi muhiim u tahay.

Qaybta 504 ayaa mamnuucaysa takoorka ka dhanka ah ardayda oo lagu saleeyay naafada. Takoorka ayaa imaan kara marka barnaamijka laga saaro ardayda haddii kale u qalmi lahaa sababo la xariira inay qabaan naafo, ama marka arday la dhibaateeyo sabab la xariirta naafadiisa degmaduna aysan qaadin talaabooyinka macquulka ah si ay uga jawaabo dhibaataynta.

Haddii aad aaminsan tahay in degmado ay qof ku takoortay sababo naafo awgood, hel xog dheeraad ah oo ku saabsan dookhyada gudbinta cabasho rasmi ah kana fiiri boggeena  Discrimination takoorka.

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.

Sidee ayuu ardaygu ku Bilaabaa waxbarashada gaarka ah?

Sidee ayay degmadu ku heshaa ardayda u baahan adeegyada waxbarashada gaarka ah?

Sida ku cad IDEA iyo sharciga waxbarashada ee gobalka, degmooyinka ayaa masuuliyad rasmi ah ka saaran tahay inay aqoonsadaan dhammaan ardayda degan degmada ee u baahan kara adeegyada waxbarashada gaarka ah. Masuuliyadaan waxaa loogu yeeraa “Child Find (Raadinta Ilmaha Baahida Qaba).” Degmooyinka waxaa laga doonayaa inay lahaadaan xeerar iyo habraacyo u degsan si ay u xaqiijiyaan in ardayda naafada ah la aqoonsado, la helo, lana qiimeeyo.

Sidee ayaa cunugayga loogu qiimeyn karaa waxbarashada gaarka ah?

Cunugaaga ayaa u baahan in loo gudbiyo degmada dugsiga si loogu sameeyo qiimeynta waxbarashada gaarka ah. Si ay u samayso qiimaynta waxbarashada gaarka ah, degmadu waa inay go'aansataa inay qiimayso arday, kadibna waxay codsataa ogolaanshaha ama fasaxa waalidka ilmaha si ay u samayso qiimaynta. Degmooyinka dugsigu waa inay ku qiimeeyaan ardayda dhinac kasta oo kamid ah naafada looga shakiyay. Qiimaynta waa in lagu sameeyo ayadoon wax qarash ah laga qaadin ardayga ama qoyska. Waxaa jira saddex talaabo oo qiimeynta loo maro:

Talaabada 1 aad Qof ayaa soo diraaya codsiga qiimaynta ardayga.

Talaabada 2 aad Degmada ayaa go'aaminaysa in qiimayn loo baahan yahay.

Talaabada 3 aad Oggolaanshaha qiimaynta ayay bixisaa degmadu.

Miyaan codsan karaa in qiimaynta waxbarashada lagu sameeyo cunugayga?

Sida ku cad sharciga Washington, dadka ama xarumaha soo socda ayaa ardayga usoo jeedin kara qiimayn:

• Qof kasta oo buuxsha qeexitaanka waalid
• Degmada dugsiga
• Wakaalad kale ee oo dawladeed

• Shaqsiyaadka kale ee yaqaana cunuga

Sidee ayaan u samaynayaa soo jeedinta qiimayn?

1. Qoraal ahaan kusoo gudbi. Soo jeedinta waa in lagusoo gudbiyaa qoraal ahaan, ilaa in qofka soo jeedinta samaynaaya uusana awoodin maahee inuu qoraal kusoo gudbiyo. Waxay noqon kartaa mid gacanta lagu qoray oo fudud. Xaqiiji inaad ku qorto taariikhda aadna nuqul ku reebato diiwaankaaga.

2. Haka walwalin in waraaqda soojeedintu noqon wayso mid aad u qurxoon. Haka walwalin boobsiinteeda. Ma jiro wax dhacaaya ilaa in soo jeedin la sameeyo maahee, taariikhda ay degmadu hesho soo jeedinta ayaana bud-dhig u ah jadwalka ay tahay inay degmadu talaabo ku qaado.

3 Codso in dugsigu ardayda ku qiimeeyo xeerarka u qalmida ee IDEA iyo Qaybta 504. Haddii ardaygu uusan u qalmin waxbarashada gaarka ah sida ku cad IDEA, wuxuu u qalmi karaa adeegyada ku cad Qaybta 504.

4. Si gaar ah u abaar nooca dhibaatada aad aaminsan tahay in cunugaagu qabo. Degmooyinka waxaa laga doonayaa inay baaraan dhammaan aagaga la xariira naafada looga shakiyay ilmaha, marka xaqiiji inaad qeexdo dhammaan dhibaatooyinka. Tusaale, haddii aad aaminsan tahay in cunugaagu dhibaato ku qabo akhrinta uuna qabo dhibaatooyin dhanka dareenka ah oo u baahan in la baaro, codso in labada dhinacba la qiimeeyo.

5 Adeegso tusaaleyaal. Ku dar waxyaabaha aad indhahaaga ku aragtay si aad u qeexdo sababta aad u aaminsan tahay in cunugaagu qabo naafo. Haddii aad hayso, keen dukumiintiyada sheegaaya in cunugaagu qabo naafo, sida waraaqaha kasoo baxay dhakhaatiirta ama adeeg bixiyaasha caafimaadka dhimirka.

6 U dir soo jeedinta qof jooga dugsiga ama degmada oo aad isleedahay wuxuu awood u leeyahay uuna doonayaa inuu tallaabo degdeg ah qaado. Inkastoo sharcigu uusan sheegin qof ama xafiis gaar ah oo soo jeedinta loo diraayo, waa fikir fiican inaad u dirto qof aad aaminsan tahay inuu talaabo qaadaayo. Tusaale, waxaad dooran kartaa inaad waraaqda soo jeedinta u dirto maamulaha dugsiga ama agaasimaha waxbarashada gaarka ah ee degmada.

Maxaa dhacaaya kadib marka degmadu hesho soo jeedinta qiimeynta waxbarashada gaarka ah?

Degmadu waxay haysataa 25 maalmood oo kuwa shaqada ah si ay go'aan uga gaarto inay qiimayso iyo in kale arday. (Ma jirana jadwallada qiimaynta oo ku cad Qaybta 504. Haddii aysan degmadu lahayd xeerarka qiimaynta 504, adeego jadwallada IDEA si aad u tixraacdo.) Si ay u gaarto go'aankeeda qiimaynta, degmadu waa inay dib u eegis ku samayso diiwaanno kasta oo jiray oo waxbarasho ama caafimaad oo dugsigu hayo ama uu keenay waalid ama daryeele. Marka degmadu go'aan ka gaarto in la qiimeeyo iyo inkale, degmadu waa inay waalidka ama masuulka u dirtaa ogaysiiska go'aanka. Haddii degmadu go'aansato inaysan samayn qiimeyn, waad diidi kartaa go'aanka. Ka fiiri Qaybta VII ee daabacaadaan si aad u hesho sharaxaada qaababka kaladuwan ee loo xaliyo khilaafaadka ka jira gudaha degmada.

Waa maxay oggolaanshaha degmadu u baahan tahay si ay u samayso qiimaynta?

Kahor intaan degmadu samayn qiimeyn ku aadan ilmo marka koowaad, waa qasab inay ogolaansho ka hesho walaidka. Haddii waalidku diido, degmadu waxay codsan kartaa dhageysi si loo buriyo diidmada waalidka.

Maxaa dhacaaya marka degmadu oggolaansho u hesho qiimaynta?

Degmada dugsiga ayaa haysata 35 maalmood oo kuwa dugsiga la dhigto ah gudahood inay qiimayn ku samayso ardayga. Sharciga Washington ayaa sheegaaya in marka degmadu hesho oggolaanshaha qiimeynta u qalmida waxbarashada gaarka ah, ay haysato 35 maalmood gudahood inay:

• Si buuxda u qiimayso ardayga
• Go'aan ka gaarto in ardaygu qabo naafo
• Ay go'aamiso haddii cunugu u baahan yahay adeegyada waxbarashada gaarka ah.

Degmada iyo waalidka ayaa sidoo kale ku heshiin kara jadwal, haddii ay degmadu qorto heshiiska ay waalidka la gashay. Tusaale, waalid ayaa dooni kara inuu aqbalo kordhinta jadwalka sugitaanka natiijooyinka qiimeynta waxbarashada ee madaxa banaan. Jadwalka 35 maalmood ee kuwa dugsiga la dhigto ah ayaa meesha ka baxaaya haddii waalidku si joogto ah u diido inuu cunuga keeno qiimaynta ama haddii cunugu u kalaguuro degmooyin kaladuwna inta la wado qiimaynta, marba haddii degmada cusub samaynayso hormar muuqda oo ku aadan xaqiijinta in qiimaynta la sameeyo si dhakhso ah waalidka iyo degmada cusubna ku heshiiyaan jadwal cusub oo qiimaynta lagu dhamaynaayo.

Jadwalka Qiimaynta ee Gobalka Washington

Soo jeedinta qiimaynta waxbarashada gaarka ah

25 maalmood oo kuwa shaqada ah si go'aan looga gaaro in la qiimeeyo ardayga iyo inkale

Oggolaanshaha qoraalka ah ee waalidku siiyo qiimaynta

35 maalmood oo kuwa shaqada ah oo lagu dhamaynaayo qiimaynta

Maxaa dhacaaya haddii cunugaygu guuro inta qiimayntu socoto?

Haddii arday uu u guuro degmo kale isla sanad dugsiyeedka, dugsiga hore iyo dugsiga cusub ee ardaygu waa inay ka wada shaqeeyaan si dhakhso ah oo ugu macquulsan xaqiijinta in qiimaynta waxbarashada gaarka ah la sameeyo si dhakhso ah. Sharciga Gobolka Washington ayaa ka doonaaya degmada cusub inay biloowdo soo qaadashada diiwaannada ardayga marka ardayga la diiwana gasho iyo in degmada dugsigii hore ee ardaygu ay keento xogta muhiimka ah 2 maalmood oo kuwa shaqada ah iyo diiwaannada dugsiga sida ugu dhakhsaha badan.

Waa maxay muddada la samaynaayo qiimaynta waxbarashada gaarka ah?

