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Confidentiality and Educational Decision Making for Foster Youth with Disabilities. Carmen M. Sanchez Education Program Specialist Office of Special Education and Rehabilitative Services US Department of Education. Issues Facing Foster Youth with Disabilities. - PowerPoint PPT Presentation
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Confidentiality and Educational Decision Making for Foster Youth
with Disabilities
Carmen M. SanchezCarmen M. SanchezEducation Program SpecialistEducation Program Specialist
Office of Special Education and Rehabilitative ServicesOffice of Special Education and Rehabilitative Services
US Department of EducationUS Department of Education
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Issues Facing Foster Youth with Disabilities
StabilityStability – Changing schools, or remaining at – Changing schools, or remaining at current school, when placement is changed. current school, when placement is changed.
School recordsSchool records – Ensuring education records – Ensuring education records are requested and delivered in a timely are requested and delivered in a timely manner (defined by State).manner (defined by State).
AbsencesAbsences – Recognizing school absences due – Recognizing school absences due to placement changes, court appearances or to placement changes, court appearances or court-ordered activities. court-ordered activities.
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Issues Facing Foster Youth with Disabilities
IDEA Evaluation/Assessment IDEA Evaluation/Assessment – Ensuring – Ensuring assessments or evaluations for IDEA eligibility.assessments or evaluations for IDEA eligibility.
Education RightsEducation Rights - Determining who holds - Determining who holds educational rights. Biological parents usually educational rights. Biological parents usually hold educational rights but so may foster hold educational rights but so may foster parents. Agencies must have a method for parents. Agencies must have a method for determining if a child needs a surrogate parent determining if a child needs a surrogate parent and assigning a surrogate parent. and assigning a surrogate parent.
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Issues Facing Foster Youth with Disabilities
TransitionTransition - Foster youth with disabilities - Foster youth with disabilities experience two transitions: from special experience two transitions: from special education and from the foster care system. education and from the foster care system.
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Removing Barriers: What Can We Do?
Ensure that foster, adoptive parent, court-Ensure that foster, adoptive parent, court-appointed special advocates, child welfare appointed special advocates, child welfare workers, and kin caregivers receive training workers, and kin caregivers receive training on special education and disability in a on special education and disability in a hands on, user friendly way hands on, user friendly way
Connect everyone to resources in their area Connect everyone to resources in their area Present resources — emphasize that goal is Present resources — emphasize that goal is
to access services to access services
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Parent Training and Information Centers
PTI = Parent Training Information CenterPTI = Parent Training Information Center CPRC = Community Parent Resource CenterCPRC = Community Parent Resource Center 75 PTIs serve states or areas within states, the 75 PTIs serve states or areas within states, the
District of Columbia, Guam, Puerto Rico, and District of Columbia, Guam, Puerto Rico, and the Virgin Islandsthe Virgin Islands
30 CPRCs serve targeted, underserved 30 CPRCs serve targeted, underserved communities (including a CPRC serving communities (including a CPRC serving foster families in Alameda County, CA)foster families in Alameda County, CA)
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Purpose of Parent Training and Information
The Individuals with Disabilities Education The Individuals with Disabilities Education Act requires the “children with disabilities and Act requires the “children with disabilities and their parents receive training and information their parents receive training and information designed to assist the children in meeting designed to assist the children in meeting developmental and functional goalsdevelopmental and functional goals and and challenging academic achievement goalschallenging academic achievement goals , , and in preparing to lead productive and in preparing to lead productive independent adult livesindependent adult lives” (IDEA, Title I, Part ” (IDEA, Title I, Part D, Section 670)D, Section 670)
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Who Do Parent Centers Serve?
Parents of children with disabilities living in Parents of children with disabilities living in the area served by the centerthe area served by the center Parents of infant, toddlers, and children Parents of infant, toddlers, and children
with the full range of disabilitieswith the full range of disabilities Parents of children who may be Parents of children who may be
inappropriately identifiedinappropriately identified
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Who Do Parent Centers Serve?
Underserved ParentsUnderserved Parents Low income parentsLow income parents Parents of limited English proficient Parents of limited English proficient
childrenchildren Teachers and other professionalsTeachers and other professionals
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Finding a Parent Center: www.parentcenternetwork.org
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Removing Barriers: What Can We Do?
Identify who holds education rights at every Identify who holds education rights at every placement. Consider if it’s appropriate to have placement. Consider if it’s appropriate to have every change of placement mean a new advocateevery change of placement mean a new advocate
Encourage caregivers to complete caregiver Encourage caregivers to complete caregiver affidavits for courtaffidavits for court
Emphasize the child’s right to a free, appropriate Emphasize the child’s right to a free, appropriate public education in the least restrictive public education in the least restrictive environment environment
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Removing Barriers: What Can We Do?
Remember that children have a right to Remember that children have a right to privacy. privacy. Provide essential information Provide essential information
(assessments, medical reports) to school (assessments, medical reports) to school district but redact information not district but redact information not relevant to education needs relevant to education needs
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Removing Barriers: Utilizing Existing Laws and Processes
Have children assessed early…early Have children assessed early…early intervention works!intervention works!
Consider mental health needs and refer Consider mental health needs and refer accordingly.accordingly.
If child is not eligible for Special If child is not eligible for Special Education, ask if eligible for a 504 Plan to Education, ask if eligible for a 504 Plan to remove barriers in the regular classroom.remove barriers in the regular classroom.
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idea.ed.gov
