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.

ፍሉይ ትምህርቲ እንታይ ማለት እዩ?

ስንክልና እንታይ እዩ?

 “ስንክልና ባህርያዊ ኣካል ተመኩሮ ወዲ ሰብ ኮይኑ፣ ብዝኾነ ይኹን መገዲ ውልቀሰባት ኣብ ሕብረተሰብ ናይ ምስታፍ ወይ ኣበርክቶ ናይ ምግባር መሰል ዘጉድል ኣይኮነን።”

-- Individuals with Disabilities Education Act (ሕጊ ትምህርቲ ንስንኩላን ውልቀሰባት)፣  20 U.S.C. §1400(c). 

ሰባት፣ ከምኡ’ውን ሕግታትና፣ “ስንክልና” ዝገልጹሉ ብዙሕ ዝተፈላለየ መንገድታት ኣሎ።

ብዛዕባ ስንክልና ብዙሕ ዝተፈላለየ ባህላዊ ኣረኣእያታት እውን ኣሎ፣ ከምኡዉን ብዛዕባ ስንክልና ዘለና ርድኢት ምስ ግዜ ተቐይሩ እዩ። One Out of Five: Disability History and Pride Project (ሓደ ካብ ሓሙሽተ፦ፕሮጀክት ታሪኽ ስንክልናን ትምክሕቲን) ዝያዳ ታሪኽ ስንክልናን ምምዕባል ኣወንታዊ መንነት ስንክልናን ንምፍላጥ ዝሕግዙ ንዋት ተመልከት።

ኣብ መንግስታዊ ኣብያተ ትምህርቲ ንዝርከቡ ተማሃሮ፣ ክልተ ሕግታት ፌደራል - Individuals with Disabilities Education Act፣ ወይ “IDEA” ከምኡ’ውን ዓንቀጽ 504 Rehabilitation Act (ሕጊ ተሃድሶ)፣ ወይ “ክፍሊ 504” – ንጉድኣት ኣካል ዘለዎም ተማሃሮ መሰላትን ሓለዋን ይህቡ። ነፍሲ ወከፍ እዞም ሕግታት ስንክልና ዘለዎ ህጻን እተፈላለዩ መግለጺ የጠቓልሉ።

IDEA ትርጉም ስንክልና

እቲ IDEA ብቑዓት ተማሃሮ Individualized Education Program (IEP, ውልቃዊ መደብ ትምህርቲ) ክወስዱ መሰል ይህቦም። “ስንክልና ዘለዎ ህጻን” ፣ ከም ሓደ ህጻን እተገምገመን ከምኡውን ከምዚ ዝስዕብ ዝተረኽቦ ገይሩ ይገልጾ፤

• ሓደ ካብዞም 14 ፍሉያት ምድባት ስንክልና ከም ዘለዎ፣ ከምኡውን...
• ብሰንኪ እቲ ስንክልናን ኣሉታዊ ጽልዋ ኣብ ትምህርትን፣
• ፍሉይ ትምህርቲን ተዛመድቲ ኣገልግሎታትን የድልዮ።

 ኣብ ግዝኣት ዋሽንግተን፣ ምድባት ስንክልናን ንነፍሲ ወከፍ ዝምልከት ፍሉይ ትርጉምን፣ ኣብ ደንቢ ግዝኣትና፣ Washington Administrative Code (ምምሕዳራዊ ሕጊ ዋሽንግተን)፣ ኣብ ተዘርዚሩ ኣሎ። WAC 392-172A-01035

ንሳቶም ድማ ነዞም ዝስዕቡ የጠቓልሉ፤

• ኣዉቲዝም
• ጸማም ዕውርነት
• ጸማም ምዃን
• ዕቤታዊ ምድንጓይ
• ስምዒታዊ/ባህርያዊ ስንክልና
• ናይ ምስማዕ ኣጸጋሚ
• ናይ ኣእምሮ ስንክልና
• ብዙሕ ስንክልናታት
• ምጉዳል ኣካላት
• ካልእ ናይ ጥዕና ምጉዳል
• ፍሉይ ናይ ትምህርቲ ስንክልና
• ናይ ምዝራብ ወይ ቋንቋ ምጉዳል
• ስንባደ ዝፈጥር መጉዳእቲ ሓንጎል
• ዕውርነት ሓዊሱ ናይ ምርኣይ ምጉዳል

ነፍሲ ወከፍ ካብዞም ምድባት ኣብ ሕግታት ፍሉይ ትምህርቲ ፍሉይ ትርጉም ኣለዎም። ሓደ ቆልዓ ኣብ ውሽጢ ሓደ ካብዞም ምድባት ዝኣቱ ስንክልና ክህልዎ ይኽእል ድዩ ኢልካ ትሓስብ እንተኾንካ ነቶም ፍሉያት ትርጉማት ከተንብቦም ወይ ሓደ ሰብ ምሳኻ ብሚኻን ክግምግሞም ምሕታት ጽቡቕ ሓሳብ እዩ። እቶም ትርጉማት ብኢንተርነት ኣብ  WAC 392-172A-01035, ኣብ https://apps.leg.wa.gov/WAC/default.aspx?cite=392-172A&full=true#392-172A-01035 ርከቡ እዮም።

ሓደ ህጻን ሓደ ካብቶም ኣብ IDEA ዝተገልጹ ስንክልናታት እንተሃልይዎ ግን “ተዛማዲ ኣገልግሎት” ወይ “መዕረፊ” ጥራይ እምበር “ፍሉይ ትምህርቲ” ዘድልዮ እንተኾይኑ ስለዚ እቲ ተማሃራይ ንIEP ብቑዕ ኣይክኸውንን እዩ ግን ናይ ክፍሊ 504 ውጥን ከድልዮ ይኽእል።

ክፍሊ 504 ትርጉም ስንክልና

ክፍሊ 504 ኣውራጃታት ቤት ትምህርቲ ኣብ ልዕሊ ስንኩላን ኣድልዎ ከይገብሩ ይኽልክል። ኣውራጃታት ንሓደ ተማሃራይ ብማዕረ ትምህርቲ ንኽረክብ ዘድልዮ ፍሉይ ትምህርቲ፣ መንበሪ፣ ኣገልግሎት ወይ ደገፍ ክህባ ይጠልብ። ንሓደ ስንክልና ዘለዎ ተማሃራይ ከም ሓደ ተማሃራይ ምስ እዞም ዝስዕቡ ነገራት ይገልጾ፣

• ሓደ ኣካላዊ ወይ ኣእምሮኣዊ ጎድለት
• ነቶም
• ሓደ ወይ ልዕሊኡ ዓበይቲ ናይ ሂይወት ንጥፈታት ገደብ ዝገብር።

ብዛዕባ ክፍሊ 504 ዝያዳ ሓበሬታ ኣብ FAQs U.S. Department of Education’s Office for Civil Rights (OCR፣ መርበብ ሓበሬታ ቤት ጽሕፈት ሲቪላዊ መሰላት ክፍሊ ትምህርቲ ኣሜሪካ) ዝተዘርግሐ ስብስብ ሕቶታት ክትረኽቡ ትኽእሉ ኢኹም፣ ኣብዚ፣  https://www.ed.gov/laws-and-policy/civil-rights-laws/disability-discrimination/frequently-asked-questions-disability-discrimination.

OCR ብተወሳኺ “ሲቪላዊ መሰላት ሕቡእ ስንክልና ዘለዎም ተማሃሮ ብመሰረት ዓንቀጽ 504 Rehabilitation Act (ሕጊ ተሃድሶ) 1973” ዝምልከት ሓበሬታ ኣብ ኢንተርነት  https://www2.ed.gov/about/offices/list/ocr/docs/hq5269.html. ይርከብ።”  ንኻልኦት ብቐሊሉ ዘይርኣዩ ግን ከኣ ኣብ ቤት ትምህርቲ ንዘሎ ተማሃራይ ጽልዋ ከሕድሩ ዝኽእሉ ዝተፈላለዩ ኩነታት ይገልጽ። 

ኣብ መንጎ IDEAን ክፍሊ 504ን ዘሎ ርክብ እንታይ እዩ?

ኩሎም ተምሃሮ

504 ብቑዓት

IDEA ብቑዕ

ብመሰረት ክልቲኡ ሕግታት፣ ኣውራጃታት ቤት ትምህርቲ ንኣካለ ስንኩላን ተማሃሮ Free Appropriate Public Education (ነጻ ግቡእ ህዝባዊ ትምህርቲ) FAPE ተባሂሉ ዝጽዋዕ፣ ክህባ ይግደዳ እየን።  እዚ ማለት ኣውራጃታት ብሰንኪ ስንክልና ኣብ ቤት ትምህርቲ ንኽዕወቱ ዝሽገሩ ተማሃሮ ውልቃዊ ድሌታት ንምምላእ ዝተፈላለየ ኣገልግሎታት ክህባ ኣለወን ማለት እዩ።

ክፍሊ 504 ካብ IDEA ንላዕሊ ሰፊሕ ትርጉም “ስንክልና” ስለዘለዎ ንዝሰፍሐ ጉጅለ ተማሃሮ ኣገልግሎት ይህብ።  ስለዚ፣ ሓደ ተማሃራይ ን IDEA ዝኸውን ናይ ብቕዓት ረቛሒታት እንተድኣ ኣማሊኡን ን IEP ብቑዕ እንተኾይኑን፣ እቲ ተማሃራይ ብክፍሊ 504 እውን ይሕሎ። ግን፣ ብዙሓት ተማሃሮ ብክፍሊ 504 ዝሕለዉ ኣለዉ፣ ከምኡ’ውን ናይ ክፍሊ 504 ውጥን እዉን ኣለዎም፣ ግን ከኣ ፍሉይ ትምህርቲ ኣየድልዮምን እዮም ከምኡዉን ብመሰረት IDEA ንIEP ብቑዓት ኣይኮኑን። 

ሓደ ካብቲ ብዛዕባ ርክብ ክልቲኦም ሕግታት ክትሓስበሉ እትኽእል መንገዲ ንኹሎም ተማሃሮ ምሕሳብ እዩ፦ ቀዳማይ፣ ገለ ካብቶም ተማሃሮ ስንክልና ኣለዎም (ክፍሊ 504)፤ ገለ ውሑዳት ካብቶም ተማሃሮ ስንክልና ዘለዎምን ፍሉይ ትምህርቲ (IDEA) ዘድልዮምን እዩ።

ኣብ ላዕሊ ንኹሎም ተምሃሮ ዝውክል ዓቢ ዓንኬል ዘለዎ ስእሊ ኣሎ። ኣብ ውሽጢ እቲ ዓቢ ዓንኬል ዘሎ ማእከላይ ዓንኬል ነቶም ስንክልና ዘለዎምን ንኣገልግሎት ክፍሊ 504 ዝበቕዑን ተማሃሮ ዝውክል እዩ።  ካብቲ ጉጅለ፣ እቲ ንእሽቶ ጉጅለ እውን ብመሰረት IDEA ንኣገልግሎት ብቑዕ እዩ። ኣብዚ ግራፍ ክትዝክሮ ዘለካ ቐንዲ ነገር፣ ኣብተን ንኣሽቱ ዓንኬላት ዘለዉ ተማሃሮ እውን ኣካል ናይቲ ዓቢ ጉጅለ ምዃኖም እዩ፣ ኩሎም ተማሃሮ። ኩሎም ከም ኩሎም ተማሃሮ፣ ተወሳኺ ስንክልና ስለዘለዎም ካብ ኣድልዎ ዝግበር ሓለዋታት፣ ኣብ ቤት ትምህርቲ ንምስታፍ ዘድልዮም ኣገልግሎታት ምርካብ ሓዊሱ ሓደ ዓይነት መሰላት ኣለዎም።

ብዓንቀጽ 504 ዝተሓለዉን ንIEP ብቑዓት ዝኾኑን ተማሃሮ ብሓፈሻ IEP ጥራይ ክህልዎም እዩ። ኩሉ ኣብ ውጥን 504 ዝህሉ፣ መብዛሕትኡ ግዜ ኣብ ገጽ መንበሪ ኣባይቲ ወይ ኣብ ዝርዝር ተዛመድቲ ወይ ተወሳኺ ኣገልግሎታት ወይ ደገፋት ኣብ IEP ክጥቕለል ኣለዎ።

ኩሉ ንIEP ብቑዕ ዝኾነ ህጻን ብዓንቀጽ 504 እውን ዝተሓለወ እዩ። እዚ ኣገዳሲ ዝዀነ ስለምንታይ እዩ፧

ዓንቀጽ 504 ኣብ ልዕሊ ተምሃሮ ብሰንኪ ስንክልና ኣድልዎ ምፍጻም ዝኽልክል እዩ። ሓደ መደብ ስንክልና ስለዘለዎም ብኻልእ መገዲ ብቑዓት ንዝኾኑ ተማሃሮ ከግልል ከሎ፣ ወይ ሓደ ተማሃራይ ብሰንኪ ስንክልናኡ ክግፋዕ ከምኡዉን ሓደ ኣውራጃ ነቲ ምግፋዕ መልሲ ንምሃብ ርትዓዊ ስጉምቲ ምስ ዘይወስድን ኣድልዎ ከጋጥም ይኽእል።

ሓደ ኣውራጃ ብሰንኪ ስንክልና ንሓደ ሰብ ኣድልዎ ገይሩ እዩ ኢልኩም እንተኣሚንኩም፣ ብዛዕባ ኣማራጺታት ወግዓዊ ጥርዓናት ዝያዳ ሓበሬታ ኣብ ገጽ Discrimination ናይ ኣድልዎ ርኸቡ።

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.

ሓደ ተመሃራይ ኣብ ፍሉይ ትምህርቲ ብኸመይ ክጅምር ይኽእል?

ሓደ ኣውራጃ ፍሉይ ኣገልግሎት ትምህርቲ ዘድልዮም ተማሃሮ ብኸመይ ክረኽቦም ይኽእል?

ኣብ መሰረት Individuals with Disabilities Education Act (IDEA፣ ሕጊ ትምህርቲ ንስንኩላን ውልቀሰባት) ን ሕጊ ፍሉይ ትምህርቲ ግዝኣትን፣ ኣውራጃታት ንኹሎም ኣብቲ ኣውራጃ ዝነብሩ ተማሃሮ ፍሉይ ኣገልግሎት ትምህርቲ ከድልዮም ዝኽእል ናይ ምልላይ ኣወንታዊ ግዴታ ኣለዎም። እዚ ሓላፍነት “Child Find (ህጻን ረኸብ)” ይበሃል። ኣውራጃታት ስንኩላን ተማሃሮ ንኽልለዩ፣ ንኽርከቡን ንኽግምገሙን ዝሕግዝ ፖሊሲታትን ኣገባባትን ኣብ ስራሕ ክህልዎም ይግደዱ።

ውላደይ ንፍሉይ ትምህርቲ ብኸመይ ክግምገም ይኽእል?

ውላድካ ንፍሉይ ትምህርቲ ዝምልከት ገምጋም ናብ ቤት ትምህርቲ ኣዉራጃ ክውከስ ኣለዎ። ፍሉይ ትምህርቲ ገምጋም ንምክያድ፣ እቲ ኣውራጃ ንሓደ ተማሃራይ ክግምግሞ ኣለዎ ድዩ ክውስን ኣለዎ፣ ድሕሪኡ ነቲ ገምጋም ንኽፍጽም ካብ ወላዲ ናይቲ ተማሃራይ ፍቓድ ክረክብ ኣለዎ። ኣውራጃታት ቤት ትምህርቲ ንሓደ ተማሃራይ ምስቲ ዝጥርጠሮ ስንክልና ዝተኣሳሰር ኣብ ነፍሲ ወከፍ መዳይ ክግምግማ ኣለወን። እቲ ገምጋም ንተማሃራይ ወይ ስድራቤት ብዘይ ዝኾነ ወጻኢታት ክግበር ኣለዎ። ሓደ ገምጋም ንኽፍጸም ሰለስተ መሰረታዊ ስጉምትታት ኣለዉ፤

1ይ ደረጃ ሓደ ሰብ ነቲ ተማሃራይ ክግምገም ሕቶ የቕርብ።

2ይ ደረጃ እቲ ኣውራጃ ገምጋም ኣድላዪ ምዃኑ ይውስን።

3ይ ደረጃ እቲ ገምጋም ንምክያድ ፍቓድ ንኣውራጃ ይወሃብ።

ንውላደይ ፍሉይ ትምህርቲ ገምጋም ንኽግበረሉ ሕቶ ከቕርብ ይኽእል ድየ?

ኣብ ትሕቲ ሕጊ ዋሽንግተን እዞም ዝስዕቡ ሰባት ወይ ኣካላት ንሓደ ተማሃራይ ንገምጋም ክውከሱ ይኽእሉ እዮም፤

• ትርጉም ወላዲ ዘማልእ ሰብ
• ወረዳ ቤት-ትምህርቲ
• ካልእ መንግስታዊ ትካል
• ካልኦት ሰባት ብዛዕባ እቲ ቆልዓ ኣፍልጦ ዘለዎም።

ከመይ ጌረ ንገምጋም ሪፈራል ክገብር ይኽእል?