Degmadu waa inay ka qiimayso cunuga dhammaan dhinacyada naafada looga shakiyo. Qiimeynta waxbarashada gaarka ah waxay leedahay labo ujeedo: 1) in la go'aansho u qalmida adeegyada, iyo 2) in la aqoonsado baahiyaha iyo awoodaha ardayga si barnaamijka waxbarashada gaarka ah loo abuuro. Xaqiiqada ah in degmada ay qasab ku tahay inay qiimayso DHAMMAAN dhinacyada looga shakiyay naafada ayaa ah arrin aad u wayn, oo ah muhiim.Mararka qaar ardayga ayaa dhibaatooyin ku qabi kara wax ka badan hal meel. Degmadu way joojin kartaa qiimaynta marka ardayga lagu ogaado inuu u qalmo waxbarashada gaarka ah sabab la xariirta hal dhinac. Haddii qiimaynta lagu sameeyay hal meel, waa laga yaabaa inaysan jirin xog ku filan oo ku saabsan baahiyaha guud ee ardayga marka la gaaro xiliga abuurista barnaamijka gaarka ah. Si loogu sameeyo qorshaha ugu haboon ee waxbarashada cunugaaga, fiiro gaar ah u yeelo dedaallada qiimaynta ee degmada si aad u xaqiijiso inay yihiin kuwo balaaran. Xasuusi degmada masuuliyada ka saaran qiimeynta dhammaan dhinacyada.

Waa maxay dhinacyada ay tahay in la qiimeeyo waase maxay noocyada baaritaannada la adeegsanaayo?

Degmada ayaa ku qiimayn karta cunuga meelaha soo socda:

• Caafimaadka (caafimaadka jirka iyo dhimirka)
• Aragga
• Maqalka
• Caafimaadka bulshada iyo dareenka
• Garaadka guud
• Dedaalka waxbarashada
• Wada-hadalka, hadalka, iyo luuqada.
• Awoodaha dhaqdhaqaaqa.

Baaritaanka loo adeegsaday qiimaynta waa inuu noqdaa mid sax ah kuna haboon aagga la baarayao. Tan ayaa ka dhigan in baaritaanku u baahan yahay inuu cabiro si sax ah waxyaabaha loogu talagalay inuu baaro. Tusalae, Wechsler Intelligence Scale for Children IV (Cabirka Garaadka Ilmaha ee Wechsler IV) (looguna yeero WISC IV) ayaa ah baaritaanka badanaa la adeegsado looguna talagalay in lagu cabiro garaadka guud. Si guud, natiijooyinka WISC IV looma adeegsan karo qiimaynta xaalada dareenka ee ilmaha waayo maaha ujeedada loo sameeyay baaritaanka. Baaritaannada iyo agabka qiimaynta waa in la doortaa lana adeegsadaa si aan qofka loogu takoorin sababo isir, dhaqan ama jinsi. Waxaa intaas dheer, baaritaannada iyo agabka waa in lagu siiyaa ardayga luuqada hooyo ee ardayga ama qaab kale oo la isku fahmo (sida luuqada naafada), ilaa inaysan suurtagalayn maahee talaabadaas.

Maxaad samayn kartaa? Waydii su'aalo ku saabsan baaritaannada. Inkastoo eray bixinnada qiimaynadu noqon karaan kuwo dhib badan, inaad su'aalo waydiiso waxaad ku fahmaysaa:

• Ujeedada baaritaanka, iyo
• In nooca baaritaanka la adeegsaday uu ku habboon yahay cunugaaga.

Waydii qof kamid ah kooxaha qiimaynta inuu kuu sharaxo baaritaannada asagoo adeegsanaaya luuqad fudud. Xaqiiji in baaritaanku uu si sax ah u cabiri karo awooda la rabo inuu cabiro. Tusaale, baaritaannada qaarkood ayaa leh shuruudaha da'da, xirfada akhriska iyo awooda luuqada si natiijadu u noqoto mid sax ah. Haddii cunugaagu aad uga yar yahay baaritaan gaar ah, uusan akhrin karin heerka muhiimka u ah baaritaanka, ama haddii baaritaanka aan lagu bixin luuqada hooyo ee cunugaaga, markaas natiijada baaritaanka ayaan manfac lahayn waxayna noqon kartaa mid khalad ah.

Yaa samayn doona baaritaanka?

Xirfadleyaal aqoon u leh samaynta baaritaanka aagga looga shakiyay naafada. Dhakhtarka maskaxda ee dugsiga ayaa samayn kara baaritaannada. Laakiin aagag naafada qaarkood ayaa u baahan doona khabiirka maskaxda oo haysta tababar gaar ah, dhakhtarka caafimaadka dhimirka, baxnaaniyaha jirka/baxnaaniyaha hadalka, dhakhtar caafimaad, ama qof kale oo khibrad leh. Haddii shaqaalaha degmadu aysan awoodin inay sameeyaan qiimaynta, degmada ayaa u baahan karta inay raadiso khabiir ka baxsan shaqaalaheeda si uu u sameeyo shaqada qiimaynta. Qiimaynadana banaanka ah waa inay qarashkooda dhiibto degmadu. Degmada ayaa ku waydiin karta haddii arday ama qoysku leeyahay caymis gaar loo leeyahay ama maal gelin kara oo dabooli karta qarashka qiimaynada banaanka lagu sameeyo. Haddii arday ama qoys uusan doonayn inuu adeegsado gunnooyinka caymiska ama ilaha kale ee maalgelinta, degmadu waa inay wali diyaariso ayna dhiibto qarashka baaritaanka banaanka ah ee muhiimka u ah dhameystirka qiimeynta.

Waa maxay qaababka kale ee degmadu ku aruurin karto xog ku saabsan u qalmida cunugayga iyo baahida waxbarashada gaarka ah?

Degmadu waa inay adeegsataa noocyada kaladuwan ee agabka iyo xeeladaha qiimaynta si ay u hesho xogta loo baahan yahay ee shaqada, kobaca iyo tacliinta ee ardayga. Aruurinta xogta waxaa ku jiri kara kormeerida ardayga iyo waraysiyo laga qaado qoyska, daryeeleyaasha, iyo dadka kale ee ardayga aqoonta u leh. IDEA iyo No Child Left Behind Act (Sharciga Qasabka ka dhigaaya Waxbarashada Ilmo Kasta) ayaa xoojinaaya adeegsiga qiimaynada gudaha fasalka si loo aruuriyo xog. Qiimaynadaan gudaha fasalka ah waxaa loogu yeeraa cabirada ku salaysan manhajka (CBMs). Waa inaad waydiiso kooxda haddii CBMs loo adeegsaday cunugaaga si dhammaan xubnaha kooxda qiimayntu u akhriyaan qiimaynadaan waayo mararka qaar CBMs waxaa sameeya macalinka waxbarashada guud lalamana wadaago shaqaalaha waxbarashada gaarka ah.

Ka waran haddii aan diido qaabka ama natiijada qiimaynta?

Waxaad codsan kartaa qiimaynta waxbarashada oo madax banaan oo ay qarashka dhiibayso degmadu haddii aad diido natiijada qiimaynta. Haddii aad walaacyo ka qabto cabirka ama natiijooyinka qiimaynta, waxaa jira waxyaabo aad samayn karto:

• La hadal degmada oo soo gudbi walaacyadaada. Ka codso degmada inay samayso qiimayn dheeraad ah ama kale
• Raadi qaabab kale oo lagu sameeyo qiimaynta (Cunugaagu ma haystaa caymis caafimaad oo dabooli kara qarashka qiimaynta aagga walaacu ka jiro? Degmadu waa inay tixgelisaa qiimaynada ka baxsan ayada.)
• Codso in qiimaynta waxbarashada oo madax banaan la sameeyo ayadoo qarashka ay degmadu dhiibayso, oo ka hel liiska qiimeeyaasha degmada.
• Iskuday dookhyada xalinta khilaafka ee rasmiga ah, sida dhex-dhexaadin, cabasho, ama dhagaysiga. Akhri Qaybta VII ee daabacaadaan si aad u hesho xog dheeraad ah oo ku aadan xalinta khilaafka.

Maxaa dhacaaya haddii aan codsado "qiimaynta madaxa banaan ee waxbarashada oo dawladu dhiibayso lacagta?"

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.

Waa maxay individualized education program ama “IEP?”

Individualized Education Program (IEP, Barnaamijka Waxbarashada Gaarka ah)waa qeexitaanka faahfaahsan ee casharka iyo adeegyada ardayga naafada ah u baahan yahay si uu u helo waxbarasho macno leh. Barnaamijka waxbarashada gaarka ah, ama IEP, waa dukumiinti qeexaaya adeegyada gaarka ah ee waxbarashada ee cunugu helaayo. IEP waa dukumiinti sharci ah ardayduna waxay xaq u leeyihiin inay helaan dhammaan adeegyada lagu sheegay IEP da. IEP waa in lagu dhisaa ardayga iyo baahiyihiisa waxbarashada, laakiin waxaa lagu dari karaa xeeladaha hal abuurka leh ee la xariira bixinta adeegyada.

IEP da waa in lagu daraa:

• Caddaynta heerarka hadda ee arsaygu ka gaaray shaqada jirka iyo waxbarashada—xaalada guud ee ardayga
• Hadafyada Sannadlaha ee waxbarashada
• Cadaynta sida hormarka aydayga lagu cabiri doono iyo xiliga warbixinnada goo-gooska ah ee ku aadan hormarka ardayga lasoo saaraayo
• Qeexitaannada dhammaan adeegyada cunugu heli doono markuu joogo labadaba fasalka waxbarashada guud iyo kan waxbarashada gaarka ah
• Qeexitaanka "adegeyada la xariira" ee ardaygu heli doono sida baxnaaninta hadalka iyo luuqada, gaadiidka, iyo tallo bixinta
• Qeexitaanka dhammaan isbadellada lagu sameeyo barnaamijka ee la bixin doono, sida agabka akhriska ee la fududeeyay, aalada akhriska ee imtaxaanaadka iyo layliyada kale, cajalada duubta khudbadaha, iwm.
• Go'aaminta in ardaygu u baahan yahay iyo inkale agabka kaalmaatiga ah ee tignooloojiyada iyo adeegyada. Tignooloojiyada kaalmaatiga ah waxaa laga wadaa qalab ama nidaamyo kor u qaadaaya awoodaha ardayga waxaana ku jiri kara agabka ganacsiga loo sameeyay sida kumbuyuutar ama kaybiirka wax lagu qoro.
• Go'aan ku aadan u qalmida jimicsiga jirka ee la fududeeyay, iyo haddii uu u qalmo, sida loo bixinaayo
• Qeexitaanka sida ardaygu uga qaybgalaayo casharada iyo hawlaha waxbarashada guud, iyo haddii uusan ka qaybgalayn, sababta uusan oga qaybgaleen
• Caawimaado kasta oo farsamo oo ardaygu heli doono si uu u qaato adeegyada sanad dugsiyeedka la kordhiyay, haddii ay Kooxda IEP du go'aamiso inay muhiim u yihiin
• Caawimaadaha dabeecada, haddii ay jiraan, ee ardaygu u baahan yahay
• Goobta, muddada, iyo inta jeer ee adeegyada la bixinaayo
• Taariikhaha adeegyada la bilaabaayo
• Bilaabida ugu danbayn Iep da marka ardaygu gaaro 16 sano, ama ka yar haddii ay Kooxda IEP du go'aamiso inay habboon tahay: 1) yoolalka haboon ee la cabiri karo ee dugsi sare kadib iyo 2) adeegyada kalaguurka ee loogu baahan yahay ka caawinta ardayga gaarista yoolalkaas.

