8/28/2018

1

ADVOCATING FOR THE FOSTER CHILD WITH SPECIAL NEEDS

• The following information is provided for educational purposes and does not constitute legal advice. It is intended to provide a general background of the special education process.

• Law is constantly changing and can depend on individual facts. If you are seeking answers to legal questions, please be sure to consult with a competent attorney prior to taking any legal action.

LEGAL DISCLAIMERS:

ABOUT IN*SOURCE

• Parent Training and Information Center

• Established 1975

• First federal grant awarded 1976

• One of first 5 parent centers in the US

• Current grants

Indiana DOE

US Office of Special Education and Rehabilitation Services Administration

• Regional offices throughout Indiana

• Individual phone assistance

• Parent training classes

• Support at school meetings

• www.insource.org Resources and publications

Online training classes & archived webinars

Calendar of training events

HOW WE HELP

FOSTER KIDS ARE AT RISK!

• More than half a million children and youth are in foster care.

• Studies suggest that at least 1/3 have special needs.

• Children with special needs are disproportionally represented in the foster care system.

CO-OCCURRING ISSUES• 80% are prenatally exposed to substances.• 50-80% have mental and behavioral health

problems.• 40% are premature or born at a low birth weight.• 30-80% have at least one chronic medical

condition (e.g. asthma, HIV, TB).• 30-60 % have developmental delays.• 30-50% have dental decay.• 30-40% receive special education services.• 25% have three or more chronic health problems.

Sara Munson, This is Forgotten Children: A Case for Action for Children and Youth with

Disabilities in Foster Care (Children’s Rights and United Cerebral Palsy, 2006)

8/28/2018

2

POOR OUTCOMES FOR FOSTERKIDS WITH SPECIAL NEEDS:

• Less likely to be reunified with family or adopted• Are placed in multiple foster homes• Stay in foster care longer• Do poorly in school• Are more likely to be on psychotropic

medications• Are more likely to be mistreated• Are more likely to be institutionalized

LONG-TERM OUTCOMES

Higher rates of:• Homelessness• Substance abuse• Unemployment• Receiving public assistance • Criminal justice involvement

CHILDREN WITH SPECIAL NEEDS ARE:

• 3.76 times more likely to be neglected• 3.79 times more likely to be physically

abused• 3.14 times more likely to be emotionally

abused• 3.4 times more likely to be maltreated

than children without an identified disability

(Sullivan and Knutson, 2000)

WHY ARE THESE CHILDRENAT SO MUCH RISK?

• Lower rate of achieving permanency: Older youth, especially older youth with special needs are remaining in the system longer, on average, than youth without disabilities.

• Lack of adult support system: to help them develop appropriate social skills, personal attributes and abilities to navigate through some extremely complex systems, impedes their efforts to develop educational, occupational, social, personal, and life skills for success.

DO WE HAVE A PROBLEM?Each year, approximately 20,000 young adults “age out” of the foster care system at age eighteen. They often enter adult life with:

• Little or no help from family• Few community connections• Little financial support

Are We Ignoring Foster Youth With Disabilities? Sarah Geenen, Ph.D. and Laurie Powers, Ph.D., Portland State University Regional Research Institute

LACK OF SCHOOL SUCCESSFostering Futures’ study showed that children in both foster care and special education:1. Had lower GPAs.2. Changed schools more frequently.3. Earned fewer credits toward graduation.4. Had lower scores on state testing.5. Were more likely to be exempted from state testing.6. Were more likely to be in segregated special

education classrooms.7. Had more instability in foster care placement.

Fostering Futures Project

8/28/2018

3

The Fostering Futures study identified six key factors behind the lack of academic success in foster children with special needs:

Fostering Futures: Understanding the Educational Experiences and Outcomes for Youth with Disabilities in Foster Care

1. SPECIAL EDUCATION NEEDS OF FOSTER CHILDREN ARE OFTEN

OVERLOOKED• Education is often not emphasized in the child

welfare system;• Need for accurate, timely exchange of

information between schools and DCS;• FERPA law amended by Uninterrupted

Scholars Act to allow child welfare professionals access to educational records.