1. ብጽሑፍ ግበሮ። ሪፈራል፣ እቲ ሪፈራል ዝገብር ሰብ ክጽሕፍ እንተዘይክኢሉ ብጽሑፍ ክኸውን ኣለዎ። ብኢድ ዝተጻሕፈን ቀሊልን ክኸውን ይኽእል እዩ። ዕለት ከም እተጽሓፈሉ ኣረጋግጹ ከምኡዉን ንመዛግብትኹም ዝኸውን ቅዳሕ ኣቐምጡን።

2. እቲ ናይ ሪፈራል ደብዳቤ ፍጹም ምዃኑ ኣይትጨነቑ። ብዝተኻእለ መጠን ቀልጢፍካ ንኽፍጸም ስክፍታ ግበር። ሪፈራል ክሳብ ዘይተገብረ ከጋጥም ዝኽእል ነገር የለን፣ ከምኡዉን እቲ ኣውራጃ እቲ ሪፈራል ዝረኸበሉ ዕለት ድማ እቲ ኣውራጃ ክሰርሓሉ ዘለዎ ናይ ግዜ መስመራት ይጅምር።

3. እቲ ቤት ትምህርቲ ንኽልቲኡ IDEAን ክፍሊ 504ን ብቑዕነት ክግምግም ሕቶ ኣቕርብ። እቲ ተማሃራይ ኣብ ትሕቲ IDEA ንፍሉይ ትምህርቲ ብቑዕ እንተዘይኮይኑ፣ ብመሰረት ዓንቀጽ 504 ኣገልግሎት ክረክብ ብቑዕ ክኸውን ይኽእል።

4. ውላድካ እንታይ ዓይነት ጸገማት ኣለዎ ኢልካ ከም እትሓስብ ብፍሉይ ተዛረብ። ኣውራጃታት ኣብ ኩሉ ምስ ጥርጡር ስንክልና ሓደ ተማሃራይ ዝተኣሳሰር መዳያት መርመራ ክገብራ ይግደዳ እየን፣ ስለዚ ንኹሉ ጸገማት ምግላጽካ ኣረጋግጽ። ንኣብነት፣ ውላድካ ናይ ምንባብ ጽገምን ክእለ ዘለዎ ስምዒታዊ ጸገማት ዘለዎን እንተ መሲሉካ፣ ክልቲኡ መዳያት ክግምገም ሕተቶ።

5. ኣብነታት ተጠቐም። ውላድካ ስለምንታይ ስንክልና ክህልዎ ይኽእል እዩ ኢልካ ክትሓስብ ከም ዝኸኣልካ ናይ ገዛእ ርእስኻ ትዕዝብቲ ወስኽ። እንተሃልዮምኻ፣ ውላድካ ስንክልና ክህልዎ ከም ዝኽእል ዝሕብሩ ሰነዳት፣ ከም ካብ ሓካይም ወይ ወሃብቲ ጥዕና ኣእምሮ ዝመጹ ደብዳቤታት ኣቕርብ።

6. ነቲ ሪፈራል ናብቲ ናብ ቤት ትምህርቲ ዘሎ ወይ ኣውራጃ ዘሎ ስልጣን ዘለዎን ብቕልጡፍ ስጉምቲ ክወስድ ዝኽእል ዝመስለካ ሰብ ስደዶ። ዋላ እኳ እቲ ሕጊ ንሓደ ፍሉይ ሰብ ወይ ቤት ጽሕፈት እቲ ሪፈራል ክለኣኸሉ ዝግብኦ ዘይገልጽ እንተዘኮነ፣ ንዕኡ ክሰርሕ እዩ ኢልካ ናብ እትሓስቦ ሰብ ክትሰድድ ጽቡቕ ሓሳብ እዩ። ንኣብነት፣ ናይ ሪፈራል ደብዳቤኻ ናብ ርእሰ መምህር ቤት ትምህርቲ ወይ ዳይረክተር ፍሉይ ትምህርቲ ናይቲ ኣውራጃ ክትሰድድ ትኽእል ኢኻ።

እቲ ኣውራጃ ንፍሉይ ትምህርቲ ገምጋም ሪፈራል ምስ ረኸበ እንታይ የጋጥም?

እቲ ኣውራጃ ንሓደ ተማሃራይ ክግምግም ድዩ ኣይግምግምን ንምውሳን 25 ናይ ትምህርቲ መዓልታት ኣለዎ። (ኣብ ክፍሊ 504 ናይ ገምጋም ገደብ ግዜ የለን። እቲ ኣውራጃ ናይ 504 ገምጋም ፖሊሲ እንተዘይብሉ፣ ናይ IDEA ናይ ግዜ መስመራት ከም መምርሒ ተጠቐም።) እቲ ኣውራጃ ናይ ምግምጋም ውሳኔኡ ኣብ ዝወሰድሉ፣ ኣብ ፋይላት ቤት ትምህርቲ ወይ ብወላዲ ወይ ኣላዪ ዝቐረበ ዝኾነ ይኹን ህሉው ትምህርታውን ሕክምናውን መዛግብቲ ክምርምር ኣለዎ። እቲ ኣውራጃ ብዛዕባ ምግምጋምን ዘይግምግምን ውሳነ ምስ ሃበ፣ እቲ ኣውራጃ ንወላዲ ወይ ኣላዪ ናይቲ ውሳነ ብጽሑፍ ዝሕብር ምልክታ ክሰድድ ኣለዎ። እቲ ኣውራጃ ከይግምግም እንተ ወሲኑ፣ ነቲ ውሳነ ክትፈታተኖ ትኽእል ኢኻ። ምስ ወረዳ ንዘጋጥም ዘይምርድዳእ ዝፍታሕ ዝተፈላለዩ መንገድታት መግለጺ ንምርካብ ኣብዚ ሕታም ክፍሊ VII ተመልከት።

እቲ ወረዳ ነቲ ገምጋም ንኽገብር እንታይ ዓይነት ፍቓድ የድልዮ?

እቲ ኣውራጃ ንመጀመርታ ግዜ ንሓደ ቆልዓ ቅድሚ ምግምጋሙ፣ ካብ ወላዲ ፍቓድ ክሓትት ኣለዎ። እቲ ወላዲ እንተኣቢዩ፣ እቲ ኣውራጃ ነቲ ናይቲ ወላዲ እምቢታ ንምግዳፍ መስርሕ ፍርዲ ክሓትት ይኽእል።

እቲ ወረዳ ነቲ ገምጋም ንኽገብር ፍቓድ ምስ ረኸበ እንታይ ይኸውን?

እቲ ቤት ትምህርቲ ኣዉራጃ ነቲ ተማሃራይ ንምግምጋም 35 ናይ ትምህርቲ መዓልታት ኣለዎ። ሕጊ ዋሽንግተን ከም ዝሕብሮ እቲ ኣውራጃ ንብቑዕነት ፍሉይ ትምህርቲ ንምግምጋም ፍቓድ ምስ ረኸበ፣ ነዚ ዝስዕብ ንምግባብር 35 ናይ ትምህርቲ መዓልታት ኣለዎ፤

• ነቲ ተማሃራይ ምሉእ ብምሉእ ክግምግሞ
• እቲ ተማሃራይ ስንክልና ኣለዎ ድዩ የብሉን ክዉስን
• ፍሉይ ኣገልግሎት ትምህርቲ ዘድልዮ እንተኾይኑ ንምውሳን።

እቲ ኣውራጃን ወላድን ንኻልእ ናይ ግዜ መደብ እውን ክሰማምዑ ይኽእሉ እዮም፣ ክሳብ እቲ ኣውራጃ ነቲ ናይ ወላዲ ስምምዕ ዝሰነደ። ንኣብነት፣ ሓደ ወላዲ ውጽኢት ናይ ሓደ ነጻ ትምህርታዊ ገምጋም ንምጽባይ ነቲ ናይ ግዜ መደብ ከናውሕ ክሰማማዕ ይደሊ ይኸውን። እቲ ወላዲ ነቲ ቆልዓ ናብቲ ገምጋም ምምጻእ ብተደጋጋሚ እንተኣቢዩ ወይ እቲ ህጻን ኣብ እዋን ገምጋም ኣብ መንጎ ኣውራጃታት እንተተንቀሳቒሱ፣ እቲ ሓድሽ ኣውራጃ እቲ ገምጋም ብቕልጡፍ ንኽዛዘም እኹል ምዕባለታት ክሳብ ዝገበረን እቲ ወላዲ ከምኡ’ውን እቲ ሓድሽ ኣውራጃ ነቲ ገምጋም ንምዝዛም ኣብ ናይ ግዜ መስመር ምስ ዝሰማምዑ፣ እቲ ናይ 35 ናይ ትምህርቲ መዓልታት ናይ ግዜ መደብ ክቕየር ይከኣል።

ንገምጋም ዝኸውን ናይ ግዜ ገደብ ግዝኣት ዋሽንግተን

ንፍሉይ ትምህርቲ ገምጋም ሪፈር

25 ናይ ትምህርቲ መዓልታት ተምሃራይ ክግምግም ድዩ ኣይግምግምን ንምውሳን

ንገምጋም ዝኸውን ናይ ወለዲ ብጽሑፍ ፍቓድ

ገምጋም ንምዝዛም 35 ናይ ትምህርቲ መዓልታት

ውላደይ ኣብ መስርሕ ገምጋም እንተተንቀሳቒሱ እንታይ ይኸውን?

ሓደ ተማሃራይ ኣብ ሓደ ግዜ ናይ ዓዉደ ትምህርቲ ናብ ዝተፈላለየ ኣውራጃ እንተተሰጋጊሩ፣ እቶም ናይ ፍሉይ ትምህርቲ ገምጋማት ብቕልጡፍ ከም ዝዛዘሙ ንምርግጋጽ፣ ናይቲ ተማሃራይ ናይ ቐደም ዝነበረን ሓድሽን ቤት ትምህርቲ ብዝተኻእለ መጠን ብቕልጡፍ ክወሃሃዱ ኣለዎም። ሕጊ ግዝኣት ዋሽንግተን እቲ ሓድሽ ኣውራጃ እቲ ተማሃራይ ምስ ተመዝገበ መዛግብቲ ተማሃራይ ምርካብ ክጅምርን እቲ ተማሃራይ ቅድሚኡ ዝነበረ ናይ ቤት ትምህርቲ ዲስትሪክት ኣብ ውሽጢ 2 ናይ ትምህርቲ መዓልታትን መዛግብቲ ቤት ትምህርትን ኣብ ዝሓጸረ ግዜ ኣገዳሲ ሓበሬታ ክህብን ይጠልብ።

ስፍሓት ናይቲ ፍሉይ ትምህርቲ ገምጋም እንታይ እዩ?

እቲ ኣውራጃ ንሓደ ህጻን ኣብ ኩሉ ስንክልና ዝጥርጠረሉ ከባቢታት ክግምግሞ ኣለዎ። ገምጋም ፍሉይ ትምህርቲ ክልተ ዕላማታት ኣለዎ፤ 1) ንኣገልግሎት ብቑዕ ምዃኑ ንምውሳን፣ ከምኡ’ውን 2) ውልቃዊ መደብ ትምህርቲ ምእንቲ ክምዕብል፣ ድሌታትን ጥንካረታትን ናይቲ ተማሃራይ ንምልላይ። እቲ ኣውራጃ ኣብ ኩሉ መዳያት ዝተጠርጠሩ ስንክልና ክግምግም ስለዘለዎ ወሳኒ እዩ፣ ኣገዳሲ ነጥቢ እዩ። ሓደ ሓደ ግዜ ሓደ ተማሃራይ ካብ ሓደ ንላዕሊ መዳያት ጸገማት ከጋጥሞ እዩ። ሓደ ኣውራጃ ሓደ ተማሃራይ ኣብ ሓደ ከባቢ ንፍሉይ ትምህርቲ ብቑዕ ኮይኑ ምስ ተረኽበ ነቲ ገምጋም ደው ከብሎ ይኽእል እዩ። እቲ ገምጋም ኣብ ሓደ መዳይ ጥራይ ጸቒጡ ምስ ዝሰርሕ፣ ነቲ ውልቃዊ መደብ ንምምዕባል ዝግበኦ ግዜ ምስ በጽሐ፣ ብዛዕባ ኩሉ ናይቲ ተማሃራይ ድሌታት እኹል ሓበሬታ ክህሉ ኣይክእልን እዩ። ንውላድካ ዝበለጸ ዝሰማማዕ ውጥን ትምህርቲ ንምርካብ፣ ነቲ ኣውራጃ ዝገብሮ ናይ ገምጋም ጻዕርታት ኩለመዳያዊ ምዃኑ ንምርግጋጽ ብጥንቃቐ ኣቓልቦ ግበር። ኣብ ኩሉ መዳያት ናይ ምግምጋም ግዴታ ከምዘለዎ ነቲ ኣዉራጃ ኣዘኻኽሮ።

እንታይ ዓይነት መዳያት ክግምገሙ ኣለዎም ከምኡዉን እንታይ ዓይነት መርመራታት ክጥቀሙ እዮም?

እቲ ኣውራጃ ንሓደ ህጻን ኣብዞም ዝስዕቡ መዳያት ክግምግሞ ይኽእል እዩ፤

• ጥዕና (ኣካላውን ኣእምሮኣውን ጥዕና)
• ራእይ
• ምስማዕ
• ማሕበራውን ስምዒታውን ጥዕና
• ሓፈሻዊ ምስትውዓል
• ኣካዳሚያዊ ብቕዓት
• ርክብ፣ ኣዘራርባን ቋንቋን።
• ናይ ሞተር ዓቕሚ።

ንገምጋም እትጥቐሙሉ ፈተናታት ቅኑዓትን ምስቲ ዝፍተን ዘሎ ከባቢ ዝምጥንን ክኾኑ ይግባእ። እዚ ማለት እቶም ፈተናታት ነቲ ክዕቅንዎ ዝሓሰቡ ነገራት ብትኽክል ክዕቅኑ ኣለዎም ማለት እዩ። ንኣብነት፣ Wechsler Intelligence Scale for Children IV (ዌስለር ኢንተለጀንስ ስኬል ንህጻናት IV) (WISC IV ተባሂሉ ዝጽዋዕ)፣ ሓፈሻዊ ብልሒ ንምዕቃን ዝተዳለወ ልሙድ ፈተና እዩ። ብሓፈሻ፣ ውጽኢት ናይ WISC IV ንዕኡ ዕላማ ስለዘይተዳለወ ስምዒታዊ ኩነታት ሓደ ህጻን ንምግምጋም ክውዕል የብሉን። ፈተናታትን መገምገሚ ጽሑፋትን ብዓሌት፣ ባህሊ ወይ ጾታ ኣድልዎ ከይፍጠር ብጥንቓቐ ክምረጹን ኣብ ግብሪ ክዉዕሉን ኣለዎም። ብተወሳኺ፣ ከምዚ ክግበር ዘይክኣል ክሳብ ዘይኮነ፣ ፈተናታትን ንዋትን ነቲ ተማሃራይ ብቋንቋ መበቆል ናይቲ ተማሃራይ ወይ ካልእ ኣገባብ ርክብ (ከም ቋንቋ ምልክት) ክወሃብ ኣለዎ። እንታይ ክትገብር ትኽእል፧ ብዛዕባ እቶም ፈተናታት ሕቶታት ሕተት። ዋላ እኳ እቲ ጭርሖ ናይ ገምጋማት ዝፈታትነካ ክኸውን ይኽእል እኳ እንተኾነ፣ ሕቶታት ብምሕታት ግን ክትርድኦ ትኽእል ኢኻ፤

• ዕላማ ናይቲ ፈተና፣ ከምኡ’ውን...
• እቲ እትጥቀመሉ ዓይነት መርመራ ንውላድካ ትኽክለኛ ይመስል ድዩ ኣይመስልን።

ንሓደ ካብ ኣባላት ናይቲ ገምጋም ጉጅለ ነቶም ፈተናታት ብግልጺ ቋንቋ ክገልጸልካ ሕተቶ። እቲ ፈተና ነቲ ክዕቅኖ ዝግበኦ ዓቕሚ ብትኽክል ክዕቅኖ ከም ዝኽእል ኣረጋግጽ። ንኣብነት፣ ገለ ፈተናታት ውጽኢት ቅኑዕ ንኽኸውን ዕድመ፣ ክእለት ምንባብን ዓቕሚ ቋንቋን ዘድልዮም ረቛሒታት ኣለዎም። ውላድካ ንፍሉይ ፈተና ኣዝዩ ንእሽቶ እንተኾይኑ፣ በቲ ንፈተና ዘድሊ ደረጃ ከንብብ እንተዘይክኢሉ፣ ወይ እቲ ፈተና ብቐዳማይ ቋንቋ ናይ ውላድካ እንተዘይተዋሂቡ፣ ቐጺሉ ውጽኢት ናይቲ ፈተና ጠቓሚ ከይከውንን ቅኑዕ ክኸውንን ይኽእል እዩ።

መን እዩ ነቲ መርመራ ዝገብሮ?