Waxaa dheer ardayda qaata qiimaynada kale waa inay sidoo kale lahaadaan waxyaabaha soo socda oo lagu daray IEP dooda:

• Qeexitaanka yoolka ama higsiyada muddada gaaban
• Cadaynta sababta uusan ardaygu uga qaybgeli karin qiimaynta joogtada ah
• Cadaynta sababta imtaxaan nooc kale oo gaar ah uu ugu habboon yahay ardayga.

Muddo intee le'eg ayay kadib qiimaynta koowaad ku qaadanaysaa cunugayga inuu helo IEP da haddii ay u qalanto waxbarashada gaarka ah?

Kadib 30 maalmood gudahood markuu soo baxo go'aanka sheegaaya in ardaygu xaq u leeyahay waxbarashada gaarka ah, kulanka IEP da waa in la qabtaa. Marka degmadu dugsigu go'aamiso in arday uu u qalmo adeegyada waxbarashada gaarka ah, degmadu waxay haysataa 30 maalmood (maaha kuwa dugsiga la dhigto keliya) inay qabato kulanka IEP ayna abuurto qorshaha gaarka ah ee ardayga.

Yaa abuuraaya IEP?

Kooxda IEP ayaa ka kooban dad gacan ka gaysan kara dejinta barnaamijka waxbarashada ee ardayga. Koox dad ah ayaa masuul ka ah qorista iyo ansixinta IEP da. Dadka soo socda ayaa qayb ka ah Kooxda IEP waxayna badanaa joogaan dhammaan kulannada IEP:

• Waalidka ama masuulka
• Ugu yaraan hal kamid ah macalimiinta waxbarashada guud ee ardayga (haddii ardaygu dhigto ama uu ka qaybgeli karo goobta waxbarashada guud)
• Ugu yaraan hal kamid ah macalimiinta waxbarashada gaarka ah ama, marka ay habboon tahay, macalinka waxbarashada gaarka ah
• Wakiil ka socda degmada oo xirfad u leh waxbarashada carruurta naafada ah aqoonna u leh manhajka guud iyo khayraadka la heli karo (sida agaasimaha waxbarashada gaarka ah)
• Qof turjumi kara xogta qiimaynta (wuxuu noqon karaa mid kamid ah dadka kor lagu sheegay ama dhakhtarka caafimaadka dhimirka ee dugsiga)
• Marka waalidka ama degmadu go'aansato, dad kale oo aqoon u leh ama khibrad gaar ah u leh cunuga
• Ardayga (haddii ay habboon tahay)
• Adeeg bixiyaasha adeegga kalaguurka (sida khubarada barashada shaqada ama qof ka socda wakaalad banaanka ah sida Developmental Disability Administration (DDA, Waaxda Naafooyinka Kobaca)).

Dad kale ayaa ku jiri kara Kooxda IEP. Sharciga ayaa si gaar ah ugu oggolaanaaya "dad kale oo aqoon u leh ama khibrad gaar ah u leh cunuga" inay ka mid noqdaan Kooxda IEP. Tani waxay ka dhigan tahay in Kooxda IEP ay ku jiraan qaraabo, xubnaha qoyska, xubnaha bulshada, baxnaaniyaasha, u doodeyaasha. Degmada ama waalidka ayaa go'aaminaaya cidda aqoonta ama khibrada u leh cunuga. Haddii ay jiraan dad aad aaminsan tahay inay ka qaybgalaan Kooxda IEP da ee cunugaaga, xaqiiji inaad u sheegto dugsiga si ay u casuumaan. Hase yeeshee, sida ku cad IDEA iyo sharciga waxbarashada gaarka ah ee gobalka, xubnaha Kooxda IEP qasab maaha inay kasoo qaybgalaan kulanka xaalado kasta oo jiraba. Xubin kamid ah Kooxda IEP ee ku qoran kor qasab kuma ahan inuu soo xaadiro kulanka IEP haddii aagga manhajka ee xubinta aysan ku jirin mawduuca kulanka waalidka iyo degmada dugsiguna isku raacaan si qoraal ah in xaadiristiisu aysan qasab ahayn. Tusaale, adeeg bixiyaha hadalka iyo luuqada ayaa laga yaabaa inaan laga doonayn inuu soo xaadiro haddii adeegyada hadalku aysan ahayn mawduuca kulanka IEP waalidka iyo degmada dugsiguna labaduba isku raacaan qoraal ahaan in adeeg bixiyaha hadalka iyo luuqada aan laga doonayn inuu soo xaadiro waayo ujeedada kulanka ayaa ah in la doodo qorshaha caawimaada habdhaqanka ardayga oo keliya. Waxaa intaas dheer, xubnaha Kooxda IEP da ayaa laga fasixi karaa kulanka XATAA HADDII kulanku quseeyo wax ka badalka ama ka doodista aaga shaqada ee xubinta haddii waalidka ama degmada dugsigu isku raacaan arintaan si qoraal ah. Hase yeeshee, xubin kamid ah Kooxda IEP oo la fasaxay waa inuu soo diraa fikirkiisa oo qoraal ah si loogu daro abuurista IEP da uuna u diraa waalidka iyo degmada dugsiga labadaba kahor kulanka.

Sidee ayaan ku ogaanayaa marka Kooxda IEP du ay kulmayaan?

Waa qasab in degmadu u sheegto waalidiinta ujeedada kulanka IEP, waqtiga iyo goobta, iyo cidda kasoo qaybgalaysa. Degmadu waa inay bixisaa ogaysiiska xili hore oo ku filan si loo xaqiijiyo in waalidiintu fursad u helaan kasoo qaybgelida. Kulanka waa in la mudeeyaa xili lagu heshiiyay waqtiga iyo meesha. Haddii waalidka iyo degmada dugsigu isku raacaan, kulannada ayaa lagu qaban karaa khadka taleefanka ama shir maqal iyo muuqaal ah.

Maxaan ku kordhin karaa IEP?

Fikradaha ka yimaada waalidiinta iyo dadka kale ee cunuga yaqaana kana fakarayaa guusha cunuga ayaa muhiim u ah abuurista barnaamijka waxbarashada gaarka ah oo waxgal leh. Waalidiintu waa qayb aad muhiim ugu ah Kooxda IEP waxaaana laga yaabaa inay fikrado aad muhiim ah ka hayaan dadka lagu daraayo kooxda. Kooxda IEP waa inay tixgeliyaan xadidaadaha marka ay abuurayaan qorshe. Waa inaad u sheegtaa dugsiga haddii ay jiraan dad kale oo aad aaminsan tahay inay fikir ku biirin karaan hanaanka. Qayb muhiim ah oo doorkaaga kamid ah markaad tahay u doode waa inaad qiimeyso barnaamijka waxbarashada iyo adeegyada ay soo bandhigayso degmada dugsigu. Tusaale, yoolalka iyo higsiyada ma yihiin kuwo macquul ah marka laga eego fahankaaga ku aadan awoodaha ardayga? Ma yihiin noocyada adeegyada ay degmadu ku talinayso kuwo farqi u samaynaaya cunugaaga? Haddii aad hayso tallooyinka ku aadan kor u qaadista qorshaha waxbarashada, waa inaad ka sheegtaa kulanka Kooxda IEP. Waxaad sidoo kale ku dari kartaa fikir iyo hal abuur cusub hanaanka. Ka fakar qaabab aad ula hadli karto cunugaaga oo aysan macalimiintu ka baaraan degin. Tusaale ahaan, haddii abaal marinta waqti shaqooyin gaar ah ama ciyaaro ay dhiiri geliyaan cunugaaga inuu sameeyo shaqooyinka guriga, markaas isla abaal marinno lamid ah oo ku aadan samaynta layliyada ayaa dugsigu dhaqan gelin karaa. Ama waxaa laga yaabaa inaad og tahay in cunugaagu dhibaato ku qabo marka ay jiraan mashquul badan, dad badan, ama qaylo badan. Waxaad soo jeedin kartaa in cunugaagu badelo casharada kahor ama kadib intaan ardayga kale sameyn.

Sidee ayuu IEP gu u waajahayaa ciladaha dhanka dabeecada?

IEP ga waa in lagu daraa qiimaynta dabeecada habdhaqanka iyo qorshaha caawimaada dabeecada haddii cilado dhanka dabeecada ah ay jiraan. Arday dabeecadiisu carqalad ku tahay higsigiisa waxbarashada ama tan ardayda kale, IEP gu waa inuu baxshaa yoolal iyo higsiyo ku aadan hormarinta dabeecada iyo xeeladaha xal u helida cilada. Waa muhiim in la xasuusto in habdhaqanka ardaygu ka imaanaayo naafadiisa. IEP gu waa inuu qiyaasaa ciladaha dabeecada uuna abuuraa qaabab waxtar leh oo looga hortagaayo ciladahaas kahor intaysan dhicin.

Goorma ayaa dib u eegis ama muraajacayn lagu sameeyaa IEP ga?