2. FOSTER CHILDREN IN CARE ARE LESSLIKELY TO RECEIVE SERVICES

• Multiple placements can result in records not following in timely manner;

• Children with behavioral, emotional and learning needs are more likely to have multiple placements in foster homes;

• Instability caused by changing schools have a negative impact on educational performance.

3. YOUTH OFTEN FACE SOCIAL ISOLATION

• Changes in placement often make it difficult to form friendships with peers;

• Feelings of being “different” from peers because of being in the “system”;

• Feeling different because of their special needs;

• Youth in care may not have supportive relationships with caring adults; may be estranged from their biological family.

4. LACK OF EDUCATIONAL ADVOCATES

• Indiana rule now defines the foster parent as the “parent” for educational purposes, unless a court order states that the biological parent retains this right;

• Foster parents sometimes do not have sufficient knowledge of the special education laws, so they do not know how to advocate for the child in their home;

• Lack of knowledge can negatively impact the services a child receives.

5. LACK OF COORDINATION IN TRANSITION PLANNING BETWEEN SCHOOLS AND DCS

• Transition is a bridge to help youth move into adult life;

• Foster Care Independence Act provides resources to help youth transition into adult world;

• Transition planning also occurs starting at age 14 for special education students;

• Lack of coordination between agencies can result in duplication of services or conflicting outcomes.

8/28/2018

4

6. PROFESSIONALS LACK KNOWLEDGE ABOUT UNIQUE NEEDS OF FOSTER

CHILDREN • Reasons for poor school performance are

often different from peers so interventions should be different;

• Teachers need specific strategies for supporting students;

• FCMs need training about special needs.

WHAT IS SPECIAL EDUCATION?Special education is a broad term that

describes specially designed instruction that meets the unique needs of a child who has special needs so that student can benefit from their education.

These services are provided by the public school system and are free of charge. Services can include instruction in the classroom, at home, in hospitals and institutions.

WHO IS THE PARENT?

Article 7 definition includes:• Biological or adoptive parent• Court appointed guardian• Foster parent• Individual with legal custody or • Individual acting in place of parent• Student – Age 18, no guardian

appointed

PROCEDURAL SAFEGUARDSThe procedural safeguards affirm the right of the student’s parent(s) … • To be fully informed• To participate in the special education process• To receive prior notice and provide consent• To have any information that could personally identify the student held in confidence• To examine all relevant records• To a timely and impartial resolution of disputes.

From Navigating the Course

OVERVIEW OF SPECIAL EDUCATIONIN INDIANA

REFERRAL FOR EVALUATION

• Parents or school staff may request.• School has 10 instructional days to give

parent written notice of decision to conduct evaluation.

• If school decides not to evaluate, parents can request mediation.

• Schools need consent from parent, in writing, to evaluate student.

8/28/2018

5

EDUCATIONAL EVALUATION –WHAT IS CONSIDERED

• Development

• Cognition

• Academic achievement

• Functional performance or adaptive behavior

• Communication skills

• Motor and sensory abilities, including vision and hearing

• Available medical or mental health information

• Social and developmental history

THE ELIGIBLE STUDENT

• Disability must “adversely affect” educational performance.

• Educational Performance Defined:

• Disability interferes with the student’s academic achievement, functional performance, or both.

ELIGIBILITY CATEGORIESAutism Spectrum

DisorderBlind or Low Vision Cognitive Disability

Deaf or Hard of Hearing

Deaf-Blind Emotional Disability

Language or Speech Impairment

Multiple DisabilitiesOrthopedic Impairment

Other Health Impairment

Specific Learning Disability

Traumatic Brain Injury

Developmental Delay

WHO DECIDES ELIGIBILITY?

The Case Conference Committee (CCC) decides if:

• Student is eligible for special education and related services or

• Student is not eligible for services

There are procedures in place for parties that cannot reach agreement.

NOTICE OF CASE CONFERENCECOMMITTEE (CCC) MEETING

• Parent to receive adequate notice

• Mutually agreed upon date, time, place

• Explanation of purpose of meeting

• Names, positions of invited participants

• Parent may participate by phone

RESPONSIBILITIES OF CASE CONFERENCE COMMITTEE (CCC)• Review evaluation report; determine eligibility

• Determine appropriate services

• Decide placement in least restrictive setting

• Develop, review, revise IEP for eligible student

• Make educational decisions on student’s behalf

• Update/revise IEP annually

8/28/2018

6

WHAT IS AN IEP?