ኣብ ከባቢ ዝተጠርጠረ ስንክልና መርመራ ንምክያድ ብቕዓት ዘለዎም ሰብ ሞያ። እቲ ናይ ቤት ትምህርቲ ስነ-ኣእምሮኣዊ ክኢላ ብዙሕ መርመራታት ከካይድ ይኽእል እዩ። ገለ መዳያት ስንክልና ግን ፍሉይ ስልጠና ዘለዎ ናይ ስነ-ኣእምሮ ክኢላ፣ ናይ ስነ-ኣእምሮ ሓኪም፣ ናይ ኣካላዊ ፍወሳ/ናይ ምዝራብ ሓኪም፣ ናይ ሕክምና ሓኪም፣ ወይ ካልእ ክእለት ዘለዎ ሰብ ከድልዮ እዩ። ሰራሕተኛታት ኣውራጃ ምሉእ ገምጋም ክገብሩ እንተዘይክኢሎም፣ እቲ ኣውራጃ ነቲ መስርሕ ገምጋም ንምዝዛም ናይ ደገ ክእለት ምድላይ ከድልዮ ይኽእል። እዞም ናይ ደገ ገምጋማት በቲ ኣውራጃ ክኽፈሉ ይግባእ። እቲ ኣውራጃ ሓደ ተማሃራይ ወይ ስድራቤት ናይ ብሕቲ መድሕን ወይ ካልእ ናይ ደገ ገምጋማት ወጻኢታት ዝሽፍን ምወላ እንተሃልይዎ ክሓትት ይኽእል። ሓደ ተማሃራይ ወይ ስድራቤት ናይ መድሕን ጥቕምታት ወይ ካልእ ምንጪ ምወላ ክጥቀም እንተዘይደልዩ፣ እቲ ኣውራጃ ሕጂ’ውን ነቲ ገምጋም ንምዝዛም ዘድሊ ናይ ደገ መርመራ ከዳሉን ክኸፍሎን ኣለዎ።

እቲ ኣውራጃ ብዛዕባ ብቕዓትን ኣድላይነትን ናይ ውላደይ ፍሉይ ትምህርቲ ዝምልከት ሓበሬታ ክእክብ ዝኽእል ካልእ እንታይ መንገድታት ኣለዉ?

እቲ ኣውራጃ ብዛዕባ ሓደ ተማሃራይ ኣገደስቲ ተግባራዊ፣ ምዕባለኣውን ኣካዳሚያውን ሓበሬታ ንምእካብ ዝተፈላለዩ ናይ ምምዛን መሳርሕታትን ስትራተጂታትን ክጥቀም ኣለዎ። ሓበሬታ ምእካብ ትዕዝብቲ ናይቲ ተማሃራይን ቃለ መሕትት ስድራቤትን ኣለይቲን ካልኦት ነቲ ተማሃራይ ዝፈልጥዎን ከጠቓልል ይኽእል። IDEA ን No Child Left Behind Act (ሕጊ ድሕሪት ዝተረፈ ቆልዓ የለን)፣ ሓበሬታ ንምእካብ ኣብ ክፍሊ ዝግበር ገምጋማት ምጥቃም የጉልሑ። እዞም ኣብ ክፍሊ ዝግበሩ ገምጋማት መብዛሕትኡ ግዜ ኣብ ስርዓተ ትምህርቲ ዝተመርኮሰ መለክዒታት (CBMs) ይበሃሉ። ኩሎም ኣባላት ናይቲ ገምጋም ጉጅለ ነዞም ገምጋማት ክግምግሙ ምእንቲ ምስ ውላድካ ስርዓተ ትምህርቲ ዝተመርኮሰ መለክዒታት ተጠቒሞም እንተኾይኖም ክትሓትት ይግባእ ምኽንያቱ ሓደ ሓደ ግዜ ትምህርቲ ዝተመርኮሰ መለክዒታት ብመምህር ሓፈሻዊ ትምህርቲ ይውዳእ እምበር ምስ ሰራሕተኛታት ፍሉይ ትምህርቲ ኣይካፈሉን እዮም።

ምስ ስፍሓት ወይ ውጽኢት ናይቲ ገምጋም እንተዘይተሰማሚዐኸ?

ምስቲ ገምጋም እንተዘይተሰማሚዕካ ብዋጋ ናይቲ ኣውራጃ ናጻ ትምህርታዊ ገምጋም ክትሓትት ትኽእል ኢኻ። ብዛዕባ ስፍሓት ወይ ውጽኢት ናይቲ ገምጋም ስክፍታታት እንተሃልዩካ፣ ክትገብሮም እትኽእል ነገራት ኣለዉ፤

• ምስ ወረዳ ተዘራሪብካ ዘለካ ስክፍታት ኣስምዕ። ነቲ ኣውራጃ ተወሳኺ ወይ ዝለዓለ ገምጋም ክገብር ሕተቶ
• ገለ ካልእ ገምጋም ዝግበረሉ መገዲ ርኸብ (ውላድካ ኣብቲ ዘተሓሳስብ መዳያት ንገምጋም ዝኸፍል ሕክምናዊ ሽፋን ኣለዎ ድዩ? ሓደ ኣውራጃ ናይ ደገ ገምጋማት ኣብ ግምት ከእቱ ኣለዎ።)
• ብዋጋ ናይቲ ኣውራጃ ናጻ ትምህርታዊ ገምጋም ሕተት፣ ካብ ኣውራጃ ድማ ዝርዝር ገምገምቲ ውሰድ
• ዝያዳ ወግዓዊ ኣማራጺታት ምፍታሕ ዘይምርድዳእ ኣብ ግምት ኣእቱ፣ ከም ሽምግልና፣ ጥርዓን ወይ ኣብ መስርሕ ዘሎ ፍርዲ። ብዛዕባ ምፍታሕ ዘይምርድዳእ ዝያዳ ሓበሬታ ንምርካብ ኣብዚ ናይዚ ሕታም ክፍሊ VII ርአ።

“ብወጻኢ መንግስቲ ነጻ ዝኾነ ናይ ትምህርቲ ገምጋም” እንተሓቲተ እንታይ ይኸውን?

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.

ናይ individualized education program ወይ “IEP” እንታይ እዩ?

Individualized Education Program (IEP፣ ዉልቓዊ ናይ ትምህርቲ መደብ) ሓደ ስንክልና ዘለዎ ተማሃራይ ትርጉም ዘለዎ ትምህርቲ ንምርካብ ዘድልዮ ትምህርትን ኣገልግሎታትን ዝርዝር መግለጺ እዩ። እቲ ዉልቓዊ ናይ ትምህርቲ መደብ ወይ IEP፣ ሓደ ህጻን ዝረኽቦ ፍሉይ ኣገልግሎት ትምህርቲ ዝገልጽ ሰነድ እዩ። IEP ሕጋዊ ሰነድ ኮይኑ ተማሃሮ ኩሎም ኣብቲ IEP ዝተዘርዘሩ ኣገልግሎታት ናይ ምርካብ መሰል ኣለዎም። IEP ንሓደ ህጻንን ትምህርታዊ ድሌታቱን ዝምጥን ክኸውን ኣለዎ፣ ከምኡ’ውን ንኣገልግሎት ንምሃብ ዝሕግዙ ፈጠራዊ ስትራተጂታት ከጠቓልል ይኽእል።

እቲ IEP ዝስዕቡ ከጠቓልል ኣለዎ፦

• መግለጺ ናይቲ ተማሃራይ ህሉው ደረጃታት ትምህርታውን ተግባራውን ኣፈጻጽማ-እቲ ተማሃራይ ከመይ ከምዘሎ
• ዓመታዊ ትምህርታዊ ዕላማታት
• ናይ ሓደ ህጻን ምዕባለ ብኸመይ ከም ዝዕቀንን መዓስ በብእዋኑ ብዛዕባ ምዕባለ ናይቲ ህጻን ጸብጻባት ከም ዝቐርብን ዝገልጽ መግለጺ
• መግለጺታት ናይ ኩሎም ሓደ ህጻን ኣብ ክልቲኡ ሓፈሻዊ ትምህርቲ ክፍሊ ምድላውን ኣብ ፍሉይ ትምህርቲ ምድላውን ዝረኽቦ ኣገልግሎታት
• መግለጺ ናይቶም እቲ ተማሃራይ ዝረኽቦ “ተዛመድቲ ኣገልግሎታት” ከም ፍወሳ ዘረባን ቋንቋን፣ መጓዓዝያን፣ ምኽርን ዝኣመሰሉ
• መግለጺ ናይ ኩሎም ክቐርቡ ዘለዎም ናይ መደብ ምምሕያሻት፣ ከም ዝተመሓየሹ ናይ ንባብ ንዋት፣ ንፈተናን ካልእ ዕዮታትን ዝኸውን ኣንባቢ፣ ንኣስተምህሮ ዝኸውን መቕረጺ ቴፕ ወዘተ።
• እቲ ተማሃራይ ሓገዝቲ ቴክኖሎጂ መሳርሕታትን ኣገልግሎታትን የድልዮ ድዩ ኣይድልዮን ዝብል ውሳነ። ሓጋዚ ቴክኖሎጂ ማለት ዓቕሚ ተማሃራይ ዘዕብዩ ወይ ዝዕቅቡ መሳርሒታት ወይ ስርዓታት ማለት ኮይኑ ብንግዲ ዝፈረዩ ነገራት ከም ኮምፒተር ወይ ብሕታዊ ቁልፊ ሰሌዳ ከጠቓልሉ ዝኽእሉ እዮም።
• ውሳነ ብዛዕባ ብቑዕነት ንምትዕርራያት ኣካላዊ ትምህርቲ፣ ከምኡ’ውን ብቑዕ እንተኾይኑ ብኸመይ ከም ዝወሃብ
• እቲ ተማሃራይ ኣብ ክፍልታትን ንጥፈታትን ሓፈሻዊ ትምህርቲ ብኸመይ ከም ዝሳተፍን እንተዘይኮይኑ ድማ ስለምንታይ ከም ዝሳተፍ ዝገልጽ መግለጺ
• ዝኾነ ይኹን መንበሪ ኣባይቲ እቲ ተማሃራይ ንዝተናውሐ ናይ ትምህርቲ ዓመት ኣገልግሎት ንምውሳድ ክህልዎ እዩ፣ ብጉጅለ IEP ኣድላዪ እንተኾይኑ
• ንተማሃራይ ዘድሊ ጽልኢ ዝመልኦ ምትእትታዋት እንተሃልዩ።
• ቦታ፣ ንውሓት ግዜን ድግግምን ናይቲ ክወሃብ ዘለዎ ኣገልግሎት
• ኣገልግሎታት ዝጅምረሉ ዕለታት
• እቲ ተማሃራይ 16 ዓመት ምስ መልእ፣ ወይ ካብዚ ዝንእስ እንከሎ ኣብ ግብሪ ንኽውዕል ካብቲ IEP ከይደንጐየ ዝጅምር፣ ወይ ድማ ብጉጅለ IEP ኣድላዪ እንተኾይኑ፥ 1) ግቡእ ዝዕቀኑ ድሕሪ ካልኣይ ደረጃ ዕላማታትን 2) ነቲ ተማሃራይ ነቶም ዕላማታት ኣብ ምብጻሕ ንምሕጋዝ ዘድልዩ ናይ ትርጉም ኣገልግሎታትን።

ብተወሳኺ፣ ኣማራጺ ገምጋማት ዝወስዱ ተማሃሮ፣ ኣብ IEPኦም እዞም ዝስዕቡ እውን ክካተቱ ኣለዎም፤

• መግለጺ መዐቀኒታት ወይ ናይ ሓጺር ግዜ ዕላማታት
• እቲ ተማሃራይ ኣብቲ ስሩዕ ገምጋም ንምንታይ ክሳተፍ ከምዘይክእል ዝገልጽ መግለጺ
• እቲ ፍሉይ ኣማራጺ ገምጋም ስለምንታይ ንተማሃራይ ከም ዝምጥን ዝገልጽ መግለጺ።

ውላደይ ንፍሉይ ትምህርቲ ብቑዕ እንተኾይኑ ድሕሪ እቲ ናይ መጀመርታ ገምጋም ክንደይ ግዜ IEP ክረክብ እዩ?

ሓደ ተማሃራይ ንፍሉይ ትምህርቲ ብቑዕ ምዃኑ ካብ ዝውሰን ኣብ ውሽጢ 30 ናይ ዓውደ ኣዋርሕ መዓልታት ኣኼባ IEP ክካየድ ኣለዎ። ሓደ ቤት ትምህርቲ ዲስትሪክት ሓደ ተማሃራይ ንፍሉይ ኣገልግሎት ትምህርቲ ብቑዕ ምዃኑ ምስ ወሰነ፣ እቲ ኣውራጃ ናይ IEP ኣኼባ ንምክያድን ንተማሃራይ ውልቃዊ ውጥን ንምምዕባልን 30 ናይ ዓውደ ኣዋርሕ መዓልታት (ናይ ትምህርቲ መዓልታት ዘይኮነ) ኣለዎ።

መን እዩ ነቲ IEP ዘማዕብሎ?

IEP Team ናይቲ ተማሃራይ መደብ ትምህርቲ ኣብ ምሕንጻጽ ክሕግዙ ብዝኽእሉ ሰባት ዝቖመ እዩ። ናይ ሰባት ጉጅለ ነቲ IEP ናይ ምጽሓፍን ምጽዳቕን ሓላፍነት ኣለዎ። እዞም ዝስዕቡ ሰባት ኣካል ናይቲ IEP Team ኮይኖም ብሓፈሻ ኣብ ኩሉ ናይ IEP ኣኼባታት ክህልዉ ይግባእ፤

• ወላዲ ወይ ኣላዪ
• እንተወሓደ ሓደ ካብቶም ናይቲ ተማሃራይ ሓፈሻዊ ትምህርቲ መምህራን (እቲ ተማሃራይ ኣብቲ ሓፈሻዊ ትምህርቲ ሃዋህው ዝሳተፍ እንተኾይኑ ወይ ዝሳተፍ እንተኾይኑ)
• እንተወሓደ ሓደ ካብቶም ናይቲ ተማሃራይ ፍሉይ ትምህርቲ መምህራን፣ ወይ ኣድላዪ ኣብ ዝኾነሉ እዋን፣ ወሃቢ ፍሉይ ትምህርቲ
• ኣብ ትምህርቲ ስንኩላን ህጻናት ብቑዕ ዝኾነን ብዛዕባ ሓፈሻዊ ስርዓተ ትምህርትን ዝርከብ ጸጋታትን (ከም ዳይረክተር ፍሉይ ትምህርቲ) ኣፍልጦ ዘለዎን ወኪል ኣውራጃ
• ናይ ገምጋም መረዳእታ ክትርጉም ዝኽእል ውልቀሰብ (ሓደ ካብቶም ኣብ ላዕሊ ዝተጠቕሱ ሰባት ወይ ናይ ቤት ትምህርቲ ስነ-ኣእምሮኣዊ ክኢላ ክኸውን ይኽእል)
• ከም ድሌት ወላዲ ወይ ኣውራጃ፣ ካልኦት ብዛዕባ እቲ ቆልዓ ፍልጠት ወይ ፍሉይ ክእለት ዘለዎም
• እቲ ተማሃራይ (ኣድላዪ እንተኾይኑ)
• ወሃብቲ ኣገልግሎት ምስግጋር (ከም ሞያዊ ክኢላታት ወይ ሓደ ካብ ናይ ደገ ትካል ከም Developmental Disability Administration (DDA፣ ክፍሊ ልምዓታዊ ስንክልና) ዝመጸ ሰብ)።

ካልኦት ሰባት ኣብ ጉጅለ IEP ክህልዉ ይኽእሉ እዮም። እቲ ሕጊ ብፍላይ ካልኦት “ብዛዕባ እቲ ህጻን ፍልጠት ወይ ፍሉይ ክእለት ዘለዎም” ኣብቲ IEP Team ክሳተፉ የፍቅድ። እዚ ማለት እቲ ጉጅለ IEP ኣዝማድ፣ ፈተውቲ ስድራቤት፣ ኣባላት ማሕበረሰብ፣ ቴራፒስትን ተጣበቕትን ከጠቓልል ይኽእል። እቲ ኣውራጃ ወይ ወላዲ ነቲ ቆልዓ ብዝምልከት መን ፍልጠት ወይ ክእለት ከም ዘለዎ ይውስን። ኣብ ናይ ውላድካ ጉጅለ IEP ክካተቱ ኣለዎም ዝበልካዮም ሰባት እንተሃልዮም፣ ንኽዕደሙ ንቤት ትምህርቲ ምሕባርካ ኣረጋግጽ። ይኹን እምበር ብመሰረት IDEAን ሕጊ ፍሉይ ትምህርቲ ግዝኣትን ኣባላት ጉጅለ IEP ኣብ ኩሉ ኩነታት ኣብቲ መደብ ክሳተፉ ዘይክግደዱ ይኽእሉ እዮም። ሓደ ኣባል ናይቲ ኣብ ላዕሊ ዝተዘርዘረ ኣባል ናይ IEP ጉጅለ ኣብቲ ናይ IEP ኣኼባ ክሳተፍ ኣየድልዮን እዩ፣ እቲ ኣባል ዘለዎ ከባቢ ስርዓተ ትምህርቲ ናይቲ ኣኼባ ርእሰ ነገር እንተዘይኮይኑን ወላድን ኣውራጃ ቤት ትምህርትን ምምጻኡ ኣድላዪ ከምዘይኮነ ብጽሑፍ እንተተሰማሚዖምን። ንኣብነት፣ ሓደ ወሃቢ ዘረባን ቋንቋን ክሳተፍ ክግደድ ዘይክእል እንተኾይኑ፣ ኣገልግሎት ዘረባ ኣርእስቲ ናይቲ ኣኼባ IEP እንተዘይኮይኑን ወላድን ቤት ትምህርቲ ዲስትሪክትን ክልቲኦም ብጽሑፍ ይሰማምዑ፣ እቲ ወሃቢ ዘረባን ቋንቋን ክሳተፍ ኣየድልዮን እዩ ምኽንያቱ ዕላማ ናይ... እቲ ኣኼባ ናይቲ ተማሃራይ ናይ ባህሪ ምትእትታው ውጥን ጥራይ ንምዝታይ እዩ። ብተወሳኺ፣ ኣባላት ናይ IEP ጉጅለ ወላድን ቤት ትምህርቲ ዲስትሪክትን ብጽሑፍ እንተተሰማሚዖም፣ ዋላ እቲ ኣኼባ ምምሕያሽ ወይ ዘተ ናይቲ ኣባል ጋንታ ከባቢ ዘጠቓልል እንተኾነ፣ ካብቲ ኣኼባ ክምኽነዩ ይኽእሉ። ይኹን እምበር፣ እቲ ዝተመኽነየ ኣባል IEP ጉጅለ ቅድሚ እቲ ኣኼባ ንኽልቲኦም ወላድን ንኣውራጃ ቤት ትምህርትን ኣብ ምምዕባል IEP ብጽሑፍ ርእይቶ ከቕርብ ኣለዎ።

ጉጅለ IEP መዓስ ይእከብ ከምዘሎ ብኸመይ ይፈልጥ?