Ugu yaraan halmar sanadkii, laakiin marar ka badan ayaa la sameeyaa marka xubin kamid ah Kooxda IEP du codsado. IEP yada waa in la muraajaceeyaa halmar sanadkii. Hase yeeshee, waa qasab in degmadu raacdo IEP da xataa haddii la dhaafay xiligii dib u eegista. Dhammaadka sanadka, Kooxda IEP da waa inay kulmaan si ay dib u eegis ugu sameeyaan barnaamijka waxbarashada ayna u go'aanshaan in yoolalka sanadlaha ah ee ardayga la gaaray. IEP ga waa in la muraajaceeyaa haddii ardaygu uusan muujin wax hormar waxbarasho ah ama xog cusub oo ku saabsan ardayga ay soo baxdo. IEP ga waa in lagu muujiyaa baahiyaha isbadelaaya ee ardayga markuu sii qaangaaro. IEP ga ayaa sidoo kale dib u eegis lagu samayn karaa marka uu codsado xubin kamid ah kooxda ama marka xaaladuhu isbadelaan. Hase yeeshee, sida ku cad sharciga IDEA iyo sharciga waxbarashada gaarka ah ee gobalka, isbadello ayaa hadda lagu samayn karaa IEP ga ardayga kadib marka kulanka dib u eegista ah ee sanadlaha ah la qabto ayadoon la qaban kulanka IEP haddii waalidka iyo degmadu sidaas ku heshiiyaan. Markay sidaan dhacdo, dukumiinti qoran ayaa loo adeegsan karaa si wax looga badelo ama loo fududeeyo IEP da cunuga. Marka waalidku codsado, degmada dugsigu waa inay waalidka siisaa nuqulka la muraajaceeyay ee IEP da taasoo ay ku jiraan isbadellada. Haddii aad aamisan tahay in IEP ama adeegyada waxbarashada gaarka ah ee cunugaaga la badelay, ka codso Degmada nuqulka IEP dii ugu danbaysay ayna ku jiraan isbadello kasta oo qoraal ah oo lagu sameeyay heshiiska. Sida ku cad IDEA, degmooyinka dugsiga ayaa sidoo kale lagu boorin karaa inay yareeyaan tirada kulannada IEP ee loo qabto arday kasta sanad kasta ayadoo la dhiiri gelinaayo isku dhafida kulannada Kooxda IEP.

Ka waran haddii isbadello lagu sameeyo IEP da cunugaga anoon oggolaansho bixin?

La hadal dugsiga isla markaba si aad ugu sheegto walaacyadaada. Waxaad qayb ka tahay Kooxda IEP waana qasab in lagugu daro dhammaan go'aannada ku saabsan barnaamijka waxbarashada gaarka ah ee cunugaaga. Haddii aadan awoodin inaad xal u hesho khilaafka si dadban adoo la hadlaaya shaqaalaha dugsiga, akhri Qaybta VII ee Xalinta Khilaafka ee dabaacaadaan si aad u hesho dookhyo dheeraad ah.

Marka cunugaygu u qalmo waxbarashada gaarka ah ma jirtaa qiimayn kale?

Haa, ardayda qaba naafada waa in qiimayn lagu sameeyaa halmar saddexdii sanaba, iyo marar dheeraad ah haddii loo baahdo. Inkastoo ay qasab tahay in la muraajaceeyo IEP halmar sanad kasta, dib u qiimaynada ardayda qaba naafada ayaan u baahnayn in sanad kasta la sameeyo. Dib u qiimaynada waa qasab in la sameeyo ugu yaraan halmar saddexdii sanaba mar.Waalidka iyo degmada dugsiga ayaa isku raaci kara in dib u qiimaynta saddexda sano ah aysan qasab ahayn. Hase yeeshee, qiimaynadaan saddexdii sanaba mar ayaa badanaa siiya waalidiinta iyo degmooyinka dugsiga xog muhiim ah oo ku aadan xaalada ardayga. Ka fakar isbadellada ardaygu maraayo saddexdaas sano laga bilaabo dugsi hoose ilaa dugsi sare! Si taxadar leh uga fakar kahor intaadan aqbalin inaan dib loo qiimayn cunugaaga waayo waxyaabo badan ayaa isbadeli kara saddex sano kadib lagasoo bilaabo qiimayntii ugu danbaysay. Ardayga ayaa dib u qiimayn lagu samayn karaa xiligaas kahor haddii degmada dugsigu go'aamiso in baahiyaha waxbarashada iyo adeegga ee cunugu u baahan yihiin dib u qiimayn (tan waxaa ku jira xaaladaha cunugu samayn karo hormaro) ama haddii waalidka ama macalinku codsado dib u qiimayn. Hase yeeshee, dib u qiimaynada ayaan la qaban karin wax ka badan halmar sanadkii ilaa in degmada iyo waalidku ku heshiiyaan maahee in qiimayn loo baahan yahay. Ujeedada dib u qiimayntu waa in la go'aansho:

1. In ardaygu wali buuxinaayo iyo inkale shuruudaha u qalmida
2. Noocyada adeegyada dheeraadka ah ee loo baahan yahay si loo gaaro yoolka IEP da
3. Heerarka hadeer ee guusha waxbarashada iyo baahiyaha la xariira ee kobaca ardayga.

Kooxda IEP du waa inay dib u eegis ku sameeyaan xogta qiimaynta ee jiray ee ardayga si loo go'aansho baaritaan dheeraad ah haddii uu jiro, loo baahan yahay si xal loogu helo saddexdaan waxyaabood ee kor lagu sheegay.

Xagee ayuu ka helayaa cunugaygu adeegyada naafada ee lagu qeexay IEP giisa?

Ardayda qaba naafada waa in wax lagu baraa meel xoriyad leh oo waxbarasho - taasna waxay noqon kartaa fasalka waxbarashada guud. Mabda'a asalka u ah IDEA waa in ardayda naafada ah lagu daro barnaamijka waxbarashada guud sida ugu badan ee macquulka ah waana inaan laga saarin ama wax lagu barin meel gaar ah. Carruurta naafada ah ayaa xaq u leh in wax lagu baro goob waxbarasho oo xor ah. Tani waxay ka dhigan tahay in Kooxda IEP da ay qasab tahay inay ka fiirsato wax ku barista iyo ku siinta adeegyada ardayga isla meesha ardayda kale ee aan naafada ahayn wax lagu baro tacliinta, waxyaabaha ka baxsan tacliinka, iyo nashaadaadka ka baxsan manhajka. Ardayda naafada ah ayaa laga saari karaa goobta waxbarashada guud keliya haddii baahiyuhu aad u daran yihiin ama uu fawdo kicinaayo taasoo ka dhigan inuusan samaynayn kobac waxbarasho, xataa haddii taageero ama adeegyo dheeraad ah lagu baxsho fasalka waxbarashada guud. Maaha in dhammaan ardayda naafada ah guul ka gaari karaan fasalka waxbarashada guud ayagoon la siin taageero. Ardayda qaarkood ayaa u baahan caawimaad gaar ah oo ay ka helaan kaaliyaha macalinka ee fasalka, ama hawl fududayno ku aadan manhajka, macluumaadka, iyo qaababka casharka. Arday kale ayaa u baahan isbadel ku dhaca goobta oo dhan si guud, sida maalin gaar ah oo cashar lagu siiyo dugsiga ama guriga. Degmo dugsiyeed kasta waa inay xaqiijisaa in heerka goobaha waxbarashada ay heli karaan ardayda naafada ah maadaama ardayda qaar oo naafo ah u baahan yihiin wax ka badan inta lagu barto fasalka waxbarashada guud. Ardayda waa in wax lagu baraa goob waxbarasho oo ugu dhow fasalka waxbarashada guud, laakiin wali ardayga siinaysa kobac dhanka tacliinta ah. Heerkaan goobaha waxbarashada ayaa mararka qaar loogu yeeraa goobaha joogtada ah waxaana ku jiri kara dookhyada lagu qeexay shaxda dhanka bidix.

Maxaa dhacaaya haddii cunugaygu uu leeyahay IEP aana guurno sanad dugsiyeedka dhexdiisa?

1. U guurista meel gobalka kamid ah: Degmada cusub ee dugsiga waa inay ardayga siisaa adeegyada u dhigma kuwa lagu sheegay IEP ga ka yimid degmadii hore ilaa degmada cusub ay dhaqan gelinayso IEP dii hore ama ay abuurayso IEP cusub.
2. U guurista meel ka baxsan gobalka: Degmada gobalka cusub waa inay ardayga siisaa adeegyada u dhigma kuwa lagu sheegay IEP ga ka yimid degmadii hore ilaa degmada cusub ay samayso qiimayn cusub, haddii loo baahdo, ayna abuurto IEP cusub.

 

Labada xaaladood ba, dugsiga cusub waa inuu qaadaa tallaabooyin macquul ah si uu u helo diiwaannada waxbarashada gaarka ah dugsiga horena waa inuu si degdeg ah uga jawaabo codsiyada xogta.

 

Cunugayga naafada qaba ma heli karaa adeegyada waxbarashada gaarka ah inta lagu jiro xagaaga?

Haa.

1. Adeegyada Extended school year (ESY, Sanad dugsiyeedka la kordhiyay)

Ardayga qaba naafada ayaa heli kara adeegyada waxbarashada gaarka ah inta lagu jiro xagaaga haddii Kooxda IEP du ay go'aamiso in adeegyadu muhiim yihiin si ardaygu u helo waxbarasho macno leh. U qalmida adeegyada sanad dugsiyeedka la dheereeyay waxaa lagu salayn karaa waxyaabaha soo socda:

• Suurtagalnimada in ardaygu uu lumin karo xirfadaha inta lagu jiro xagaaga
• In barnaamijka xagaagu muhiim u yahay ardayga si uu u gaaro yoolalkiisa sanadlaha ah ee IEP
• Talo bixin ka timid xirfadle
• Taariikhda waxbarashada ee ardayga.