• Individualized Education Program (IEP)

• First IEP requires parent signature• Includes:

Student’s present level of performance How disability affects progress Measurable goals for student How progress is to be measured Special education & related services Student’s Least Restrictive Environment

CONTINUUM OF SERVICESSchools are required to ensure availability of a continuum of placement options (listed from least to most restrictive): General education Resource room Separate classroom Separate nonresidential school Residential school Homebound or hospital setting

RESOLVING DISAGREEMENTS BETWEEN PARENTS AND SCHOOLS

• Parent may ask to meet with staff with authority to resolve disagreement by: reconvening conference, or Meet with public agency representative

or Facilitated IEP meeting.

• Parent may ask for mediation; and/or• Parent may request a due process hearing.

COMPLAINT PROCESS

• Can file complaint with Indiana Department of Education if school does not implement IEP.

• Can also file complaint if school doesn’t follow the Article 7 requirements.

ONGOING SERVICES• An IEP must be implemented as it is written. • The CCC will meet every year to review/update

the IEP.• CCC can meet additional times if needed and

parents can request this meeting.• After the first IEP, parent signature is not

required. Parents must express any disagreement in writing.

• Re-evaluation is considered by CCC every three years.

PARENT RESPONSIBILITIES

• Give written consent for: Educational evaluations Initial placement

• Actively participate in CCC meetings• Ensure that IEP is being implemented • Make educational decisions• Serve as the child’s advocate

8/28/2018

7

THE HOME FILE• Copies of evaluations• Copies of IEPs• Report cards• State and local assessment results• Samples of homework• List of medications• Notes sent between you and school• Notes of phone conversations• Any reports/letters from

doctor/psychologist/psychiatrist

THREE WAYS YOU CAN HELP:1. Assist in identifying a child that might have

an undiagnosed disability.2. Assist in ensuring a seamless transition of

older youth in foster care to comprehensive independent living services and supports in the community.

3. Advocate to improve the educational services and supports to the child if needed.

BE AN ADVOCATE!

• Advocacy is about working with people to support them in ways that are responsive to their own needs and best interests.

• Successful advocacy efforts for children with disabilities include understanding rights, entitlements, and responsibilities and knowing what to do if your advocacy efforts are not working.

IF YOU HAVE A FOSTERCHILD WITH SPECIAL NEEDS:

• Meet with the Special Education teacher ASAP.• Get a copy of the IEP and read it.• Call IN*SOURCE if you don’t understand the

IEP or have questions.• Watch the IN*SOURCE training classes online.• If something doesn’t seem right for your kids at

school – ask about it.

Many agencies throughout the state provide assistance to families and professionals in the form of telephone assistance, training and advocacy:

• Indiana Disability Rights (www.in.gov/idr/) • IN*SOURCE (www.insource.org)• ARC of Indiana (www.arcind.org)• About Special Kids

(http://www.aboutspecialkids.org/)

COMMUNITY RESOURCES

BIBLIOGRAPHY Sara Munson, This is Forgotten Children: A Case for Action for Children and Youth with

Disabilities in Foster Care (Children’s Rights and United Cerebral Palsy, 2006), page

Sullivan and Knutson, 2000, as cited in Peggy O’Neil, Abuse and Neglect of Children with

Disabilities: A Collaborative Response, (Richmond, VA: Partnership for People with Disabilities,

Virginia Commonwealth University, 2003)

Youth with Disabilities in the Foster Care System: Barriers to Success and Proposed Policy

Solutions, (National Council on Disability, February 26, 2008)

Mary Steinberg and Judith Hylton, Responding to Maltreatment of Children with Disabilities: A Trainer's Guide, 1998, (Oregon Health Sciences University) as cited in Peggy O’Neil, Abuse and Neglect of Children with Disabilities: A Collaborative Response,(Richmond, VA: Partnership for People with Disabilities, Virginia Commonwealth University, 2003)

Impact Of A Child’s Disability on Family Life, Abuse and Neglect of Children with Disabilities,

Courtney, M.E. & Piliquin, I., The Wisconsin Study of Youth Aging Out of Out-of-Home Care: A

Portrait of Children About to Leave Care (1998)

Disabilities Rights Network Foster Care Legal Back-Up

Fostering Futures: Understanding the Educational Experiences and Outcomes for Youth with Disabilities in Foster Care, Dr. Sara Geenen, Portland State University

8/28/2018

8

PARENT SUPPORT VOLUNTEER PROGRAM

If you want to grow your skills and knowledge while helping other parents, consider being a Parent Support Volunteer:

• Help parents with special education issues.• Assist IN*SOURCE staff with workshops and information fairs.• Attend case conferences to support parents/students.