እቲ ኣውራጃ ንወለዲ ብዛዕባ ዕላማ ናይቲ IEP ኣኼባ፣ ሰዓትን ቦታን፣ ከምኡ’ውን መን ክሳተፍ ምዃኑ ከፍልጥ ኣለዎ። ወለዲ ንኽሳተፉ ዕድል ከም ዝረኽቡ ንምርግጋጽ እቲ ኣውራጃ ብኣግኡ ምልክታ ክህብ ኣለዎ። እቲ ኣኼባ ብሓባር ኣብ ዝተሰማምዑሉ ግዜን ቦታን ክውደብ ይግባእ። ወላድን ኣውራጃ ቤት ትምህርትን እንተተሰማሚዖም፣ ኣኼባታት ብተሌፎን ወይ ብቪድዮ ኮንፈረንስ እውን ክካየድ ይኽእል።

ኣብ IEP እንታይ ኣበርክቶ ክገብር ይኽእል?

ካብ ወለድን ካልኦት ነቲ ተማሃራይ ዝፈልጥዎን ብዛዕባ ዓወቱ ዝግደሱን ሰባት ዝመጽእ ኣበርክቶ፣ ውጽኢታዊ መደብ ፍሉይ ትምህርቲ ንምፍጣር ሓገዳሲ ባእታ እዩ። ወለዲ ኣገደስቲ ኣካል ናይ IEP ጉጅለ ኮይኖም ብዛዕባ ካልኦት ጠቐምቲ ሰባት ገለ ዓበይቲ ሓሳባት ክህልዎም ይኽእል እዩ። ጉጅለ IEP ትልሚ ኣብ ዝፈጥርሉ እዋን ነቲ ድሩትነት ኣብ ግምት ከእቱ ኣለዎ። ኣብዚ መስርሕ እዚ ኣበርክቶ ክገብሩ ዝኽእሉ ካልኦት ሰባት እንተሃልዮም ነቲ ቤት ትምህርቲ ክትሕብሩ ይግባእ። ከም ተጣባቒ መጠን ዘለካ ተራ ኣገዳሲ ክፋል፣ ነቲ ብኣውራጃ ቤት ትምህርቲ ዝወሃብ ዘሎ ትምህርታዊ መደብን ኣገልግሎታትን ምትንታን እዩ። ንኣብነት፣ ብዛዕባ ዓቕሚ ውላድካ ዘለካ ርድኢት ኣብ ግምት ብምእታው፣ እቲ ሸቶታትን ዕላማታትን ርትዓዊ ድዩ፧ እቶም ብኣውራጃ ዝምከሩ ዓይነታት ኣገልግሎታት ንውላድኩም ለውጢ ከምጽኡ ድዮም? ንውጥን ትምህርቲ ንምምሕያሽ ሓሳባት እንተሃልዩኩም ኣብ ኣኼባ ጉጅለ IEP ድምጺ ክትህቡ ይግባእ። ኣብቲ መስርሕ ሓድሽ ኣረኣእያን ፈጠራን ክትውስኽ እውን ትኽእል ኢኻ። እቶም መምህራን ኣብ ግምት ዘየእተውዎ ክኾኑ ዝኽእሉ ውላድካ ከተሳትፍ እትኽእለሉ መገድታት ሕሰብ። ንኣብነት፣ ንውላድካ ብፍሉይ ንጥፈት ወይ ስፖርታዊ ግዜ ዚወሃቦ ሽልማት፣ ኣብ ገዛ ዕዮ ገዛ ንኺገብር ዚድርኾ እንተ ዀይኑ፣ ሽዑ ዕዮታት ብምፍጻም ተመሳሳሊ ዓስቢ ኣብ ቤት ትምህርቲ ኪቐርብ ይኽእል እዩ። ወይ ድማ ውላድካ ብዙሕ ምዝንባልን ሰባትን ጫውጫውን ኣብ ዝህልወሉ እዋን ኣጸጋሚ ግዜ ከም ዘጋጥሞ ትፈልጥ ትኸውን። ውላድካ ቅድሚ ወይ ድሕሪ እቶም ዝተረፉ ተማሃሮ ክፍሊ ክቕይር ሓሳብ ክትህብ ትኽእል ኢኻ።

IEP ንናይ ባህሪ ጉዳያት ብኸመይ ይምልስ?

እቲ IEP ናይ ባህሪ ጸገማት እንተሃልዩ ተግባራዊ ናይ ባህሪ ገምጋምን ናይ ባህሪ ምትእትታው ውጥንን ከጠቓልል ይግባእ። ንሓደ ተማሃራይ ባህርያቱ ኣብ መንገዲ ትምህርቱ ወይ ናይ ካልኦት ተማሃሮ ዕንቅፋት ዝኾነ ተማሃራይ፣ እቲ IEP ባህርያት ንምምሕያሽ ዝሕግዙ ዕላማታትን ነቲ ጸገም ንምፍታሕ ዝሕግዙ ስትራተጂታትን ክህብ ይግባእ። ሓደ ተማሃራይ ዝገብሮ ባህሪ ምስ ስንክልናኡ ዝተኣሳሰር ክኸውን ከም ዝኽእል ምዝካር ኣገዳሲ እዩ። IEP ናይ ባህሪ ጸገማት ኣቐዲሙ ክግምትን ነቶም ጸገማት ቅድሚ ምፍጣሮም ንምምላስ ኣድማዒ መንገድታት ክፈጥርን ይግባእ።

ሓደ IEP መዓስ እዩ ዝግምገም ወይ ዝድገም?

 እንተወሓደ ኣብ ዓመት ሓንሳብ፣ ይኹን እምበር ኣባል ጉጅለ IEP ጠለብ ምስ ዘቕረብ ተደጋጋሚ ግዜ ክኸዉን ይኽእል። IEPs እንተወሓደ ኣብ ዓመት ሓደ ግዜ ክግምገሙ ኣለዎም። ይኹን እምበር፣ ሓደ ኣውራጃ ዋላ’ውን ንኽግምገም ግዜኡ እንተሓለፈ፣ IEP ክኽተል ኣለዎ። ኣብ መወዳእታ ሓደ ዓመት፣ ጉጅለ IEP ተኣኪቡ ነቲ መደብ ትምህርቲ ክግምግሞን ዓመታዊ ዕላማታት ናይቲ ተማሃራይ ይዕወት ድዩ ኣይዕወትን ክውስን ኣለዎ። እቲ ተማሃራይ ኣካዳሚያዊ ምዕባለ እንተዘየርኣየ ወይ ብዛዕባ እቲ ተማሃራይ ሓድሽ ሓበሬታ እንተተረኺቡ እቲ IEP ክኽለስ ኣለዎ። እቲ IEP ሓደ ተማሃራይ እናበሰለ ምስ ከደ ዝቕየር ድሌታት እውን ኣቐዲሙ ክግምት ይግባእ። ብተወሳኺ IEP ኣብ ዝኾነ እዋን ብሕቶ ኣባል ጋንታ ወይ ኩነታት ኣብ ዝተቐየረሉ እዋን ክግምገም ይኽእል። ይኹን እምበር፣ ብመሰረት IDEAን ሕጊ ፍሉይ ትምህርቲ ግዝኣትን፣ ሕጂ ድሕሪ ዓመታዊ ኣኼባ ገምጋም ኣብ IEP ናይ ሓደ ህጻን ለውጢ ክግበር ይከኣል እዩ፣ እቲ ወላድን ኣውራጃን ከምኡ ክገብሩ እንተተሰማሚዖም፣ ኣኼባ IEP ከይጸወዑ። ኣብ ከምዚ ኩነታት፣ ናይቲ ህጻን IEP ንምምሕያሽ ወይ ንምምሕያሽ፣ ብጽሑፍ ዝተጻሕፈ ሰነድ ክውዕል ይኽእል። ብሕቶ ወላዲ፣ እቲ ቤት ትምህርቲ ዲስትሪክት ነቲ ወላዲ ነቲ ምምሕያሻት ዘጠቓለለ ዝተመሓየሸ ቅዳሕ ናይቲ IEP ክህቦ ኣለዎ። እቲ IEP ወይ ናይ ውላድኩም ፍሉይ ኣገልግሎት ትምህርቲ ተቐይሩ እዩ ኢልኩም እንተሓሲብኩም፣ ብስምምዕ ዝተገብረ ዝኾነ ናይ ጽሑፍ ምምሕያሻት ሓዊስካ ቅዳሕ ናይቲ ናይ ቀረባ እዋን IEP ንኣውራጃ ሕተቱ። ብመሰረት IDEA፣ ኣውራጃታት ቤት ትምህርቲ እውን፣ ምድልዳል ኣኼባታት ጋንታ IEP ብምትብባዕ፣ ንነፍሲ ወከፍ ተማሃራይ ኣብ ዓመት ዝካየድ ቁጽሪ ኣኼባታት IEP ክቕንሱ ይተባብዑ።

ብዘይ ፍቓድ ኣብ IEP ውሉደይ ለውጢ እንተ ተገይሩኸ?

ብዛዕባ ስክፍታታትካ ብኡንብኡ ምስቲ ቤት ትምህርቲ ተዘራረብ። ኣካል ናይቲ IEP ጋንታ ኢኻ እሞ ኣብ ኩሉ ውሳነታት ብዛዕባ ፍሉይ መደብ ትምህርቲ ውላድካ ክትጽንበር ኣለካ። ምስ ሰራሕተኛታት ቤት ትምህርቲ ብምዝርራብ ንዘጋጠመካ ዘይምርድዳእ ብዘይወግዓዊ መንገዲ ክትፈትሖ እንተዘይክኢልካ፣ ንተወሳኺ ኣማራጺታት ኣብዚ ሕታም ክፍሊ VII ኣፈታትሓ ዘይምርድዳእ ኣንብብ።

ውላደይ ንፍሉይ ትምህርቲ ብቑዕ ምስ ኮነ፣ ተወሳኺ ገምጋም ኣሎ ድዩ?

እወ፣ ስንኩላን ተማሃሮ እንተወሓደ ኣብ ሰለስተ ዓመት ሓደ ግዜ፣ ኣድላዪ እንተኾይኑ ድማ ዝያዳ ክግምገሙ ኣለዎም። ዋላ እኳ እቲ IEP ኣብ ዓመት ሓደ ግዜ ክግምገም ዘለዎ እንተኾነ፣ ዳግመ-ገምጋም ስንኩላን ተማሃሮ ክንድኡ ብተደጋጋሚ ክኸውን ኣየድልዮን እዩ። ዳግመ-ገምጋም እንተወሓደ ኣብ ሰለስተ ዓመት ሓደ ግዜ ክኽሰት ኣለዎ። ሓደ ወላድን ናይቲ ቤት ትምህርቲ ኣዉራጃን ናይ ሰለስተ ዓመት ዳግመ-ገምጋም ኣድላዪ ከምዘይኮነ ክሰማምዑ ይኽእሉ እዮም። ይኹን እምበር፣ እዞም ናይ ሰለስተ ዓመት ገምጋማት መብዛሕትኡ ግዜ ንወለድን ንኣውራጃታት ቤት ትምህርትን ሓደ ተማሃራይ ከመይ ከምዘሎ ጠቓሚ ሓበሬታ ይህቡ። ሓደ ተማሃራይ ካብ ካልኣይ ደረጃ ናብ ካልኣይ ደረጃ ኣብዘን ሰለስተ ዓመታት ዘጋጥሞ ለውጢ እሞ ሕሰብ! ንውላድካ ዳግማይ ከይትፍትኖ ቅድሚ ምስምማዕካ ኣጸቢቕካ ሕሰብ ምኽንያቱ ካብቲ ናይ መወዳእታ ገምጋም ዝነበረ ኣብዘን ዝሓለፈ ሰለስተ ዓመታት ብዙሕ ነገራት ተቐይሩ ክኸውን ይኽእል እዩ። ሓደ ተማሃራይ ቀልጢፉ ዳግማይ ክግምገም ዝኽእል፣ እቲ ቤት ትምህርቲ ዲስትሪክት ናይቲ ህጻን ትምህርታውን ኣገልግሎታውን ድሌታት ዳግመ-ገምጋም ከምዘድልዮ እንተ ወሲኑ (እዚ እቲ ቆልዓ ምምሕያሽ ዝገበረሉ ኩነታት ዘጠቓልል እዩ) ወይ ድማ እቲ ወላዲ ወይ መምህር ዳግመ-ገምጋም እንተሓቲቱ። ይኹን እምበር፣ ወላድን ኣውራጃን ገምጋም ኣድላዪ ምዃኑ እንተዘይተሰማሚዖም፣ ዳግመ-ገምጋም ኣብ ዓመት ካብ ሓደ ግዜ ንላዕሊ ክኽሰት ኣይክእልን እዩ። ዕላማታት ዳግመ-ገምጋም ንምፍላጥ፤

1. እቲ ተማሃራይ ናይ ብቕዓት መዐቀኒታት ምምላእ ይቕጽል ድዩ ኣይቕጽልን።
2. ዕላማታት IEP ንምምላእ እንታይ ዓይነት ተወሳኺ ኣገልግሎታት የድሊ
3. ህሉው ደረጃታት ኣካዳሚያዊ ውጽኢትን ተዛመድቲ ዕቤታት ድሌታትን ናይቲ ተማሃራይ።

እቲ IEP ጉጅለ ነቲ ህሉው መረዳእታ ገምጋም ንተማሃራይ ክምርምርን ነዞም ኣብ ላዕሊ ዝተዘርዘሩ ሰለስተ ጉዳያት ንምፍታሕ እንታይ ተወሳኺ ፈተና እንተሃልዩ ከምዘድሊ ክውስን ኣለዎ።

ስንክልና ዘለዎ ውላደይ ኣብ IEP ዝተገልጸ ኣገልግሎት ኣበይ ክረክብ እዩ?