Degmooyinka dugsiga ayaa laga doonayaa inay abuuraan shuruudaha Kooxda IEP du u adeegsanayso marka ay go'aaminayso baahida ardayga ee adeegyada sanad dugsiyeedka la dheereeyay. Haddii aad aaminsan tahay in cunugaagu u baahan yahay adeegyada sanad dugsiyeedka la dheereeyay, ka codso nuqulka shuruudaha Degmada. Haddii barnaamijka xagaaga la bixiyo, waa inay buuxisaa higsiyada IEP da. Si kale haddii aan u dhigo, ka qaybgalka koorsooyinka waxbarashada guud ee xagaaga ee la siiyo dhammaan ardayda ayaa laga yaabaa inaysan ku finaan ardayga. Haddii IEP ga ardaygu uu bixinaayo macalin fool ka fool u taageeraya ardayga inta sanad dugsiyeedka lagu jiro, waa in ardayga la siiyaa casharka fool ka foolka ah inta lagu jiro xagaaga sidoo kale. Barnaamijka sanad dugsiyeedka la kordhiyay waa in si bilaash ah lagu siiyaa ardayga. Haddii degmadu aysan lahayn barnaamijka xagaaga oo ku habboon ardayga u qalma adeegyada sanad dugsiyeedka la kordhiyay, degmadu waa inay barnaamijka abuurtaa ama dhiibtaa qarashka si ardaygu uga qaybgalo barnaamijka ay bixiso degmo dugsiyeed kale ama urur gaar loo leeyahay. Degmadu waa qasab inay dhiibto qarashka gaadiidka ama qarashaadka kale ee la xariira barnaamijka sanad dugsiyeedka cusub.

2. Caawimaadaha iyo adeegyada lagu bixiyo dugsiga xagaaga ee waxbarashada guud

Haddii ardday qaba naafo uusan u qalmin adeegyada ESY laakiin uu iska qoro barnaamijka dugsiga xagaaga ee waxbarashada guud ee degmada, dugsigu waa inuu wali siiyaa caawimaad iyo casharo gaar ah ardayga. Ku codso adeegyadaan sharciyada IDEA iyo Qaybta 504 haddii cunugaagu u baahan yahay caawimaad dheeraad ah si uu uga qaybgalo barnaamijka.

Barnaamijka waxbarashada gaarka ah ma ka caawin karaa cunugayga ka gudbidda nolosha dugsiga iyo u guurista nolosha dadka waaweyn?

Miyaan heli karaa nuqul tarjuman oo IEP-ga ilmahayga ah?

Haa, waad heli kartaa nuqulka Individualized Education Program (IEP, Barnaamijka Waxbarashada Gaarka ah) ilmahaaga oo la turjumay haddii aad mid u baahan tahay si aad awood ugu yeelato inaad fahanto.

Marka loo eego sharciyada waxbarashada gaarka ah, degmooyinka waa inay tarjumaan foomamka oggolaanshaha waxbarashada gaarka ah iyo “prior written notices ogeysiisyada qoraalka hore.”

Sharciyada waxbarashada gaarka ah waxba si gaar ah ugama sheegaan tarjumaada IEP lafteeda. Hase yeeshee, US Department of Education (Waaxda Waxbarashada ee Maraykanka) iyo US Department of Justice (Waaxda Caddaaladda ee Maraykanku) waxay sharaxeen in si loogu hoggaansamo Cinwaanka VI ee Civil Rights Act (Xeerka Xuquuqda Madaniga), degmooyinka waa inay diyaar u noqdaan inay bixiyaan tarjumaadaha IEP-yada. Waxay sharaxayaan:

Sida ku cad Farqada VI, dhammaan dukumeentiyada muhiimka ah, oo uu ku jiro IEP-ga ardayga, waa in ay helaan waalidiinta LEP -ka ah [Aqoontooda Ingiriisidu Xaddidantahay], laakiin taasi macnaheedu maaha in dhammaan dukumeentiyada muhiimka ah loo turjumo luqad kasta oo degmada looga hadlo. Tusaale ahaan, fasiraada afka ah oo waqtiyeysan oo dhammaystiran ama soo koobitaanka qoraalka muhiimka ah ayaa laga yaabaa inay ku filnaato xaaladaha qaarkood. Degmadu waa inay, si kastaba ha noqotee, u diyaar ahaato inay bixiso IEP-yo la turjumay oo wakhtiyeysan oona dhammaystiran si ay u bixiso helitaan macno leh oo ku aadan IEP iyo xuquuqda waalidka ee iyada ku lifaaqan. Tani maxaa yeelay waalidku wuxuu u baahan yahay inuu galaangal macno leh u helo IEP ma aha oo kaliya inta lagu jiro kulanka IEP, laakiin sidoo kale sannad dugsiyeedka oo dhan si ay u kormeeraan horumarka ilmaha ayna u hubiyaan in adeegyada IEP la bixiyo.

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

Haddii aad u baahan tahay nuqul ka mid ah kooxda IEP ee ilmahaaga oo tarjuman, la xiriir waaxda waxbarashada gaarka ah ee ku yaalo degmada dugsiga ilmahaaga.  

Haddii aad qabto su'aalo ama walaacyo, fadlan naga soo wac barta Office of Equal Opportunity (OEO, Xafiiska Fursadaha Loo Siman yahay ) waxaanan isku dayi karnaa inaan ku caawino.

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.

Qiimaynada Shaqada Habdhaqanka iyo Qorsheyaasha Caawimaada Habdhaqanka (FBAs iyo BIPs)

Ardayda ayaa waajaha noocyada kaladuwan ee filashooyinka habdhaqanka marka ay dugsiga joogaan. Waxaa si guud laga doonayaa inay u fariistaan si aamusnaan leh, ay dhageystaan macalinka, socdaan, oo aysan ordin, ay ku hadlaan cod gaaban marka ay gudaha joogaan, ayna qadariyaan dadka kale.

Liiskaan ayaa noqon kara mid aan dhammaad lahayn haddii aan iskudeyno inaan ku soo darno dhammaan filashooyinka fasallada heerarka kaladuwan, ee goobaha kaladuwan, iyo qaababka badan ee looga falceliyo habdhaqanka fasallada iyo dugsiyada kaladuwan.

Ardayda ayaa u baahan fursado si ay u bartaan filashooyinka habdhaqanka, isla sida ay ugu baahan yihiin fursado ay ku bartaan akhriska, wax qorista iyo xisaabta.

Waxay u baahan yihiin fursad ay ku bartaan waxa ay tahay habdhaqanka laga doonaayo, sida ay u gaarayaan filashooyinkaas, iyo sababta ay muhiim u yihiin. Waxay u baahan yihiin fursado ay ku tababartaan, wax uga bartaan khaladaadkooda, ayna ku helaan dhiiri gelin marka ay buuxshaan himilooyinka.

Marka dugsiyadu xog ka siiyaan qoysaska himilooyinka habdhaqanka, qoysaska ayaa gacan ka gaysan kara xoojinta waxbarashada marka ilmuhu guriga joogaan.

Haddii arday uu ku dhibtoonaayo buuxinta himilooyinka habdhaqanka, talaabada koobaad waa in la hubiyo in ardaygu fahmaayo waxa laga doonaayo, iyo sida loo buuxinaayo himilooyinka.

Haddii habdhaqanka ardaygu carqalad ku tahay waxbarashada, ayna sii socoto kadib marka la isku dayo in la xaliyo, dugsiyada iyo qoysaska ayaa ka wada shaqayn kara sidii ay fahan fiican uga heli lahaayeen meesha habdhaqanku ka imaanaayo, iyo waxa laga yaabo in ardaygu doonaayo inuu ku sheego habdhaqanka.

Haddii iskudayada xal u helida habdhaqanku aysan guulaysan, habdhaqankuna uu carqalad ku yahay waxbarashada, Qiimaynta Habdhaqanka Shaqada (FBA) ayaa muhiim noqon karta si loo fahmo "shaqada" ama ujeedada habdhaqanka, uuna nooga caawiyo hagista caawimaado waxtar leh, oo wanaagsan.

FBA ayaa loo baahan yahay xaaladaha qaar marka ilmaha naafada ah laga hakiyo ama laga ceyriyo dugsiga muddo 10 maalmood ah ama ka badan. FBA ayaa farsamo guul leh noqon kara si loo taageero ilmo kasta, mid naafo ah ama mid aan naafo ahayn intaba.

Haddii aad walaac ka qabto in habdhaqannada ilmahaagu ay carqalad ku yihiin waxbarashada, ay abuurayaan talaabooyinka edbinta oo soo laalaabta, ama ka hor istaagayaan ilmahaaga inuu waqti dheeri ah ku qaato goobta waxbarashada guud, waxaad ka codsan kartaa dugsiga inay sameeyaan FBA ayna abuuraan BIP.

Si aad u hesho xog dheeraad ah, eeg Liiska Hubinta, ee Su’aalaha Badanaa La Iska Wayddiiyo ee FBA iyo BIP ee OEO: Waxyaabaha laga eegaayo FBA iyo BIP iyo Waraaqaha Tusaalaha ah ee Codsashada FBA iyo Dib u eegista 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/

Xallinta Khilaafaadka Adeegyada Waxbarashada Gaarka ah

Waxaa la cusboonaysiiyay Juun, 2024

Maxaan samayn karaa si aan wax oga qabto oo u xalliyo khilaafka dugsi degmeedka?

La kulan wakiil ka tirsan dugsi degmeedka, codso dhexdhexaadin, cabasho samee ama soo gudbi nidaam dacwad dhagesi caddaalad ah.

Intaad u doodayso ardaygaaga naafada ah ee baahiyaha gaarka ah qabo, waxaa laga yaabaa inaad arrimo qaar aad ku khilaafto maamulka dugsiga. Haddii ay suurtagal tahay, waa fikrad wanaagsan oo habboon in la isku dayo in la xalliyo dhibaatada iyada oo lala xariiraayo xubnaha kooxda Individualized Education Program (IEP, Barnaamijka Waxbarashada Gaarka ah) ama shakhsiyaadka kale ee maamulka ah. Haddii habkaas ama nidaamkaas ay shaqayn waayaan, waxaa jira dhowr habab oo sharciga dejiyay oo lagu xalliyo khilaafaadka.

Nidaamyada rasmiga ee cabasho gudbint, dhexdhexaadinta, iyo dacwad dhageysi ayaa diyaar u ah waalidiinta iyo maamulka dugsiyada si loo xalliyo khilaafaadka ku saabsan waxbarashada gaarka ah, oo ay ku jiraan khilaafyada ku saabsan:

• Aqoonsiga arday naafo ah
• Qiimaynta ardayga
• Bixinta adeegyada waxbarashada gaarka ah
• Goobta meelaynta waxbarashada ee ilmaha.

Cabashooyinka

Waxaa jira laba hab oo cabasho loo sameeyo oo rasmi ah oo la heli karo haddii uu jiro khilaaf ku saabsan barnaamijka waxbarashada gaarka ah (Individuals with Disabilities Education Act (IDEA, Xeerka Waxbarashada Shaqsiyaadka naafada ah) ama 504) ee ardayga.

1. Cabashada Waxbarashada Gaarka ah ee Bulshada ee Loo gudbiyo Office of the Superintendent of Public Instruction ee Gobolka Washington

Waa maxay Cabashada Waxbarashada Gaarka ah ee Bulshada?

Cabashada Waxbarashada Gaarka ah ee Bulshada, oo hore loogu aqoon jiray Cabashooyinka Muwaadinka, waa hab lagu xalliyo khilaafka u dhexeeya ardayda iyo maamulka dugsiga oo ay xalliso urur kale oo dibadda ah. Waa in cabashooyinka bulshada loo gudbiyaa Office of the Superintendent of Public Instruction (OSPI, Xafiiska Kormeeraha Guud ee Waxbarashada) marka uu qof aaminsan yahay in hay'ad waxbarasho (oo ay ku jiraan kuwa gobolka, degmada, ama dugsiyada dadweyne ama kuwa gaarka loo leeyahay) ay ku xad-gudbeen shuruudaha IDEA ama sharciyada waxbarashada gaarka ah ee gobollka.

Yaa soo gudbin kara Cabashada Waxbarashada Gaarka ah ee Bulshada?

Qof kasta ama hay'ad kasta ayaa cabasho u soo gudbin kara Office of the Superintendent of Public Instruction.

Waa maxay shuruudaha ku aadan soo gudbinta Cabashada Waxbarashada Gaarka ah ee Bulshada?

Cabashada waa in:

• Ay ahataa hab qoraal ahaan ah
• Inuu saxiixo qofka cabashada samaynaya
• Ay la socotaa bayaan cadaynaya in hay'adda waxbarashadu ay sannadkii hore gudaheed jabisay sharciga waxbarashada gaarka ah
• Caddaynaysa xaqiiqada xadgudubka
  • Ay leedahay magaca iyo ciwaanka qofka cabashada samaynaya oo
  • Ay sheegayso magaca iyo ciwaanka goobta waxbarashada.

Haddii cabashadu ku saabsan tahay arday gaar ah, cabashadu waa inay sidoo kale leedahay:

• • Magaca ardayga
  • Magaca dugsiga degmeedka ardayga
  • Sharaxaad ku saabsan arrinta saamaynta ku leh waxbarashada ardayga
  • Soo jeedin ku aadan xallinta dhibaatada.

Halkee laga helaa foomka Cabashada Bulshada?

OSPI ayaa kuu samaysay foom ikhtiyaari ah oo aad isticmaali karti marka aad buuxinayso Cabashada Waxbarashada Gaarka ah ee Bulshada. Waxaa foomka laga heli karaa bartaan: https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/file-community-complaint

Halkee ayaad isbeddel ka samayn kartaa?

Markaad aad samayso cabasho bulsheed, hubi inaad muhiimada saarta feejignaanta iyo u hogaansanaanta waqtiyada habraaca. Haddii OSPI ama hay'adda waxbarashadu ay ku guul darreysato inay tallaabo ku qaadaan muddada la cayimay ee ku habboon, waxaad so gudbin kartaa cabasho kale.

Xaqiiji in cabashadaada aad ku darto diiwaanada dugsiga ee khuseeya oo leh bogag lambaraysan si ay u sahlanaato in diiwaanada la tixraaco.

Maxaa dhacaaya ka dib marka la so gudbiyo Cabashada Waxbarashada Gaarka ah ee Bulshada ?

Marka OSPI ay hesho cabashada, waa inay nuqul ka mid ah cabashada u soo dirtaa maamulka dugsiga. 20 maalmood gudahooda laga bilaabo maalinta la helo cabashada, waa in maamulka dugsiga ay baartaa cabashada oo ay qoraal ahaan ugu soo jawaabtaa OSPI. OSPI ayaa kuu soo diri doontaa nuqul ka mid jawaabta maamulka dugsiga. Markaa waxaad haysataa ikhtiyaar aad ku so gudbin karto macluumaad dheeraad ah oo ku saabsan cabashada.

60 maalmood gudahood, OSPI waa inay ku samayso go'aan madax-banaan, oo qoraal ah oo ku aadan in hay'adda waxbarashadu ay ku xad-gudbayso sharciga waxbarashada gaarka ah ee federaalka ama kuwa gobolka. Go'aanka waa inuu ku jiraa natiijooyinka xaqiiqda iyo tillaabooyinka macquulka ah ee lagama maarmaanka ah ee ku aadan xallinta cabashada. Waqtigan ayaa la kordhin karaa haddii:

1) Xaalado gaar ah ay dhacdo oo la xiriirta cabashada

2) cabasho oogaha iyo hay'adda waxbarashadu ay ku heshiiyaan hab qoraal ahaan ah inay kordhiyaan waqtiga adeegsiga habka dhexdhexaadinta ama hab kale oo lagu xaliyo khilaafaadka.

Ka dib waa in maamulka dugsiga ay raacdo wakhtiga lagu dejiyay go'aanka qoraalka ah ee OSPI si loo dhamaystiro tallaabo kasta oo lagu saxayo. Haddii maamulka dugsiga ay u hogaansami weydo, OSPI ayaa joojin kartaa maalgelinta dugsiga ama waxay samayn kartaa xalal kale oo ka duwan.

Haddii la isku raaco in maamulka dugsiga ay ku guuldareysato in adeegyada ku habboon ay siiso ardayga naafada ah, waa in OSPI ay:

• Go'aanso sida maamulka dugsiga ay wax uga qaban karto oo u sixi karto arrintaas, oo ay ku jiraan bixinta lacag magdhow ah ama samaynta tallaabo kale oo sixid ah si wax looga qabto baahiyaha ardayga
• Ay mustaqbalka wax uga qabato adeegyada la siiyo dhammaan ardayda naafada ah.

Halkeen ka heli karaa macluumaad dheeraad ah oo ku saabsan cabashada bulshada ee OSPI?

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

Cabashada Xuquuqda Madaniga ah ee Office of Civil Rights for the Department of Education ee Dowladda Maraykanka

Waa maxay cabashada xuquuqda madaniga ah?

Qodobka 504 ee sharciga ayaa ka hadlaaya sharci ka-hortagga takoorka kaas oo ku wajahan ciribtirka takoorka ku saleysan naafonimada e dhammaan barnaamijyada hela maalgelinta lacagaha dawladda federaalka ah. Sababtoo ah dugsiyada dadweynaha iyo kuwo degmooyinka waxay helaan maalgelinta lacagta federaalka ah, waxaa waajib ku ah in ay u hogaansamaan shuruudaha Qodobka 504.

Office for Civil Rights (OCR, Xafiiska Xuquuqda Madaniga) ee Dowladda Maraykanka ee Department of Education (Waaxda Waxbarashada) ee Dowladda Maraykanka ayaa ilaalisa ku dhaqanka Qodobka 504 waxayna masuul ka tahay baadhista cabashooyinka.

Yaa so gudbib kara cabashada xuquuqda madaniga ah?

Qof kasta ayaa cabasho u soo gudbin kara Office of Civil Rights ee Dowladda Maraykanka mar kasta oo arday naafo ah aanu dheef waxbarasho ka helin barnaamij u dhigma dheefaha ay helaan asaagiisa kale ee aan naafada ahayn. Tusaale ahaan marka ardayga qaba naafonimada akhlaaqda loo sheego in aanu aadi karin safarada waxbarashada oo ay tahay in uu joogo xafiiska maamulaha halka fasalka intiisa kale ay ku maqan yihiin safarada waxbarashada ah. Waxaa kale oo cabashada OCR ka mid noqon kara arrimaha adeegyada gaarka sida, sida la'aanta jaraanjarada ilmaha gaariga curyaanka ku socda ama in maamulka dugsiga uu ku guul daraysatay in ay bixiyaan adeegyo gaar ah oo loogu talagalay dadka baahiyaha gaarka ah qabaan oo ay qaybta ka ah ama lagu daray qorshaha 504 ee ardayga.

Waa maxay shuruudaha cabashada xuquuqda madaniga ah?

Waa in cabashada xuquuqda madaniga ah la soo gudbiyaa 180 maalmood gudahood (6 billood) ee laga bilaabo taariikhda ay dhacday falka takoorka. Cabashadu waa inay leedahay:

►        Magaca, ciwaanka iyo taleefoonka qofka soo gudbinaya

►        Magaca, ciwaanka iyo taleefoonka qofka (shakhsiyaadka) la takooray

►        Magaca iyo ciwaanka dugsiga, degmada, ama qofka takoor sameeyay

►        Nooca takoorka (jinsi, naafonimo, asalka qowmiyadda, iwm.)

►        Goorta iyo meesha uu takoorku ka dhacay

►        Xaqiiqooyinka ku aadan takoorka iyo

►        Nuqulo qoraal ah, xogta, ama dukumeentiyo kale oo taageeraya cabashada.

Halkee laga so gudbiyaa Cabashada Xuquuqda Madaniga ah ee OCR-ka ah?

Si aad cabasho uga gudbiso OCR, waxaad isticmaali kartaa foomka cabashada elektaroonigga ah ee laga helo bartaan: https://www2.ed.gov/about/offices/list/ocr/complaintintro.html

ama waxaad ka heli kartaa foom la buuxin karo bartaan: https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf

Haddi aad doorato inaad buuxiso foomka la buuxin karo ama aad qorto warqad adiga kuu gaar ah, waxaad cabashadaada ku soo diri kartaa iimayl ahaan adiga oo u diraya iimaylka OCR.Seattle@ed.gov ama fakis ahaan adiga oo u diraya (206)607-1601. Waxaad sidoo kale cabashadaada iimayl ah ugu soo diri kartaa:

Office for Civil Rights

U.S. Department of Education

915 2nd Avenue #3310

Seattle, WA 981074-1099.

Maxaa dhacaya ka dib marka cabashada xuquuqda madaniga la soo gudbiyo?