ስንኩላን ተማሃሮ ኣብቲ ዝወሓደ ገደብ ዘለዎ ናይ ትምህርቲ ሃዋህው ክምሃሩ ኣለዎም - እዚ ድማ ሓፈሻዊ ትምህርቲ ክፍሊ ማለት ክኸውን ይኽእል። ሓደ ኣገዳሲ መትከል IDEA ስንኩላን ተማሃሮ ብዝተኻእለ መጠን ኣብቲ ሓፈሻዊ መደብ ትምህርቲ ክካተቱ እምበር ብተናጸል ክግለሉ ወይ ክምሃሩ የብሎምን። ስንኩላን ህጻናት ኣብቲ ዝወሓደ ገደብ ዘለዎ ሃዋህው ናይ ምምሃር መሰል ኣለዎም። እዚ ማለት ሓደ IEP Team ንሓደ ተማሃራይ ኣብ ሓደ ቦታ ምስቶም ስንክልና ዘይብሎም ተማሃሮ ንኣካዳሚያዊ፣ ዘይኣካዳሚያዊን ካብ ስርዓተ ትምህርቲ ወጻኢ ንዝግበር ንጥፈታት ምምሃርን ኣገልግሎት ምሃብን ኣብ ግምት ከእቱ ኣለዎ። ሓደ ስንክልና ዘለዎ ተማሃራይ ካብ ሓፈሻዊ ትምህርቲ ክፍሊ ምድላው ክእለ ዝኽእል፣ ዋላ’ውን ኣብ ክፍሊ ሓፈሻዊ ትምህርቲ ተወሳኺ ደገፍን ኣገልግሎታትን እንተሃልይዎ፣ እቲ ድሌታት ኣዝዩ ከቢድ ወይ ምዝንባዕ ዘለዎ ኮይኑ፣ ትምህርታዊ ምዕባለ ክገብር ዘይክእል ምስ ዝኸውን ጥራይ እዩ። ኩሎም ስንክልና ዘለዎም ተምሃሮ ብዘይ ደገፍ ኣብ ሓፈሻዊ ትምህርቲ ክፍሊ ክዕወቱ ኣይክእሉን እዮም። ገለ ተማሃሮ ኣብ ክፍሊ ካብ ሓጋዚ መምህር ውልቃዊ ሓገዝ የድልዮም፣ ወይ ድማ ምምሕያሽ ናይ ስርዓተ ትምህርቲ፣ ንዋት ወይ ኣገባብ ትምህርቲ የድልዮም። ካልኦት ተማሃሮ ምሉእ ብምሉእ ዝተፈለየ ምድላው፣ ከም ፍሉይ ናይ መዓልቲ ቤት ትምህርቲ ወይ ናይ ገዛ ትምህርቲ ይደልዩ። ገለ ስንክልና ዘለዎም ተማሃሮ ካብቲ ኣብ ሓፈሻዊ ትምህርቲ ምድላው ክቐርብ ዝኽእል ንላዕሊ ስለዘድልዮም፣ ነፍሲ ወከፍ ኣውራጃ ቤት ትምህርቲ ንስንኩላን ተማሃሮ ዝተፈላለየ ትምህርታዊ ምድላዋት ከምዘሎ ከረጋግጽ ኣለዎ። ተማሃሮ ኣብቲ ናብ ክፍሊ ሓፈሻዊ ትምህርቲ ዝቐረበ ትምህርታዊ ምድላው ክምሃሩ ኣለዎም፣ ግን ከኣ ሕጂ’ውን ነቲ ተማሃራይ ኣካዳሚያዊ ምዕባለ ንኽገብር ዘኽእሎ እዩ። እዚ ደረጃ ትምህርታዊ ምድላዋት ሓደ ሓደ ግዜ ቀጻልነት ምድብ ተባሂሉ ዝጽዋዕ ኮይኑ፣ ነቶም ኣብቲ ብጸጋም ዘሎ ሰንጠረዥ ዝተገልጹ ኣማራጺታት ከጠቓልል ይኽእል።

ውላደይ IEP እንተሃልይዎን ኣብ ናይ ትምህርቲ ዓመት እንተተንቀሳቒስናን እንታይ ይኸውን?

1. ኣብ ውሽጢ ግዝኣት ዝግበር ምንቅስቓስ: እቲ ሓድሽ ኣውራጃ ቤት ትምህርቲ ነቲ ተማሃራይ ምስቲ ኣብቲ IEP ዝተዘርዘረ ኣገልግሎት ካብቲ ናይ ቀደም ኣውራጃ ክሳብ እቲ ሓድሽ ኣውራጃ ወይ ነቲ ናይ ቀደም IEP ዝቕበል ወይ ሓድሽ IEP ዘማዕብል ኣገልግሎት ክህቦ ኣለዎ።
2. ካብ ግዝኣት ወጻኢ ምስ ዝግዕዝ: እቲ ሓድሽ ኣውራጃ ኣብቲ ሓድሽ ግዝኣት ነቲ ተማሃራይ ምስቲ ኣብቲ IEP ዝተዘርዘረ ኣገልግሎት ካብቲ ናይ ቀደም ኣውራጃ ክሳብ እቲ ሓድሽ ኣውራጃ ገምጋም ዘካይድ፣ ኣድላዪ እንተኾይኑ፣ ከምኡውን ሓድሽ IEP ዘማዕብል ክህቦ ኣለዎ።

 

ኣብ ክልቲኡ ኩነታት፣ እቲ ሓድሽ ቤት ትምህርቲ ናይቲ ህጻን ፍሉይ ትምህርቲ መዛግብቲ ብቕልጡፍ ንምርካብ ርትዓዊ ስጉምቲ ክወስድ ኣለዎ፣ እቲ ዝሓለፈ ቤት ትምህርቲ ድማ ነቲ ሕቶ መዝገብ ብቕልጡፍ መልሲ ክህብ ኣለዎ።

ስንክልና ዘለዎ ውላደይ ኣብ እዋን ሓጋይ ፍሉይ ኣገልግሎት ትምህርቲ ክረክብ ይኽእል ድዩ?

እወ.

1. Extended school year (ESY፣ ዝተናውሐ ናይ ትምህርቲ ዓመት) ኣገልግሎት

እቲ IEP ጉጅለ እቲ ተማሃራይ ትርጉም ዘለዎ ትምህርቲ ንኽረክብ እቲ ኣገልግሎታት ኣድላዪ ምዃኑ እንተ ወሲኑ፣ ሓደ ስንክልና ዘለዎ ተማሃራይ ኣብ እዋን ሳመር ፍሉይ ኣገልግሎት ትምህርቲ ክረክብ ይኽእል እዩ። ንዝተናውሐ ናይ ትምህርቲ ዓመት ኣገልግሎት ብቑዕ ምዃን ኣብዞም ዝስዕቡ ረቛሒታት ዝተመርኮሰ ክኸውን ይኽእል፤

• እቲ ተማሃራይ ኣብ ሓጋይ ክእለቱ ናይ ምጥፋእ ተኽእሎ
• እቲ ተማሃራይ ዓመታዊ ዕላማታት IEP ንምምላእ ናይ ሓጋይ መደብ ኣድላዪ ድዩ ኣይኮነን
• ካብ ሓደ በዓል ሞያ ዝመጸ ለበዋ
• ናይቲ ተማሃራይ ትምህርታዊ ታሪኽ።

ኣውራጃታት ቤት ትምህርቲ፣ ሓደ ተማሃራይ ንዝተናውሐ ናይ ትምህርቲ ዓመት ኣገልግሎት ከምዘድልዮ ኣብ ዝውስኑሉ እዋን፣ ጋንታታት IEP ዝጥቀሙሉ መዐቀኒታት ከዳልዉ ይግደዱ። ውላድኩም ዝተናውሐ ዓመት ኣገልግሎት ዝሓትት እዩ ኢልኩም እንተሓሲብኩም፣ ቅዳሕ ናይቲ ኣውራጃ መዐቀኒታት ሕተቱ። ናይ ሓጋይ መደብ እንተተዋሂቡ ዕላማታት IEP ከማልእ ኣለዎ። ብኻልእ ኣዘራርባ፣ ኣብቲ ንኹሎም ተማሃሮ ዝቐርብ ናይ ሓፈሻዊ ትምህርቲ ሓጋይ ቤት ትምህርቲ ኮርሳት ምስታፍ እኹል ክኸውን ኣይክእልን እዩ። ናይ ሓደ ተማሃራይ IEP ኣብ ናይ ትምህርቲ ዓመት ሓደ ንሓደ ሓጋዚ ዝህብ እንተኾይኑ፣ ኣብ እዋን ሓጋይ እውን ሓደ ንሓደ ሓገዝ ክወሃቦ ኣለዎ። ዝተናውሐ ናይ ትምህርቲ ዓመት መደብ ንተማሃራይ ብዘይ ዝኾነ ወጻኢታት ክወሃብ ኣለዎ። እቲ ኣውራጃ ንዝተናውሐ ናይ ትምህርቲ ዓመት ኣገልግሎት ብቑዕ ዝኾነ ተማሃራይ ዝምጥን ናይ ሳመር መደብ እንተዘይብሉ፣ እቲ ኣውራጃ ከምዚ ዓይነት ክፈጥር ወይ ነቲ ተማሃራይ ብኻልእ ናይ ቤት ትምህርቲ ኣዉራጃ ወይ ብውልቂ ትካል ኣብ ዝቐርብ መደብ ንኽሳተፍ ነቲ ተማሃራይ ክኸፍለሉ ኣለዎ። እቲ ኣውራጃ ምስቲ ዝተናውሐ ናይ ትምህርቲ ዓመት መደብ ዝተኣሳሰር ናይ መጓዓዝያን ካልእ ወጻኢታትን ክኸፍል ኣለዎ።

2. መንበሪን ኣገልግሎትን ኣብ ሓፈሻዊ ትምህርቲ ሓጋይ ቤት ትምህርቲ

ሓደ ስንክልና ዘለዎ ተማሃራይ ንኣገልግሎት ESY ብቑዕ እንተዘይኮይኑ ግን ኣብቲ ናይቲ ኣውራጃ ሓፈሻዊ ትምህርቲ ናይ ሓጋይ ቤት ትምህርቲ መደብ እንተተመዝጊቡ፣ እቲ ቤት ትምህርቲ ሕጂ’ውን ነቲ ተማሃራይ መንበሪን ፍሉይ መምርሕን ክህብ ኣለዎ። ውላድኩም ኣብቲ መደብ ንኽሳተፍ ተወሳኺ ሓገዝ ዘድልዮ እንተኾይኑ ነዞም ኣገልግሎታት ብመሰረት IDEA ወይ ክፍሊ 504 ሕተቱ።

ፍሉይ መደብ ትምህርቲ ውላደይ ካብ ቤት ትምህርቲ ናብ ዓበይቲ ህይወት ንኽሰጋገር ክሕግዞ ይኽእል ድዩ?

ቅዳሕ ዝተተርጎመ ናይ ዉሉደይ IEP ክረክብ ይኽእል ዶ?

እወ፡ ክትርድእዎ ንክትኽእሉ እንተደሊኩም ቕዳሕ ዝተተርጎመ ናይ ዉሉድኩም Individualized Education Program (IEP፣ መደብ ትምህርቲ ብደረጃ ውልቀ-ሰብ) ክትረኽቡ ክትኽእሉ ኢኹም።

ብመሰረት ሕግታት ፍሉይ ትምህርቲ፣ ኣዉራጃታት ናይ ፍሉይ ትምህርቲ ፍቓድ ቅጥዕን “prior written notices ኣቐዲሞም ዝተጻሕፉ ምልክታታትን ክትርጉም ኣለዎ.”

እቶም ሕግታት ፍሉይ ትምህርቲ ብምጹር IEP ባዕሉ ክትርጉሞ ከም ዘለዎ ዝኾነ ኣይዛረብን እዩ። ይኩን እምበር፣ ናይ US Department of Education (ኣሜሪካ ክፍሊ ትምህርት) ከም’ኡውን US Department of Justice (ኣሜሪካ ክፍሊ ፍትሕ) ን ምስ Civil Rights Act (ሕጊ ሰብኣዊ መሰላት) ናይ ርእሲ VI ንምኽባር ኣዉራጃታት ናይ IEP ታት ትርጉም ንምሃብ ድሉዋት ክኾኑ ከምዘለዎም ገሊጹ እዩ።  ከምዚ ዝስዕብ ይገልጹ፦

ኣብ ትሕቲ Title VI (ርእሲ VI)፣ ኩሎም ኣድለይቲ ሰነዳት፣ እንተላይ ናይ ተምሃራይ IEP ሓዊስካ፣ ን LEP (ዝተገደበ ናይ እንግሊዘኛ ክእልት ዘለዎም) ክረኽብዎም ድልዋት ክኾኑ ኣለዎም ይኹን እምበር እዚ ማለት ኩሎም ኣድለይቲ ሰነዳት ኣብቲ ኣዉራጃ ዉሽጢ ናብ ዘለዉ ቋንቋታት ክትርጎሙ ኣለዎም ማለት ኣይኮነን። ንኣብነት፣ ወቕታዊን ዝተማልአን ናይ ቃል ትርጉም ወይ ናይ ሓደ ኣድላዪ ሰነድ ዝተተርጎመ ጹሟቕ ጽሑፍ ኣብ ሓደሓደ ኩነታት እኹል ክኸዉን ይኽእል። ይኹን እምበር ሓደ ኣዉራጃ፣ ን IEP ን ምስኡ ንዝተተሓሓዙ መሰላት ወለዲን ትርጉም ዘለዎ ቐረብ ንኸዉሕስ ወቕታዊን ዝተማልአን ዝተተርጎሙ IEP ታት ንምቕራብ ምድላው ክኸዉን ኣለዎ። እዚ ወለዲ ኣብ ግዜ ኣኼባ IEP ጥራሕ ዘይኮነስ ኣብ ኩሉ ናይ ትምህርቲ ዓመታት ናይ ዉሉዱ ምዕባለ ንምክትታልን ናይ IEP ኣገልግሎታት ምቅራቦምን ንምርግጋፅ ትርጉም ዘለዎ ናይ IEP ቐረብ ምርካብ ስለዘድልዮ እዩ።

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

ዝተተርጎመ ቅዳሕ ናይ ዉሉድኩም ጉጅለ IEP ምስ እትደልዩ፣ ኣብ ናይ ዉሉዶም ኣዉራጃ ቤት ትምህርቲ ንዘሎ ክፍሊ ፍሉይ ትምህርቲ ርኸብዎም።  

ሕቶታት ወይ ስግኣታት ምስ ዝህልወኩም፣ ብኽብረትኩም ናብ Office of Enforcement Operation (OEO፣ ቤት-ጽሕፈት ምትግባር ስርሒት) ደዉሉልና ከምኡ’ዉን ንሕና ክንሕግዝ ክንፍትን ኢና።

What are Accommodations and Modifications?

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

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

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

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

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

Prior Written Notice (PWN)

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

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

Prior Written Notice (PWN):

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

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

A Prior Written Notice (PWN) is:

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

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

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

Tip: Review the PWN attached to the Updated IEP

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

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

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

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

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

Here are three variations on sample requests for a PWN:

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

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

After an IEP meeting

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

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

For a revised PWN

"Dear IEP Case Manager,

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

Sincerely,

Parent

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

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

 ተማሃሮ ኣብ ቤት ትምህርቲ ዝተፈላለዩ ናይ ባህሪ ትጽቢታት የጋጥሞም። ብሓፈሻ ብጸጥታ ኮፍ ክብሉ፣ ንመምህራን ክሰምዑ፣ ብእግሮም ክጓዓዙ፣ ከይጎዩ፣ ኣብ ውሽጢ ገዛ ድምጺ ክጥቀሙን ንኻልኦት ከኽብሩን ትጽቢት ይግበረሎም። 

እዚ ዝርዝር እዚ ኩሉ ትጽቢታት ኣብ ዝተፈላለየ ደረጃ ክፍሊ፣ ኣብ ዝተፈላለየ ምድላዋት፣ ከምኡ’ውን ኣብ ዝተፈላለየ ክፍልታትን ኣብያተ ትምህርትን ዘሎ ብዙሕ ዝተፈላለየ ኣገባባት ባህርያት ከነካትት እንተፈቲንና መወዳእታ ዘይብሉ ክኸውን ይኽእል እዩ። 

ተማሃሮ ልክዕ ከምቲ ምንባብ፣ ምጽሓፍን ቁጽርን ናይ ምምሃር ዕድላት ዘድልዮም፣ ትጽቢታት ባህሪ ናይ ምምሃር ዕድላት ውን የድልዮም። 

ትጽቢት ዝግበረሎም ባህርያት እንታይ ከም ዝመስሉ፣ ነቶ ትጽቢት ብኸመይ ከም ዘማልእዎምን፣ ስለምንታይ ኣገደስቲ ምዃኖምን ንኽፈልጡ ናይ ምምሃር ዕድል የድልዮም። ንኽለማመዱ፣ ካብ ጌጋታት ንኽመሃሩ፣ ትጽቢት ኣብ ዘማልኡሉ እዋን ድማ ኣወንታዊ ርእይቶ ንኽረኽቡ ዕድላት የድልዮም። 

ኣብያተ ትምህርቲ ብዛዕባ ትጽቢታት ባህሪ ምስ ስድራቤታት ሓበሬታ ክካፈላ ከለዋ፣ ስድራቤታት ነቲ ኣብ ገዛ ዘሎ ትምህርቲ ንምድልዳል ክሕግዙ ይኽእሉ።

ሓደ ተማሃራይ ትጽቢታት ባህሪ ንምምላእ ይቃለስ እንተሃልዩ፣ ቀዳማይ ስጉምቲ እቲ ተማሃራይ እንታይ ትጽቢት ከም ዝግበረሉ፣ ከምኡ’ውን ትጽቢታት ብኸመይ ከም ዘማልእ ከም ዝርዳእ ምርግጋጽ እዩ። 

ባህሪ ሓደ ተማሃራይ ኣብ ኣገባብ ትምህርቲ ይኣቱ እንተኾይኑ፣ ድሕሪ ንምፍትሑ ዝተገብረ ፈተነታት ድማ እንተቐጺሉ፣ ኣብያተ ትምህርትን ስድራቤታትን ብሓባር ኮይኖም ካበይ ይመጽእ ከም ዘሎ ብዝበለጸ ክርድኡ ይኽእሉ፣ ከምኡ’ውን ሓደ ተማሃራይ በቲ ባህሪ ኣቢሉ እንታይ ክረዳዳእ ከም ዝኽእል።

ንባህርያት ንምፍታሕ ዝግበር ፈተነታት ዕዉት እንተዘይኮይኑ፣ እቲ ባህሪ ድማ ኣብ ትምህርቲ ጣልቃ ዝኣቱ እንተኾይኑ፣ ን“ተግባር” ወይ ዕላማ ናይቲ ባህሪ ንምርዳእ፣ ከምኡ’ውን ንውጽኢታዊ፣ ኣወንታዊ ምትእትታዋት ንምምራሕ ንምሕጋዝ Functional Behavioral Assessment (FBA) ኣድላዪ ክኸውን ይኽእል። 

FBA ኣብ ገለ ኩነታት ሓደ ስንክልና ዘለዎ ህጻን ን10 መዓልታት ወይ ልዕሊኡ ካብ ስራሕ ክእገድ ወይ ክባረር ከሎ ኣድላዪ እዩ። FBA ንዝኾነ ቆልዓ፣ ስንክልና ዘለዎ ይኹን ስንክልና ዘይብሉ ንምድጋፍ ጠቓሚ መሳርሒ ክኸውን ይኽእል።

ባህርያት ውላድኩም ኣብ ጉዕዞ ትምህርቲ ጣልቃ ይኣቱ ኣሎ፣ ናብ ተደጋጋሚ ስጉምትታት ስነ ምግባር ይመርሕ ኣሎ፣ ወይ ድማ ውላድኩም ኣብ ሓፈሻዊ ትምህርቲ ዝያዳ ግዜ ከይህልዎ ይዓግቶ ኣሎ ኢልኩም እንተጠሻቒልኩም፣ ነታ ቤት ትምህርቲ FBA ክትገብር ከምኡ’ውን BIP ንኽተማዕብል ክትሓትዋ ትኽእሉ ኢኹም።

ንዝያዳ ሓበሬታ፣ ኣብ ናይ OEO Frequently asked questions (FAQs, ብተደጋጋሚ ዝሕተቱ ሕቶታት) ኣብ ናይ FBAን BIPን፣ ዝርዝር መፈተሺታት ተመልከቱ: ኣብ FBAን BIPን ክትደልዮ ዘለካ ነገራት ከምኡ ውን FBA ንምሕታትን BIP ዳግም ንምግምጋምን ዝሕግዙ ናሙና ደብዳቤታትን።

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/

መፍትሒ ግጭት ናይ ፍሉይ ትምህርቲ

ሰነ፣ 2024 ዝተመሓየሸ

ምስቲ ኣውራጃ ቤት ትምህርቲ ንዝፍጠር ዘይምርድዳእ ንምፍታሕ እንታይ ክገብር ይኽእል?