OCR ayaa dib u eegaysa xogta ku jirta cabashada waxayna go'aamisaa in cabashada la sii baaro iyo in kale. Waa in ay go'aamiso haddii ay iyadu awood u leedahay in ay baarto cabashada iyo in cabashada wakhti ku habboon la soo gudbiyay iyo in kale. Cabashada xuquuqda madaniga ah waa in la soo gudbiyaa muddo 180 maalmood gudahood ah oo laga bilaabaayo taariikhda ay dhacday falka takoorka.

OCR ayaa ku weydiin doonta inaad saxiixdo foomka oggolaanshaha taasoo qayb ka ah habraaca. OCR ayaa kugula soo xidhiidhi doonta hab iimayl ama telefoon ahaan haddii foomkan aanu la helin maalinta 15aad ee markii lagu waydiiyey inaad saxeexdo oo waxay ku ogeysiin doonta inaad leedahay 5 maalmood oo dheeraad ah oo aad ku saxeexdo foomka. Waxa kale oo laga yaabaa in lagu weydiiyo inaad bixiso macluumaad dheeraad ah. Haddii macluumaad dheeraad ah loo baahdo, waa in OCR ay ku siiso ugu yaraan 20 maalmood si aad u bixiso macluumaadka Lagaa codsaday..

Ka dib marka OCR ay dhameysato baaritaankeeda, adiga iyo maamulka dugsi degmeedka labadiinabo waxaad heli doontaan Warqad Natiijada ah oo sharaxaysa in caddayntu ay taageerayso xadgudubku dhacay iyo in kale. Haddii OCR ay ogaato in maamulka dugsida degmada aysan u hoggaansamin sharciga, waxay la xiriiri doontaa maamulka dugsiga degmada si ay u aragto haddii ay maamulka diyaar u tahay inay gasho heshiis xalin ikhtiyaari ah ay la gasho cabasha oogaha. Haddi maamulka dugsiga degmada ay ku heshiin weydo in ay xaliso arinta, OCR ayaa laga yaaba in ay qaado tallaabo dheeraad ah sida in ay kiiska u gudbiso Waaxda Cadaalada.  

Haddii aad u malaynayso in maamulka dugsiga degmada ay ku xad-gudbayso xaqa uu ardaygu u leeyahay adeegyada waxbarashadiisa ee habboon, soo gudbi cabasho.

Dhexdhexaadinta

Waa maxay dhexdhexaadintu?

Dhexdhexaadintu waa nooc ka mid ah xallinta khilaafaadka. Sida ku qeexan xeerka IDEA, waxaa maamulka dowladdaha gobolada looga baahan yahay inay bixiyaan adeegyo dhexdhexaadin bilaash ah siiyaan waalidiinta/masuuliyiinta iyo maamullada degmooyinka dugsiga iyadoo loogu talagalay xalinta khilaafaadka ku saabsan barnaamijka waxbarashada gaarka ah ee ardayga baahiyaha gaarka ah qabaan.

Waxaa uu habka dhexdhexaadintu isku keenaa maamulka dugsiga iyo waalidka ama masuulka iyo qof saddexaad oo dhexdhexaad ah - dhexdhexaadiyaha. Dhexdhexaadiyuhu ayaa la kulmaa labada dhinacba si uu isku dayo in uu labada dhinac ay gaadhaan heshiis la aqbali karo oo ku saabsan baahiyaha waxbarasho ee ardayga. Habka waa mid ikhtiyaari ah, marka waalidka ama mas'uulka iyo maamulka dugsiga degmada labadaba waa inay ku heshiiyaan ka qaybgalka. Dhexdhexaadintu waxay noqon kartaa hab wanaagsan oo lagu horumarinayo adeegyada ay helaan ardayda, lagu xalliyo khilaafka, oo lagu wanaajiyo xiriirka ka dhexeeya maamulka dugsiga iyo waalidka ama masuulka.

Haddii dhexdhexaadinta lagu guuleysto, dhinacyadu ayaa saxiixi doona heshiis sharci ah oo qeexaya xalka la gaaray.Waxay ku xiran tahay maamulka dugsiga iyo waalidka ama mas'uulka inay fuliyaan qodobada heshiiska ku qoran. Marka la sameeyo heshiiska dhexdhexaadinta ah, dhexdhexaadiyuhu ayaa meesha ka baxaata mana laha awood uu ku qasbo labada dhinac inay wax sameeyaan haba yaraaee. Haddii khilaaf ka yimaado heshiiska dhexdhexaadinta, waalidka ama masuulka ayaa dhaqan-gelin ka raadsan kara maxkamada gobolka ama mida federaalka ah. Haddii khilaaf cusub ama mid ka duwan uu yimaado, waalidka ama mas'uulka ama maamulka dugsiga degmadu ayaa isticmaali karaan dhammaan noocyada xallinta khilaafaadka ee waafaqsan sharciga.

Codsiga dhexdhexaadinta ayaa loo gudbin karaa Sound Options. Waxaa codsigaaga ku samayn kartaa hab qoraal ama telefoon ah. Labada dhinacba way la xiriiri karaan Sound Options mana aysan sameyn doonaan xiriirka dhinaca kale. Waxaad Sound Options kala xiriiri kartaa lambarka 1-800-692-2540.

Talada U doodista

Oggolaanshaha ka qaybqaadashada dhexdhexaadinta kama hor istaagayso inaad hadhoow aad codsato dhagaysi dacwad caddaalad ah. Waxaad joojin kartaa nidaamka dhexdhexaadinta wakhti kasta oo weli waad codsan kartaa nidaamka dhageysiga dacwadda ah. Dhibka kaliya ee jira ayaa ah in hadhoow aan wada hadaladda hannaanka dhexdhexaadinta aan loo isticmaali karin caddayn ahaan marka la samaynaayo dhegsiga dacwada caddaalada ah. Hase yeeshee, heshiiska dhexdhexaadinta ee qoran ayaa caddayn ahaan loo isticmaali karaa.

Nidaamka Dacwad Dhageysiga Sharciga ah

Waa maxay nidaamka dacwad dhageysi sharciga ah?

Nidaamka dacwadda sharciga ahi waa dacwad maamul oo rasmi ah, si la mid ah kuwo maxkamadda. Waxaa waalidka ama masuulka iyo maamulka dugsiga degmada uu mid kastaa leeyahay fursad uu ku soo bandhigo caddaynta iyo markhaatiyada iyo in dhinac kasta uu markhaatiga dhinaca kale uu su'aalo waydiiyo.

Sarkaalka dhegeysiga dacwadda ayaa gaaraaya go'aan qoran isagoo ku salaynaayo xaqiiqooyinka jira iyo sharciga.

Miyaan u baahanahay qareen si aan u helo dacwad dhageysi sharci ah?

Maya, laakiin waxaad xaq u leedahay in uu qareen ku matalo haddii aad dooneyso.

Waxaa waalidka ama masuulka ardayga naafada ah lagu talin kara ama matali kara qareen ku xeeldheer dacwad dhageysi sharci ah. Qasab ma ahan in uu qofku haysto qareen, waxaadna dhageysi ku guulaysan kartaa qareen la'aan. Inta badan waa ay wanaagsan tahay inaad la tashato qareen ama qof kale oo aqoon leh si uu kaaga caawiyo codsiga iyo u diyaargarowga dacwad dhageysiga.

Sideen ku codsadaa dacwad dhageysi sharci ah?

Codsiga qoraal u dir Office of Administrative Hearings (Xafiiska Maamulka Dacwad Dhagaysiyada) oo ogeysii maamulka dugsiga degmada.

Waa in nidaamka dacwad dhageysiga sharciga ah lagu sameeyaa hab qoraal ah oo ay ku jiraan macluumaadka soo socda:

• Magaca iyo ciwaanka ardayga
• Dugsi Degmeedka iyo dugsiga uu ardaygu dhigto
• Maamulka dugsi degmadeedka mas'uulka ah bixinta adeegyada waxbarashada gaarka ah haddii ay ka duwan tahay maamulka dugsiga degmada uu ardaygu dhigto
• Sharaxaad ku saabsan arrimaha walaaca waalidka keenay
• Tallooyinkaaga ku aadan xalinta dhibaatada.

Boosto ugu dir ama u gudbi koobiga codsigaaga dhageysiga:

Office of Administrative Hearings

P.O. Box 42489

Olympia, WA 98504

Waa inaad sidoo kale keentaa codsiga dhageysiga orijinaalka dugsiga degmada adiga oo u diraya ama boosto ugu diraya Kormeeraha guud ee dugsi degmeedka. La har nuqul kamid ah codsiga.

OSPI ayaa soo saartay foom codsi dhageysi caddaalad ah si ay uga caawiso waalidiinta codsashada dacwad dhageysi cadaalada leh. Foomkan waxa laga heli karaa bartaan: https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/request-due-process-hearing[ /u]

Waa maxay xaddidaadaha ay leedahay codsiga dacwad dhageysiga sharciga ah?

Codsiga dhageysiga waa in uu ka hadlaa oo xooga saara xadgudub ama arrin dhacay labadii sano ee la soo dhaafay. Waxaa uu codsiga dhageysiga dacwadda sharciga ah wax ka qaban karaa xadgudub ka dhacay in ka badan muddo laba sano ka hor haddii labada shuruud midkood la buuxiyo:

1. Haddii waalidka laga hor istaagay in uu codsado dhageysi dacwad cadaalad ah muddo laba sano gudahood sababtoo ah dugsi degmeedka ayaa si khaldan u sheegay in ay xalliyeen dhibaatada.

Ama

2. Haddii waalidka laga hor istaagay in uu codsado dacwad dhageysi caddaalad ah muddo laba sano gudahood ah sababta oo ah dugsi degmeedka ayaa diiday macluumaadka loo baahnaa in ay la wadaagaan sharciga.

Aad bay muhiim u tahay in la sameeyo codsiga dhegeysiga si looga wada hadlo dhammaan arrimaha suurtagalka ah iyo arrimaha walaaca ah oo ay waalidku qabaan. Marka codsiga la helo, waxa kaliya oo la bedeli karaa haddii maamulka dugsiga degmadu ay qoraal ahaan ku sheegaan in ay ogalaadeen ama haddii sarkaalka dhegaysanaya dacwadda uu ogolaado oo u sheego in la bedeli karo, oo wakhtiga kullanka xallinta (hoos ka eeg) ayaa mar kale bilaabmaya.