ምስ ኣውራጃ ተራኺብካ፣ ሽምግልና ምሕታት፣ ጥርዓን ምቕራብ ወይ ግቡእ መስርሕ መጋባእያ ፍርዲ ክግበር ምኻሳስ።

ንስንክልና ዘለዎ ተማሃራይኩም ክትጣበቑ ከለኹም፣ ገዛእ ርእስኹም ምስቲ ቤት ትምህርቲ ኣውራጃ ዘይትሰማማዕ ኮይና ክትረኽቡዋ ትኽእሉ ኢኹም። እንተተኻኢሉ ምስ ኣባላት ጉጅለ Individualized Education Program (IEP, ውልቃዊ መደብ ትምህርቲ) ወይ ካልኦት ሓለፍቲ ቤት ትምህርቲ ኣውራጃ ብምዝርራብ ነቲ ጸገም ንምፍታሕ ምፍታን ጽቡቕ ሓሳብ እዩ። እቲ ኣገባብ’ቲ እንተዘይሰሪሑ፣ ነቶም ግርጭታት ንምፍታሕ ዝሕግዙ ብዙሓት ብሕጊ ዝተዳለዉ ሜላታት ኣለዉ።

ወግዓዊ ኣገባባት ጥርዓን፣ ሽምግልና ከምኡ ውን ግቡእ መስርሕ መጋባእያ ንወለድን ኣብያተ ትምህርትን ብዛዕባ ፍሉይ ትምህርቲ ንዘጋጥም ዘይምርድዳእ ንምፍታሕ ይቐርብ፣ እዚ ድማ ብዛዕባ እዞም ዝስዕቡ ዘይምርድዳእ የጠቓልል:

• ሓደ ተማሃራይ ስንኩል ምዃኑ ምልላይ
• ንሓደ ተማሃራይ ገምጋም ምግባር
• ኣወሃህባ ኣገልግሎት ፍሉይ ትምህርቲ
• ትምህርታዊ ምደባ ናይ ሓደ ቆልዓ።

ጥርዓናት

ብዛዕባ መደብ ፍሉይ ትምህርቲ (Individuals with Disabilities Education Act (IDEA, ሕጊ ትምህርቲ ስንኩላን ውልቀሰባት) ወይ 504) ናይ ሓደ ተማሃራይ ዘይምርድዳእ እንተሃልዩ ክልተ ወግዓውያን መስርሓት ጥርዓን ኣለዉ።

1. ናይ ፍሉይ ትምህርቲ ማሕበረሰብ ጥርዓን ናብ ግዝኣት ዋሺንግተን Office of the Superintendent of Public Instruction።

ናይ ፍሉይ ትምህርቲ ሕብረተሰብ ጥርዓን እንታይ እዩ?

ናይ ፍሉይ ትምህርቲ ማሕበረሰብ ጥርዓን፣ ማለት ቀደም ጥርዓን ዜጋታት ተባሂሉ ዝጽዋዕ ዝነበረ፣ ኣብ መንጎ ተማሃሮን ኣውራጃታትን ንዝህሉ ዘይምርድዳእ ብናይ ደገ ትካል ክፍታሕ ዝሕግዝ መንገዲ እዩ። ናይ ማሕበረሰብ ጥርዓናት ናብ Office of the Superintendent of Public Instruction (OSPI, ቤት ጽሕፈት ኣካያዲ ህዝባዊ ትምህርቲ) ክቐርብ ኣለዎ፣ እዚ ድማ ሓደ ሰብ ንሓደ ናይ ትምህርቲ ኣካል (እንተላይ ናይ ግዝኣት፣ ናይ ኣውራጃ ቤት ትምህርቲ፣ ወይ መንግስታዊ ወይ ናይ ግሊ ቤት ትምህርቲ ዘጠቓለለ) ናይ IDEA ወይ ንመምርሒታት ናይ ግዝኣት ፍሉይ ትምህርቲ ጠለባት ከም ዝጠሓሰ ምስ ዝኣምን እዩ።

መን እዩ ናይ ፍሉይ ትምህርቲ ማሕበረሰብ ጥርዓን ከቕርብ ዝኽእል?

ዝኾነ ሰብ ወይ ትካል ኣብ Office of the Superintendent of Public Instruction ጥርዓን ከቕርብ ይኽእል።

እቶም ናይ ፍሉይ ትምህርቲ ማሕበረሰብ ጥርዓን ረቛሒታት እንታይ እዮም?

እቲ ጥርዓን:

• ናይ ግድን ብጽሑፍ መልክዕ ክቐርብ ኣለዎ
• ናይ ግድን በቲ ነቲ ጥርዓን ዘቕርብ ዘሎ ሰብ ክፈርም ኣለዎ
• ናይ ግድን እቲ ትካል ትምህርቲ ኣብ ውሽጢ ዝሓለፈ ዓመት፣ ሕጊ ፍሉይ ትምህርቲ ከም ዝጠሓሰ ዝገልጽ መግለጺ ከጠቓልል ኣለዎ
• ናይ ግድን ነቲ ግህሰት ዘብርህ ሓቅታት ከቕርብ ኣለዎ
  • ናይ ግድን ስምን ኣድራሻን ናይቲ ነቲ ጥርዓን ዘቕርብ ዘሎ ሰብ ክዝርዝር ኣለዎ ከምኡ'ውን
  • ናይ ግድን ስምን ኣድራሻን ናይቲ ትምህርታዊ ኣካል ክዝርዝር ኣለዎ።

እቲ ጥርዓን ብዛዕባ ሓደ ፍሉይ ተማሃራይ እንተኾይኑ፣ እቲ ጥርዓን ነዞም ዝስዕቡ'ውን ከጠቓልል ኣለዎ:

• • ስም ናይቲ ተማሃራይ
  • ስም ናይ’ቲ ተማሃራይ ኣውራጃ ቤት ትምህርቲ
  • መግለጺ ናይቲ ነቲ ተማሃራይ ዝጸሉ ዘሎ ጉዳይ
  • ዝተኣመመ መፍትሒ ናይቲ ጸገም።

ናይ ማሕበረሰብ ጥርዓን ንምቕራብ ዝሕግዝ ቅጥዒ ኣበይ ክርከብ ይኽእል?

OSPI፣ ናይ ፍሉይ ትምህርቲ ማሕበረሰብ ጥርዓን ኣብ እተቕርቡሉ እዋን ክትጥቀሙሉ እትኽእሉ ኣማራጺ ቅጥዒ ፈጢሩ ኣሎ። እቲ ቅጥዒ ኣብዚ ዝስዕብ መርበብ ሓበሬታ ይርከብ፣ https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/file-community-complaint

ኣበይ ጽልዋ ክትፈጥሩ ትኽእሉ?

ናይ ማሕበረሰብ ጥርዓን ከተቕርቡ ከለኹም፡ ነቲ እዋናውነት ብጥንቃቐ ምክትታልኩም ኣረጋግጹ። OSPI ወይ እቲ ናይ ትምህርቲ ኣካል ኣብ ውሽጢ እቲ ዝግባእ ናይ ግዜ ገደብ ክሰርሕ እንተዘይክኢሉ፣ ካልእ ጥርዓን ንምቕራብ ምኽንያታት ኣለኩም።

እቶም መዛግብቲ ብቐሊሉ ክትውከስዎም ክትክእሉ ምእንቲ፣ ቁጽሪ ገጽ ዘለዎም ገጻት ኣገደስቲ መዛግብቲ ቤት ትምህርቲ ምስቲ ጥርዓንኩም ከም ዘካተትኩም ኣረጋግጹ።

ናይ ፍሉይ ትምህርቲ ማሕበረሰብ ጥርዓን ምስ ቀረበ እንታይ የጋጥም?

ሓንሳብ እቲ ጥርዓን ንOSPI ምስ በጽሖ፣ ናይ ግድን ቅዳሕ ናይቲ ጥርዓን ናብቲ ኣውራጃ ቤት ትምህርቲ ክሰድድ ኣለዎ። እቲ ጥርዓን ካብ ዝተቐበለሉ ኣብ ውሽጢ 20 ናይ ዓውደ ኣዋርሕ መዓልታት፣ እቲ ኣውራጃ ቤት ትምህርቲ ነቲ ጥርዓን ክምርምሮ ከምኡ ውን ንOSPI ብጽሑፍ መልክዕ መልሲ ክህብ ኣለዎ። OSPI ድማ ቅዳሕ ናይቲ ኣውራጃ ቤት ትምህርቲ መልሲ ክሰደልኩም እዩ። ብድሕሪኡ ድማ ንስኹም ብዛዕባ እቲ ጥርዓን ተወሳኺ ሓበሬታ ናይ ምቕራብ ኣማራጺ ክህልወኩም እዩ።

OSPI ናይ ግድን፣ እቲ ትካል ትምህርቲ ናይ ፌደራል ወይ ግዝኣት ሕጊ ፍሉይ ትምህርቲ ይጥሕስ ኣሎ ድዩ ኣይጥሕስን ኣሎ ዝብል ዘየሻሩ ውሳነ ብጽሑፍ መልክዕ ኣብ ውሽጢ 60 ናይ ዓውደ ኣዋርሕ መዓልታት ክህብ ኣለዎ። እቲ ውሳነ ናይ ግድን፣ ነቲ ጥርዓን ንምፍታሕ ዝሕግዙ ርኽበታት መርትዖ ከምኡ ውን ርትዓዊ ስጉምትታትን ከጠቓልል ኣለዎ። እዚ ሰደቓ-እዋን ክናዋሕ ይኽእል እዩ፣ እንተደኣ:

1) ምስቲ ጥርዓን ዝተኣሳሰር ብፍሉይ ኣተኩሮ ዝግበረሉ ኩነታት እንተሃልዩ ወይ

2) እቲ ጥርዓን ዘቕረበን ትካል ትምህርትን ሽምግልና ወይ ካልእ ኣገባብ ኣፈታትሓ ግርጭት ንምጥቃም ነቲ ሰደቓ-እዋን ንምንዋሕ ብጽሑፍ መልክዕ እንተተሰማሚዖም።

ድሕሪኡ፣ እቲ ኣውራጃ ቤት ትምህርቲ ዝኾነ ዝምከር ኣራሚ ስጉምቲ ንምፍጻም ነቲ ኣብ ናይ OSPI ዝተጻሕፈ ውሳነ ብወግዒ ቅቡል ዝኾነ ሰደቓ እዋን ክኽተል ኣለዎ። እቲ ኣውራጃ ቤት ትምህርቲ ብእኡ እንተዘይተኸቲሉ፣ OSPI ነቲ ኣውራጃ ምምዋል ደው ከብሎ ወይ ካልእ መፍትሒታት ክእዝዝ ይኽእል።

እቲ ኣውራጃ ቤት ትምህርቲ ንሓደ ስንክልና ዘለዎ ተማሃራይ ግቡእ ኣገልግሎታት ከምዘይሃበ እንተተወሲኑ፣ OSPI ናይ ግድን:

• እቲ ኣውራጃ ቤት ትምህርቲ ነቲ ነፊግዎ ዝሓለፈ ኣገልግሎታት ብኸመይ ክኽሕስ ከም ዘለዎ፣ እንተላይ ገንዘብ ምኽፋል ወይ ንጠለባት ናይቲ ተማሃራይ ንምምላእ ገለ ካልእ ኣራሚ ስጉምቲ ምውሳድ ዘጠቕለለ ክውስን ኣለዎ
• ኣብ መጻኢ ንኹሎም ስንክልና ዘለዎም ተማሃሮ ዝወሃብ ኣገልግሎታት ፍታሕ ንምሃብ ኣቓልቦ ምግባር።

ብዛዕባ ናይ OSPI ጥርዓን ማሕበረሰብ ዝያዳ ሓበሬታ ኣበይ ክረክብ ይኽእል?

1. https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/file-community-complaint
2. ናብ Office of Civil Rights for the Department of Education ሕቡራት መንግስታት ኣመሪካ ዝግበር ጥርዓን ናይ ሲቪላዊ መሰላት

ጥርዓን ናይ ሲቪላዊ መሰላት እንታይ ማለት እዩ?

ዓንቀጽ 504 ኣብ ኩሎም ናይ ፌደራላዊ ምወላ ዝቕበሉ መደባት ኣብ ስንክልና ዝተመርኮሰ ኣድልዎ ንምውጋድ ዝዓለመ ጸረ ኣድልዎ ሕጊ እዩ። ህዝባዊ ኣብያተ ትምህርትን ኣውራጃታትን ናይ ፌደራል ገንዘብ ስለዝቕበላ፣ ንጠለባት ናይ ዓንቀጽ 504 ተገዛእቲ እየን።

Office for Civil Rights (OCR, ቤት ጽሕፈት ሲቪላዊ መሰላት) ኣመሪካ ናይ Department of Education (ሚኒስትሪ ትምህርቲ) ኣመሪካ፣ ናይ ዓንቀጽ 504 ሓለዋ ኣብ ተግባር ከም ዝውዕል ዝገብር ከምኡ ውን ጥርዓናት ንምጽራይ ሓላፍነት ዝስከም እዩ።

መን እዩ ናይ ሲቪላዊ መሰላት ጥርዓን ከቕርብ ዝኽእል?

ሓደ ስንክልና ዘለዎ ተማሃራይ ምስቲ እቶም ስንክልና ዘይብሎም መዛኑኡ ካብ ሓደ መደብ ዝረኽብዎ ጥቕሚ ብምንጽጻር ትምህርታዊ ጥቕሚ ኣብ ዘይረኽበሉ እዋን፣ ዝኾነ ሰብ ናብ Office of Civil Rights ኣመሪካ ጥርዓን ከቕርብ ይኽእል። ንኣብነት፣ ሓደ ናይ ባህሪ ስንክልና ዘለዎ ተማሃራይ፣ ንሱ ወይ ንሳ ኣብ ናይ ዓውዲ ዑደት ክኸይድ ከምዘይክእልን ዝተረፉ ተማሃሮ ናይታ ክፍሊ ኣብ ናይ ዓውዲ ዑደት ኣብ ዘለዉሉ እዋን ኣብ ቤት ጽሕፈት ርእሰ መምህር ክጸንሕ ከምዘለዎን ምስ ዝሕበር እዩ። ብተወሳኺ ናይ OCR ጥርዓናት፣ ንናይ ምርካብ ጉዳያት ከጠቓልል ይኽእል እዩ፣ ንኣብነት፣ ብዓረብያ ስንኩላን ንዝኸይድ ቆልዓ መደየቢ ከቕርብ ዘይምኽኣል ወይ’ውን ኣውራጃ ኣብ ውጥን 504 ናይ ሓደ ተማሃራይ ክካተት ዝግበኦ ወይ ክካተት ዘለዎ መሳሰዪ ወይ ኣገልግሎታት ከቕርብ ዘይምኽኣል።

ናይ ሲቪላዊ መሰላት ጥርዓን ንምቕራብ ዘድልዩ ረቛሒታት እንታይ እዮም?

ናይ ሲቪላዊ መሰላት ጥርዓን ካብቲ ኣድልዎ ዝተፈጸመሉ ዕለት ጀሚሩ ኣብ ውሽጢ 180 መዓልታት (6 ኣዋርሕ) ክቐርብ ኣለዎ። እቲ ጥርዓን እዞም ዝስዕቡ ከጠቓልል ይግባእ:

►        ናይቲ ነቲ ጥርዓን ዘቕርብ ዘሎ ሰብ ስም፣ ኣድራሻን ቁጽሪ ተሌፎንን

►        ስም፣ ኣድራሻን ቁጽሪ ተሌፎንን ናይቲ ኣድልዎ ዝወረዶ ሰብ(ሰባት)

►        ስምን ኣድራሻን ናይቲ ኣድልዎ ዝገበረ ቤት ትምህርቲ፣ ኣውራጃ ወይ ሰብ

►        መሰረት ናይ ኣድልዎ (ዓሌት፣ ስንክልና፣ ሃገራዊ መበቆል ወዘተ)

►        እቲ ኣድልዎ መዓስን ኣበይን ተፈጺሙ

►        መርትዖታት ናይቲ ኣድልዎ ከምኡ ውን

►        ቅዳሓት ናይ ብጽሑፋዊ መልክዕ ዝቐረቡ ነገራት፣ መረዳእታ፣ ወይ ካልእ ነቲ ጥርዓን ዝድግፉ ሰነዳት።

ናይ OCR ሲቪላዊ መሰል ጥርዓን ኣበይ እዩ ዝቐርብ?

ናብ OCR ጥርዓን ንምቕራብ፣ ነቲ ኣብ: https://www2.ed.gov/about/offices/list/ocr/complaintintro.html ዝርከብ ኤሌክትሮኒካዊ ናይ ጥርዓን ቅጥዒ ክትጥቀሙ ትኽእሉ ኢኹም

ወይ ድማ ክምላእ ዝኽእል ቅጥዒ ኣብዚ ዝስዕብ ኣድራሻ ምልኣዮ: https://www2.ed.gov/about/offices/list/ocr/complaintform.pdf

ነቲ ክምላእ ዝኽእል ቅጥዒ ክትመልእዎ ወይ ናይ ገዛእ ርእስኹም ደብዳበ ክትጽሕፉ ትመርጹ ትኹኑ፣ ጥርዓንኩም ብኢመይል OCR.Seattle@ed.gov ወይ ብፋክስ ናብ (206)607-1601 ክትሰዱ ትኽእሉ ኢኹም። ብተወሳኺ ጥርዓንኩም ብኢመይል ናብዚ ዝስዕብ ክትሰዱ ትኽእሉ ኢኹም:

Office for Civil Rights

U.S. Department of Education

915 2nd Avenue #3310

Seattle, WA 981074-1099.

ጥርዓን ሲቪላዊ መሰላት ምስ ቀረበ እንታይ የጋጥም?

OCR ኣብቲ ጥርዓን ዘሎ ሓበሬታ ዳግም ይግምግም ከምኡ ውን እቲ ጥርዓን ብተወሳኺ ክምስራሕ ኣለዎ ድዩ የብሉን ይውስን። ነቲ ጥርዓን ናይ ምምርማር ስልጣን ኣለዎ እንተኾይኑ ናይ ግድን ይውስን ከምኡ ውን እቲ ጥርዓን ኣብ እዋኑ ክቐርብ ኣለዎ ድዩ የብሉን ክውስን ኣለዎ። ጥርዓን ካብቲ ዝተባህለ ተግባር ኣድልዎ ዝተፈጸመሉ ዕለት ጀሚሩ ኣብ ውሽጢ 180 መዓልቲ ክቐርብ ኣለዎ።

OCR ከም ኣካል ናይቲ መስርሕ ኣብ ናይ ፍቓድ ቅጥዒ ክትፍርሙ ክሓተኩም እዩ። እዚ ቅጥዒ’ዚ ካብቲ ክትፍርሙ ዝተሓተትክምሉ እዋን ክሳብ መበል 15 መዓልቲ እንተዘይመጺእኩም፣ OCR ብኢመይል ወይ ብተሌፎን ክረኽበኩም’ዩ፣ ከምኡ ድማ ነቲ ቅጥዒ ንኽትፍርምዎ 5 መዓልታት ጥራይ ከም ዘለኩም ክሕብረኩም’ዩ። ተወሳኺ ሓበሬታ ክትህቡ ውን ክትሕተቱ ትኽእሉ ኢኹም። ተወሳኺ ሓበሬታ እንተድኣ ኣድልዩ፣ OCR ነቲ ዝተሓተተ ሓበሬታ ንኸትቕርቡ እንተወሓደ 20 መዓልታት ክህበኩም ኣለዎ።

OCR መርመራ ጌሩ ምስ ወድአ፣ እቲ መርትዖ ጥሕሰት ከም ዘጋጠመ ዝድግፍ ድዩ ኣይኮነን ዝገልጽ ውጽኢት ዝሓዘ ደብዳበ ንስኹምን እቲ ኣውራጃን ክትቅበሉ ኢኹም። OCR፣ እቲ ኣውራጃ ነቲ ሕጊ ከምዘይተኸተለ እንተፈሊጡ፣ እቲ ኣውራጃ ብወለንታኡ ናይ መፍትሒ ስምምዕ ክኣቱ ፍቓደኛ እንተኾይኑ ንምርኣይ ነቲ ኣውራጃ ክረኽቦ እዩ። እቲ ኣውራጃ ነቲ ጉዳይ ንምፍታሕ እንተዘይተሰማሚዑ፣ OCR ተወሳኺ ስጉምቲ ክወስድ ይኽእል፣ ንኣብነት ነቲ ጉዳይ ናብ ክፍሊ ፍትሒ ምቕራብ።  

ሓደ ኣውራጃ፣ ንሓደ ተማሃራይ ግቡእ ናይ ትምህርቲ ተመኩሮ ናይ ምርካብ መሰሉ ይጥሕስ ኣሎ ኢልኩም እንተሓሲብኩም፣ ጥርዓን ምቕራብ ኣብ ግምት ኣእትዉ።

ሽምግልና

ሽምግልና እንታይ እዩ?

ሽምግልና፣ ዓይነት ኣፈታትሓ ግርጭት እዩ። ብመሰረት IDEA፣ ግዝኣታት ብዛዕባ መደብ ፍሉይ ትምህርቲ ናይ ተማሃራይ ንዝፍጠር ግርጭታት ንምፍታሕ ዝዕለመ፣ ንወለዲ/ኣለይቲ ከምኡ ውን ቤት ትምህርቲ ኣውራጃታት ነጻ ናይ ሽምግልና ኣገልግሎታት ክህባ ይግደዳ።

እቲ መስርሕ ሽምግልና ነቲ ቤት ትምህርትን ወላድን ወይ ኣላዪን ምስ ሓደ ገለልተኛ ሳልሳይ ሰብ—ማለት እቲ ዝሽምግል ሰብ የራኽቦም። እቲ ሸምጋሊ ምስ ክልቲኦም ወገናት ብምርኻብ ኣብ ትምህርታዊ ድሌታት ናይቲ ተማሃራይ ብዝምልከት ኣብ ሓደ ቅቡል ስምምዕ ክበጽሕ ይፍትን። እቲ መስርሕ ወለንታዊ ስለዝኾነ፣ ወላዲ ወይ ኣላዪ ከምኡ ውን ቤት ትምህርት ኣውራጃ ንኽሳተፉ ክሰማምዑ ኣለዎም። ሽምግልና ንሓደ ተማሃራይ ዝወሃብ ኣገልግሎት ንምምሕያሽ፣ ግርጭት ንምፍታሕን ኣብ መንጎ ቤት ትምህርትን ወላዲ ወይ ኣላዪን ዘሎ ዝምድና ንምጽጋንን ብሉጽ መገዲ ክኸውን ይኽእል።

ሽምግልና ዕዉት እንተኾይኑ፣ ተኸራኸርቲ ወገናት ነቲ ውሳነ ዝገልጽ ብሕጊ ቀያዲ ስምምዕ ይፈርሙ። ነቲ ውዕላት ናይቲ ስምምዕ ምፍጻም ኣብቲ ቤት ትምህርትን ወላድን ወይ ኣላዪን እዩ ዝምርኮስ። ሓንሳብ ናይ ሽምግልና ውዕል ስምምዕ ምስተገብረ፣ እቲ ሸምጋሊ ካብቲ ጉዳይ ይወጽእ ከምኡ ድማ ክልቲኦም ወገናት ዝኾነ ነገር ክገብሩ ከገድዶም ዓቕሚ የብሉን። ብዛዕባ እቲ ናይ ሽምግልና ስምምዕ ዝምልከት ግርጭት እንተተላዒሉ፣ እቲ ወላዲ ወይ ኣላዪ ኣብ ናይ ግዘኣት ወይ ፌደራል ቤት ፍርዲ ክትግበር ክሓትት ይኽእል። ሓድሽ ወይ ዝተፈለየ ግርጭት እንተተላዒሉ፣ እቲ ወላዲ ወይ ኣላዪ ወይ ኣውራጃ ኩሉ እቲ ብመሰረት ሕጊ ዝርከብ ዓይነት ኣፈታትሓ ግርጭት ክጥቀሙ ይኽእሉ።

ሽምግልና ክግበር ንዝቐርቡ ሕቶታት ናብ Sound Options ክቐርቡ ኣለዎም። ሕቶኹም ብጽሑፍ ወይ ብተሌፎን ከተቕርቡ ትኽእሉ ኢኹም። ክልቲኦም ወገናት ንSound Options ክረኽብዎ ይኽእሉ እዮም ንሳቶም ድማ ነቲ ካልእ ወገን ክረኽብዎ እዮም። ንSound Options ብ 1-800-692-2540 ክትረኽብዎ ትኽእሉ ኢኹም።

ናይ ጥብቅና ምኽሪ

ኣብ ሽምግልና ክትሳተፉ ምፍቃድ፣ ዳሕራይ ግቡእ መስርሕ መጋባእያ ፍርዲ ካብ ምሕታት ኣይዓግተኩምን እዩ። ኣብ ዝኾነ እዋን መስርሕ ሽምግልና ደው ከተብሉ ትኽእሉ ኢኹም፣ ከምኡ ውን ግቡእ መስርሕ መጋባእያ ፍርዲ ክትሓቱ ትኽእሉ ኢኹም። እቲ እንኮ ድሩትነት ኣብቲ ድሒሩ ዝግበር መስርሕ መጋባእያ ፍርዲ ኣብ መስርሕ ሽምግልና ዝተኻየዱ ዝርርባት ከም መርትዖ ኣብ ጥቕሚ ክውዕሉ ኣይክእሉን እዮም። እንተኾነ ግን እቲ ብጽሑፍ መልክዕ ዝተዳለወ ናይ ሽምግልና ስምምዕ ከም መርትዖ ኣብ ጥቕሚ ክውዕል ይኽእል እዩ።

ግቡእ መስርሕ መጋባእያ

ግቡእ መስርሕ መጋባእያ እንታይ እዩ?

ግቡእ መስርሕ መጋባእያ ፍርዲ ልክዕ ከም መጋባእያ ቤት ፍርዲ፣ ወግዓዊ ምምሕዳራዊ ሕጋዊ ኣገባብ እዩ። ወላዲ ወይ ኣላዪ ከምኡ'ውን ኣውራጃ ቤት ትምህርቲ ነፍሲ ወከፎም መርትዖታትን መሰኻኽርን ከቕርቡን ብተጻራሪ ወገን ዝቐረቡ መሰኻኽር መስቀላዊ መርመራ ክገብሩን ዕድል ኣለዎም።

ሓደ ናይ መጋባእያ ሓላፊ ኣብ ጭብጥን ሕግን ተመርኲሱ ብጽሑፍ መልክዕ ውሳነ ይህብ።

ግቡእ መስርሕ መጋባእያ ንምግባር ጠበቓ የድልየኒ ድዩ?

ኣይፋል፣ እንተደሊኹም ግን ብጠበቓ ክትውከሉ መሰል ኣለኩም።

ወላዲ ወይ ኣላዪ ናይ ሓደ ስንክልና ዘለዎ ተማሃራይ ኣብ ግቡእ መስርሕ መጋባእያ ፍርዲ ብጠበቓ ክምከር ወይ ክውከል ይኽእል እዩ። ጠበቓ ምግባር ግዴታ ኣይኮነን፣ ከምኡ ውን ብዘይ ጠበቓ ኣብ ዝግበር መጋባእያ ዕዉት ክትኮኑ ትኽእሉ ኢኹም። መብዛሕትኡ ግዜ ምስ ጠበቓ ወይ ካልእ ኣፍልጦ ዘለዎ ሰብ ምምኽኻር ነቲ መጋባእያ ፍርዲ ንምሕታትን ንምድላውን ሓገዝ ምርካብ ጽቡቕ ሓሳብ እዩ።

ብኸመይ ግቡእ መስርሕ መብባእያ ክግበር ክሓትት ይኽእል?

እቲ ሕቶ ብጽሑፍ መልክዕ ናብ Office of Administrative Hearings (ቤት ጽሕፈት ምምሕዳራዊ መጋባእያ ፍርዲ) ኣቕርቡ ከምኡ ውን ንቤት ትምህርቲ ኣውራጃ ኣፍልጡ።

ግቡእ መስርሕ መጋባእያ ንምግባር ዝቐርብ ሕቶ ብጽሑፍ መልክዕ ክቐርብ ኣለዎ ከምኡ'ውን እዞም ዝስዕቡ ሓበሬታታት ክሕዝ ኣለዎ:

• ስምን ኣድራሻን ናይቲ ተማሃራይ
• እቲ ተማሃራይ ዝሳተፈሉ ኣውራጃን ቤት ትምህርትን
• እቲ ፍሉይ ኣገልግሎታት ትምህርቲ ናይ ምሃብ ሓላፍነት ዘለዎ ኣውራጃ፣ ካብቲ ሓደ ተምሃራይ ዝመሃረሉ ኣውራጃ ዝተፈለየ እንተኾይኑ
• ናይ’ቲ ወላዲ ስክፍታታት መብርሂ
• ነቲ ጸገም ንምፍታሕ ዘለኩም ሓሳባት።

ቅዳሕ ናይቲ መጋባእያ ክግበር ዘቕረብክሞ ሕቶኹም ናብዚ ዝስዕብ ብፖስታ ለኣኽዎ ወይ ኣብጽሕዎ:

Office of Administrative Hearings

P.O. Box 42489

Olympia, WA 98504

ከምኡ’ውን ነቲ ኦሪጅናል መጋባእያ ክግበር ዝቐረበ ሕቶ ናብቲ ኣውራጃ ቤት ትምህርቲ፣ ናብቲ ኣካያዲ ናይቲ ቤት ትምህርቲ ኣውራጃ ከተብጽሕዎ ኣለኩም ወይ ብፖስታ ክትልእክዎ ኣለኩም። ንዓኹም ዝኸውን ቅዳሕ ምሓዝ ኣይትረስዕ!

OSPI፣ ወለዲ ግቡእ መስርሕ መጋባእያ ክሓቱ ከለዉ ዝሕግዞም ናይ ግቡእ መስርሕ መጋባእያ መሕተቲ ቅጥዒ ኣዳልዩ ኣሎ። እቲ ቅጥዒ ኣብዚ ዝስዕብ መርበብ ሓበሬታ ይርከብ፣ https://ospi.k12.wa.us/student-success/special-education/dispute-resolution/request-due-process-hearing

መጋብእያ ፍርዲ ክግበር ኣብ ምሕታት ዘለዉ ድሩትነታት እንታይ እዮም?