Sidoo kale, sida hoos ku qeexan IDEA, kaliya arrimaha lagu soo qaaday codsiga dhageysiga ama wax ka bedelka codsiga ayaa looga hadli karaa dacwad dhageysga ilaa dhinaca kale uu ogolaado mooyaanee. Iyadoo aan lagaaga baahnayn inaad haysato qareen si aad u samayso codsiga dacwadda dhageysiga ah, waxaa laga yaabaa inay in aad u baahato inaad la tashato qareen marka la diyaarinayo codsiga dacwad dhageysiga si loo hubiyo in dhammaan arrimaha walaacyadaada ay ku jiraan.

Maxaa dhacaya ka dib marka aan soo gudbiyo codsi ah dhageysiga nidaamka xuquuq dhowrka leh?

Waa in maamulka dugsi degmeedka ay ka jawaabtaa.

Muddo 10 maalmood gudahooda laga bilaabo marka la helo cabashada waalidka, maamulka dugsiga degmadu waa inay ka jawaabtaa. Waa in maamulka dugsiga degmada ay sharaxdaa sababta ay u qaadatay talaabada ay samaysay, waxa kale oo ay kooxda IEP tixgelisay iyo sababta loo diiday, sharaxaad ku aadan macluumaadka degmadu ku tiirsan tahay go'aankeeda iyo macluumaadka wax kasta oo kale oo khuseeya go'aanka maamulka degmada. Degmadu uma baahna inay ka jawaabto haddii ay ogaysiis hore oo ku saabsan cabashada ay u soo direen waalidka.

Waa maxay kulanka kalfadhiga xallinta?

Kalfadhiga xallinta waa kulanka dhaca ka dib marka la sameeyo codsi dacwad dhageysi ah, laakiin ka hor inta aanu dhicin dacwadda dhegsiga ah.

15 maalmood gudahooda laga bilaabo xilliga helitaanka codsiga dacwadda dhageysiga ah ee ka yimaado waalidka, waa in uu maamulka dugsiga degmad uu kalfadhu kulan ah la yeesho waalidka, xubnaha ay khusayso ee Kooxda IEP, iyo wakiilka dugsi degmeedka ee leh awooda go'aan gaarista. Maamulka dugsi degmeedka qareen ma keeni karo kulanka kalfadhiga dhexdiisa ilaa uu sidoo kale waalidku haysto qareen mooyaane. Ujeedada kulanka ayaa ah in laga doodo cabashada oo la eego in arrinta la dhamayn karo iyadoo aan la samayn dacwad dhageysi ah.

Haddii waalidka iyo maamulka dugsiga degmadu ay ku heshiiyaan kulanka kalfadhiga xallinta, waa inay saxiixaan heshiis sharci ah oo ka dhaqengalaaya maxkamadda horteeda. Maamuulka degmo dugsiyeedka ama waalidku labadabo waxay haystaan saddex maalmood oo shaqo oo ay ku sameeyan isbeddel haddii ay maskaxdooda beddelaan.

Kulanka kalfadhiga xallinta waa inuu dhacaa ilaa waalidka iyo dugsiga degmada labaduba ku heshiiyaan hab qoraal inay ka tanaasulaan kulanka ama ay ku heshiiyaan in beddelkeeda ay isticmaalaan nidaamka dhexdhexaadinta mooyaane.

Intee in le'eg ayay qaadata habka nidaamka dhageysa dacwadda ee sharciga ah?

Waxay maamulka degmo dugsiyeedku haysataa 30 maalmood oo taariikhi ah laga bilaabo waqtiga ay hesho cabashada in isku dayaan oo ay xalliyaan arrinta iyadoo oo uu waalidka ku qanacsanyahay iyada oo loo marayo nidaamka wax xallinta. Haddii maamulka degmo dugsiyeedka ay sidaas ku samayn waydo muddo 30 maalmood gudahooda, waxa bilaabmaya waqtiga dhagaysiga dacwada.Dhageysiga waa in la qabtaa oo go'aan lagu gaaro 45 maalmood gudahood.

Muddada xallinta ee 30ka maalmood ah ayaa wax laga beddeli karaa haddii mid ka mid ah xaaladaha soo socda ayaa dhacaan:

• Haddi labada dhinacba ay qoraal ahaan ku heshiiyaan inay ka tanaasulaan kulanka kalfadhiga xallinta
• Haddii hexdhexaadinta ama kulanka kalfadhiga xallinta ka dib, ay labada dhinacba ay qoraal ahaan ku heshiiyaan in aanu heshiis suurtagal ahayn ama
• Haddii dhinacyadu ku heshiiyeen inay ka qaybqaataan dhex dhexaadinta ka dhib marka la soo moodo 30-ka maalmood ee kulanka kalfadhiga xallinta iyo in dhinac uu ka baxo dhexdhexaadinta. Marka xaaladahaas ay dhacaan, waxaa bilaabmaaya 45-ka maalmood ee kalandarka ah.

Waxaa heerka dhegeysiga dacwaddu lafteedu ay ku xidhan tahay hadba sida ay arrimuhu yihiin iyo inta uu dhinac kastaa u malaynayo inay ku qaadanayso soo bandhigida dacwadeeda.

Kulanka kalfadhiga xallinta ayaa aad muhiim u ah. Haddii waalidku aanu doonayn inuu ka qaybqaato kulanka kalfadhiga xallinta, wakhtiyada kulanka xallinta iyo dhageysiga dacwadda ayaa dib loo dhigayaa ilaa kulanka la qabanayo. Intaa waxaa dheer, maamulka degmo dugsiyeedku ayaa ka codsan karta sarkaalka dhegeysiga dacwadda in uu diido dhageysiga dacwadda ka dib dhammaadka 30 ka maalmood ee muddada xallinta haddii waalidku diido inuu ka qaybqaato kulanka xallinta. Dhinaca kale, haddii maamulka degmo dugsiyeedka uu ku guul-darreysato in uu ballanta kulanka kalfadhiga xallinta uu ku qabsado 15 maalmood gudahooda ka dib markay hesho codsiga dhageysiga, waalidku ayaa ka codsan kara sarkaalka dhegeysiga inuu si degdeg ah u bilaabo waqtiga 45ka maalmood ee nidaamka dhegeysiga dacwadda.

Jadwalka Dhegeysiga Dacwadda Sharciga ah

 

Waalidka ayaa qoraal ahaan ku codsada dacwadda dhageysiga

Maamulka dugsi degmeedka ayaa ku jawaabtaa muddo 10 maalmood gudahood ah

Maamulka dugsi degmeedka ayaa kullanka kalfadhiga xallinta ah qabsataa muddo 15 maalmood gudahood, haddii aan qoraal lagaga tanaasulin mooyaane.

Haddi kulank kalfadhiga xalinta uu xalin waayo cabashada muddo 30 gudahood, dacwadda dhagaysiga ayaa sii socon donta waxaana go'aanka dhagaysiga lagu gaari doono muddo 45 maalmood gudahood ah.

Waa maxay “ku sugnaanshaha goobta waxbarashada ee hadda?” Halkee buu ardaygaygu dugsiga u aadaya markaan codsado dacwad dhageysi ah?

Ku sugnaanshaha goobta waxbarashada ee hadda waa erey lagu isticmaalo IDEA si loogu qeexo meesha ardaygu uu dugsi u aado marka la codsado dhegaysi. Haddii dhegeysi la codsado, ardaygu wuxuu xaq u leeyahay inuu sii wado helitaanka barnaamijkooda waxbarasho ee gaarka ah isla goobta ilaa dhegeysiga dacwadda la dhammeeyo oo go'aan laga gaaro. Waxaa jira xaallado qaar kamid oo ka reeban in lagu sugnaado goobta waxbarashada ee hadda oo khuseeya xilliga edbinta ardayga.

Waa maxay natiijada ay keeni karto dhageysiga dacwaddasharciga ah?

Waxaa Dugsi degmeedka lagu amri karaa inay bixiso adeegyada, ay ardayga siiso waxbarashada magdhow ah oo dheeraad, oo ay bixiso kharashka sharciyeed ee waalidka.

Dhageysiga dacwadda sharciga ah ayaa ka caawin kara ardayga inuu helo adeegyada ku habboon oo uu ka soo kabsado waxbarashadii uu waayay sababo la xidhiidha guul darada waajibaadka maamulka dugsiga degmada owgeed. Sarkaalka dhegeysiga dacwadda ayaa kaa caawin kara xallinta khilaafaadka ku saabsan u-qalmitaanka ardayga, IEP-da, isbeddelada goobaha waxbarashada, iyo qiimaynta iyo dib-u-qiimaynta.

Sarkaalka dhageysiga ayaa sidoo kale amri kara waxbarasho magdhow ah, taasoo la macno ah in degmadu ay bixiso adeegyo si ay u buuxiso waqtiga ama fursadaha seegay guuldarada degmada. Tusaale ahaan, waxaa laga yaaba in maamulka dugsiga degmada lagu amro inay bixiyaan kharashka ardayga si uu uga qaybqaato koorsada kuleejka bulshada, bixiso waxbarasho dheeraad ah marka lagu daro barnaamijka waxbarashada gaarka ah, ama in la diyaariyo barnaamijyo waxbaraso ah ee inta lagu jiro xagaaga, inkastoo ardaygu aanu si kale u qalmin in sanad dugsiyeedka uu helo adeegyo waxbarasho oo dheeraad ah.

Waa in codsiyada waxbarashada magdhawga ah ay la xiriiraan yoolalka iyo ujeedooyinka IEP-da. U fakar si hal abuur leh markaad codsanayso adeegyada waxbarashada magdhowga ah. Ka fakar waxa ardaygu jecel yahay inuu sameeyo (farshaxan, muusiga, sayniska, iwm.) oo soo jeedi barnaamij ama adeegyo bixiya waayo-aragnimadan.

Haddii aad ku guulaysato dhageysiga dacwadda, maamulka dugsiga degmadu ayaa ku qasbanaan doono in uu bixiyo kharashaadka aad ku gashay codsashada dhageysiga dacwadda iyo kharashaadka uu qareenku qaadanayo si uu kuu matalo adiga. La soco kharashaadka aad gashay ee ku aadan u diyaar garoowga dhageysiga dacwadda.

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)