እቲ ናይ መጋባእያ ሕቶ ኣብ ውሽጢ ዝሓለፉ ክልተ ዓመታት ዘጋጠመ ጥሕሰት ወይ ጉዳይ ዝምልከት ክኸውን ኣለዎ። ግቡእ መስርሕ መጋባእያ ፍርዲ ንምርካብ ዝቐርብ ሕቶ፣ ካብዞም ዝስዕቡ ክልተ ቅድመ ኩነት ሓደ እንተተማሊኡ፣ ቅድሚ ልዕሊ ክልተ ዓመት ንዝተፈጸመ ጥሕሰት መፍትሒ ክህብ ይኽእል:

1. እቲ ኣውራጃ ቤት ትምህርቲ ነቲ ጸገም ፈቲሐዮ እየ ኢሉ ግጉይ መግለጺ ስለዝሃበ፣ እቲ ወላዲ ኣብ ውሽጢ ክልተ ዓመት ግቡእ መስርሕ መጋባእያ ፍርዲ ከይሓትት ተኸልኪሉ እንተ ኔሩ

ወይ

2. እቲ ኣውራጃ ቤት ትምህርቲ ብሕጊ ከካፍሎ ዝግደድ ሓበሬታ ስለ ዝሓብአ፣ እቲ ወላዲ ኣብ ውሽጢ ክልተ ዓመት ግቡእ መስርሕ መጋባእያ ፍርዲ ከይሓትት ተኸልኪሉ እንተ ኔሩ።

መጋባእያ ንኽግበር ዝቐርብ ሕቶ ዝምልከቱ ኩሎም ሓደ ወላዲ ክህልውዎ ዝኽእሉ ጉዳያትን ስክፍታታትን ክዝተየሎም ኣዝዩ ኣገዳሲ እዩ። ሓንሳብ እቲ ሕቶ ምስ በጽሐ፣ እቲ ቤት ትምህርቲ ኣውራጃ ብጽሑፍ መልክዕ ምስ ዝሰማማዕ ወይ እቲ ናይ መጋባእያ ሓላፊ ክመሓየሽ ይኽእል እይ ኢሉ እንተተሰማሚዑ ጥራይ እዩ ክቕየር ዝኽእል ከምኡ’ውን እቲ ሰደቓ እዋን ናይቲ መፍትሒ ክፍለ ግዜ (ኣብ ታሕቲ ተመልከቱ) ከም ብሓድሽ ይጅምር።

ከምኡ እውን ብመሰረት IDEA፣ እቲ ካልእ ወገን እንተዘይተሰማሚዑ፣ ኣብቲ መጋባእያ ክግበር ዝቐርብ ሕቶ ወይ እቲ ሕቶ ክመሓየሽ ከሎ ዝተልዓሉ ጉዳያት ጥራሕ እዮም ኣብቲ ግቡእ መስርሕ መጋባእያ ፍርዲ ክፍትሑ ዝኽእሉ። ግቡእ መስርሕ መጋባእያ ፍርዲ ክግበር ንኽትሓቱ ጠበቓ ክህልወኩም ግዴታ እኳ እንተዘይኮነ፣ ኩሎም ስክፍታታትኩም ከም ዝተለዓሉ ንምርግጋጽ፣ ግቡእ መስርሕ መጋባእያ ፍርዲ ንኽግበር ዝቐርብ ሕቶ ክትነድፉ ከለኹም ጠበቓ ምውካስ ሓጋዚ ክኸውን ይኽእል’ዩ።

ግቡእ መስርሕ መጋባእያ ፍርዲ ንኽግበር ሕቶ ምስ ኣቕረብኩ እንታይ የጋጥም?

እቲ ቤት ትምህርቲ ኣውራጃ ናይ ግድን ክምልስ ኣለዎ።

እቲ ቤት ትምህርቲ ኣውራጃ ናይ ግድን፣ ነቲ ጥርዓን ካብ ዝተቐበለሉ ኣብ ውሽጢ 10 ናይ ዓውደ ኣዋርሕ መዓልታት መልሲ ክህበሉ ኣለዎ። እቲ ኣውራጃ ቤት ትምህርቲ ስለምንታይ ነቲ ዝወሰዶ ስጉምቲ ከም ዝወሰደ፣ እታ ጉጅለ IEP እንታይ ካልእ ኣማራጺታት ኣብ ግምት ከም ዘእተወትን፣ ስለምንታይ ከም ዝተነጸጉን፣ ከምኡ ድማ መግለጺ ናይቲ እቲ ኣውራጃ ውሳነ ኣብ ምሃብ ዝተኣማመነሉ ሓበሬታን ሓበሬታ ብዛዕባ ዝኾነ ካልእ ምስ ውሳነ ናይቲ ኣውራጃ ዝዛመድ ረቛሒታትን ናይ ግድን ክገልጽ ኣለዎ። እቲ ኣውራጃ ቤት ትምህርቲ ብዛዕባ እቲ ኣብቲ ጥርዓን ዘሎ ርእሰ ነገር ኣቐዲሙ ብጽሑፍ መልክዕ ምልክታ ናብ ወላዲ እንተሰዲዱ፣ መልሲ ምሃብ ኣየድልዮን እዩ።

ናይ መፍትሒ ክፍለ ግዜ እንታይ እዩ?

ናይ መፍትሒ ክፍለ ግዜ፣ ድሕሪ ግቡእ መስርሕ መጋባእያ ፍርዲ ክግበር ሕቶ ምቕራቡ፣ ግን ከኣ ቅድሚ ግቡእ መስርሕ መጋባእያ ምትግባሩ ዝፍጸም ኣኼባ እዩ።

ወላዲ ግቡእ መስርሕ መጋባእያ ክግበር ሕቶ ንምቕራብ ቅጥዒ ዝተቐበለሉ፣ ኣብ ውሽጢ 15 ናይ ዓውደ-ኣዋርሕ መዓልታት፣ እቲ ኣውራጃ ቤት ትምህርቲ ምስቲ ወላዲ፣ ዝምልከቶም ኣባላት ናይ ጉጅለ IEP፣ ከምኡ’ውን ናይቲ ውሳነ ናይ ምሃብ ስልጣን ዘለዎ ወኪል ናይ ኣውራጃ ቤት ትምህርቲ ኣኼባ ክግበር ክጽውዕ ኣለዎ። እቲ ወላዲ ጠበቓ እንተዘይሃልይዎ፣ እቲ ኣውራጃ ቤት ትምህርቲ ጠበቓ ናብዚ ኣኼባ ከምጽእ ኣይክእልን እዩ። ዕላማ ናይዚ ኣኼባ እዚ ብዛዕባ'ቲ ጥርዓን ንምዝታይን እቲ ጉዳይ ብዘይ ግቡእ መስርሕ መጋባእያ ክፍታሕ ይኽእል ድዩ ኣይከኣልን ንምፍላጥ እዩ።

እቲ ወላድን ኣውራጃ ቤት ትምህርቲን ኣብቲ ናይ መፍትሒ ኣኼባ ኣብ ስምምዕ እንተበጺሖም፣ ኣብ ቤት ፍርዲ ተግባራዊ ዝኽውን ብሕጊ ቀያዲ ውዕል ስምምዕ ክፍርሙ ኣለዎም። ሓዲኦም፣ እቲ ኣውራጃ ቤት ትምህርቲ ወይ እቲ ወላዲ ሓሳቦም ንምቕያርን ነቲ ስምምዕ ንምስራዝን ሰለስተ ናይ ስራሕ መዓልታት ኣለዎም።

እቲ ወላድን እቲ ኣውራጃ ቤት ትምህርቲን ክልቲኦም ነቲ ኣኼባ ንኽገድፍዎ ብጽሑፍ መልክዕ እንተዘይተሰማሚዖም ወይ ኣብ ክንድኡ ሽምግልና ክጥቀሙ እንተዘይተሰማሚዖም፣ እቲ ናይ መፍትሒ ክፍለ ግዜ ናይ ግድን ክካየድ ኣለዎ።

ነቲ መስርሕ መጋባእያ ፍርዲ ንምግባር ክሳብ ክንደይ ዝነውሕ ግዜ ይወስድ?

ሓደ ቤት ትምህርቲ ኣውራጃ ነቲ ጉዳይ ብመስርሕ መፍትሒ ኣቢሉ እቲ ወላዲ ብዝዓግበሉ ኣገባብ ንክፍትንን ንኽፈትሖን፣ ካብታ ጥርዓን ዝተቐበለላ ግዜ ጀሚሩ 30 ናይ ዓውደ ኣዋርሕ መዓልታት ኣለዎ። እቲ ኣውራጃ ኣብ ውሽጢ 30 ናይ ዓውደ ኣዋርሕ መዓልታት ከምኡ እንተዘይገይሩ፣ እቲ ናይ ግቡእ መስርሕ መጋባእያ ሰደቓ እዋን ይጅምር። እቲ መጋባእያ ፍርዲ ኣብ ውሽጢ 45 ናይ ዓውደ ኣዋርሕ መዓልታት ክካየድን ኣብ ውሳነ ክበጽሕን ኣለዎ።

እተን 30 ናይ ዓውደ ኣዋርሕ መዓልታት ናይ መፍትሒ እዋን፣ ሓደ ካብዞም ዝስዕቡ ፍጻመታት እንተ ኣጋጢሙ ይስተኻኸላ:

• ክልቲኦም ወገናት ነቲ ናይ መፍትሒ ኣኼባ ንኽግደፍ ብጽሑፍ መልክዕ እንተተሰማሚዖም
• ድሕሪ ሽምግልና ወይ ናይ መፍትሒ ኣኼባ ክልቲኦም ወገናት ብጽሑፍ መልክዕ ዝኾነ ስምምዕ ከምዘይከኣል እንተተሰሚዖም ወይ
• እቶም ወገናት ካብቲ ናይ 30 መዓልታት ናይ መፍትሒ ኣኼባ ሓሊፎም ኣብ ሽምግልና ክሳተፉ ተሰማሚዖም እንተኔሮም ከምኡ ውን ሓደ ወገን ካብቲ ሽምግልና ምስ ዘንሳሕብ። ኣብዞም ኩነታት እዚኦም፣ እቲ 45 ናይ ዓውደ ኣዋርሕ መዓልታት ናይ ሰደቓ እዋን ብኡንብኡ ይጅምር።

ንውሓት ግዜ ናይቲ መጋባእያ ፍርዲ ንባዕሉ ኣብቲ እቶም ጉዳያት እንታይ ምዃኖምን ነፍሲ ወከፍ ወገን ጉዳዩ ንኸቕርብ ክንደይ ግዜ ክወስድ እዩ ኢሉ ዝሓስቦን ይምርኮስ።

እቲ ናይ መፍትሒ ኣኼባ ኣዝዩ ኣገዳሲ እዩ። ሓደ ወላዲ ኣብቲ ናይ መፍትሒ ኣኼባ ክሳተፍ ድሌት እንተዘይብሉ፣ እቲ ናይ መፍትሒ ኣኼባን ናይ ግቡእ መስርሕ መጋባእያን ሰደቓ እዋን ክሳብ እቲ ኣኼባ ዝካየድ ይደናጐ። ብተወሳኺ፣ ሓደ ኣውራጃ ቤት ትምህርቲ፣ እተን 30 መዓልታት ናይ መፍትሒ ግዜ ድሕሪ ምዝዛመን፣ እቲ ወላዲ ኣብቲ ናይ ውሳነ ኣኼባ ምስታፍ እንተኣቢዩ፣ ነቲ እቲ ወላዲ ግቡእ መስርሕ መጋባእያ ንኽግበር ዘቕረቦ ሕቶ ንኽስረዝ፣ ንሓደ ናይ መጋባእያ ሓላፊ ክሓትት ይኽእል። ብኻልእ ወገን ድማ፣ እቲ ኣውራጃ ቤት ትምህርቲ ካብቲ ነቲ መጋባእያ ክግበር ዝቐረበ ሕቶ ዝተቐበለሉ ኣብ ውሽጢ 15 መዓልታት ናይ መፍትሒ ኣኼባ ንኽግበር መደብ ክገብር እንተዘይክኢሉ፣ እቲ ወላዲ ነቲ ናይ መጋባእያ ሓላፊ እተን 45 መዓልታት ናይ ግቡእ መስርሕ መጋባእያ ፍርዲ ሰደቓ እዋን ብቕጽበት ክጅምራ ክሓትት ይኽእል።

ናይ ግቡእ መስርሕ መጋባእያ ሰደቓ-እዋን

 

ወላዲ ግቡእ መስርሕ መጋባእያ ክግበር ብጽሑፍ መልክዕ ይሓትት

ኣውራጃ ኣብ ውሽጢ 10 ናይ ዓውደ ኣዋርሕ መዓልታት መልሲ ይህብ

ኣውራጃ ኣብ ውሽጢ 15 ናይ ዓውደ ኣዋርሕ መዓልታት ናይ መፍትሒ ኣኼባ ክግበር መደብ የውጽእ፣ እዚ ግን ብጽሑፍ እንተዘይተሓዲጉ ጥራይ እዩ

እቲ ናይ መፍትሒ ኣኼባ ነቲ ጥርዓን ኣብ ውሽጢ 30 ናይ ዓውደ ኣዋርሕ መዓልታት እንተዘይፈቲሕዎ፣ እቲ ናይ ግቡእ መስርሕ መጋባእያ ፍርዲ ይትግበር እሞ ኣብ ውሽጢ 45 ናይ ዓውደ ኣዋርሕ መዓልታት ናይ መጋባእያ ውሳነ ይወሃብ

“ከምዘለዎ ይቕጽል” እንታይ ማለት እዩ? ተማሃራየይ መጋባእያ ክግበር ክሓትት ከለኹ ናበየናይ ቤት ትምህርቲ እዩ ክኸይድ?

ከምዘለዎ ይቕጽል፣ ማለት ሓደ ተማሃራይ መጋባእያ ፍርዲ ንኽግበር ሕቶ ኣብ ዝቐርበሉ እዋን ኣበየናይ ቤት ትምህርቲ ከም ዝኸይድ ንምግላጽ IDEA ዝጥቀመሉ ቃል እዩ። መጋባእያ ፍርዲ ንኽግበር ሕቶ እንተቐሪቡ፣ እቲ ተማሃራይ ክሳብ እቲ መጋባእያ ፍርዲ ዝውዳእን ውሳነ ዝወሃብን ኣብ ተመሳሳሊ ምድላው ናይ ውልቃዊ ትምህርታዊ መደቡ ክቕጽል መሰል ኣለዎ። ስንክልና ዘለዎም ተማሃሮ ስነ-ስርዓት ክህልዎም ከሎ ዝተወሰኑ ከምዘለውዎ ንኽቕጽሉ ዝትግበሩ ሕድገታት ኣለዉ።

ግቡእ መስርሕ መጋባእያ ፍርዲ ንተማሃራይእንታይ ከበርክት ይኽእል?

እቲ ኣውራጃ ኣገልግሎታት ክህብ፣ ነቲ ተማሃራይ መካሓሓሲ ትምህርቲ ክህቦ፣ ከምኡ’ውን ናይቲ ወላዲ ሕጋዊ ክፍሊት ክኸፍል ክእዘዝ ይኽእል።

ግቡእ መስርሕ መጋባእያ ነቲ ተማሃራይ ግቡእ ኣገልግሎታት ንኽረክብን ብሰንኪ ናይቲ ኣውራጃ ጉድለት ዝጠፍአ ትምህርቲ መተካእታ ንኽረኽበሉ ክሕግዞ ይኽእል። ሓደ ናይ መጋባእያ ሓላፊ ብዛዕባ ብቕዓት ናይ ሓደ ተማሃራይ፣ IEP፣ ኣብ ትምህርታዊ ምድላዋት ዝግበር ለውጢ፣ ከምኡ’ውን ገምጋማትን ዳግመ-ገምጋማትን ንዝፍጠር ዘይምርድዳእ ንምፍታሕ ክሕግዝ ይኽእል።

እቲ ናይ መጋባእያ ሓላፊ መካሓሓሲ ትምህርቲ ንኽወሃብ ውን ክእዝዝ ይኽእል እዩ፣ እዚ ማለት ብሰንኪ ናይቲ ኣውራጃ ጉድለት ዝጠፈአ ግዜ ወይ ዕድላት ንምኽሓስ እቲ ኣውራጃ ናይ ግድን ኣገልግሎታት ክህብ ኣለዎ። ንኣብነት፣ እቲ ኣውራጃ ንሓደ ተማሃራይ ኣብ ናይ ሕብረተሰብ ኮለጅ ዝወሃብ ስልጠና ንኽሳተፍ ክኸፍለሉ፣ ኣብ ርእሲ እቲ ፍሉይ መደብ ትምህርቲ ተወሳኺ ትምህርቲ ንኽህብ፣ ወይ ድማ ናይ ክረምቲ መደባት ንኽቕርብ ክእዘዝ ይኽእል እዩ፣ ዋላ እቲ ተማሃራይ ብኻልእ ኣገባብ ንዝተናውሐ ኣገልግሎታት ናይ ዓመተ ትምህርቲ ብቑዕ ኣይኹን።

መካሓሓሲ ትምህርቲ ንምርካብ ዝግበሩ ሕቶታት ምስ ሸቶታትን ዕላማታትን IEP ዝዛመዱ ክኾኑ ይግባእ። መከሓሓሲ ኣገልግሎታት ትምህርቲ ክትሓቱ ከለኹም ፈጠራውያን ኩኑ። ሓደ ተማሃራይ እንታይ ምስራሕ ከም ዝፈቱ (ስነ-ጥበብ፣ ሙዚቃ፣ ስነ-ፍልጠት ወዘተ) ሕሰብ እሞ ነዞም ተመኩሮታት ዝህብ መደብ ወይ ኣገልግሎታት ሓሳብ ኣቕርቡ።

ኣብቲ መጋባእያ ፍርዲ እንተተዓዊትኩም፣ እቲ ኣውራጃ ነቲ ንመጋባእያ ፍርዲ ዘጥፋእክሞ ወጻኢታትን ጠበቓ ንዓኹም ክውክለኩም ዝኸፈልክሞ ክፍሊትን ክኸፍል ክግደድ ይኽእል። ነቲ መጋባእያ ኣብ ምድላው ዘጥፋእክሞ ወጻኢታት ተኸታተልዎ።

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)