Parent Support Volunteers gain expertise, leadership skills and more:• Ongoing training and support.• Regular newsletter, webinars and contact with IN*SOURCE staff.• Skills to build strength as an advocate– even build your resume!• Social events and an opportunity to meet others.• A chance to help other families and make a difference.

IN*SOURCE Central Office800-332-4433

insource@insource.orgwww.insource.org

CONTACT US

3 THINGS TO TAKE-AWAY FROM TODAY’S TRAINING

1. ______________________________________________________

______________________________________________________

______________________________________________________

2. ______________________________________________________

______________________________________________________

______________________________________________________

3. ______________________________________________________

______________________________________________________

______________________________________________________

1 ACTION ITEM FROM TODAY’S TRAINING

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

NOTES PAGE

An Overview: Article 7 and the IEP Timeline

Day 1 The public agency (school) receives a request (preferably written) from the parent requesting a comprehensive

educational evaluation for their child, and parent gives consent for this evaluation. See 511 IAC 7-40-4 (d)

Day 2-10 The public agency has up to 10 instructional days to provide the parent with written notice regarding the request for their child’s educational evaluation. The notice will either propose to do the evaluation with a description of the evaluation procedure, or refuse the request with an explanation of the parent’s rights to contest the refusal. See 511 IAC 7-40-4 (d & e)

Day 45 If the parent requests a copy of the educational evaluation prior to the CCC meeting in the initial evaluation request letter, the school must provide a copy of the evaluation to the parent not less than five (5) instructional days prior to the initial CCC meeting. See 511 IAC 7-40-5 (h)

The parent can also request that the public agency explain the educational evaluation results to the parent prior to the CCC meeting. See 511 IAC 7-40-5 (i)

The parent should receive “adequate notice” regarding the date, time, and place of the CCC meeting. See 511 IAC7-32-4 A CCC meeting must be scheduled at a mutually agreed upon time and place. See 511 IAC7-42-2

50 days later Within 50 instructional days of receiving parental consent, the school district must evaluate the student and hold the first CCC meeting to discuss evaluation results to determine whether the child is eligible for special education and related services. See 511 IAC 7-40-5 (d)

Day of the CCC meeting The CCC meets to develop an individual educational program (IEP) designed to meet the students’ unique needs. Including Present Levels of Academic and Functional Performance, annual goals, special education and related services, accommodations, state and district test participation, transition services (14 years of age and older), progress achieved, and projected dates of services See 511 IAC 7-42-6

Parents must provide consent in writing to initial IEP. Up to 10 days after the CCC Any member of the CCC can submit a written opinion regarding the IEP that will remain in the student’s

educational record. See 511 IAC 7-42-6 (j)

11 days after the IEP meeting or sooner The proposed IEP will be implemented as written if parent has provided consent. See 511 IAC7-42-8 (b)

1 year after IEP Annual Case Review - A review of the IEP occurs at least once a year with a CCC meeting. However, parents can request a CCC meeting to revise the IEP at any time. See 511 IAC 7-42-9 (a)

Up to 10 days after the CCC Any member of the CCC can submit a written opinion regarding the IEP that will remain in the student’s educational record. See 511 IAC 7-42-6 (j)

In order to preserve the previous IEP or take advantage of “stay put,” a parent has 10 days after the IEP meeting to decide if they agree or do not agree to the IEP. See 511 IAC 7-42-8 (2)

Disagreement should be submitted in writing to the school no later than 10 instructional days after meeting either requesting another meeting or requesting formal dispute resolution.

3 year educational reevaluation The public agency has to consider reevaluation for each student with an IEP at least every three years unless both the parent and public agency agree it is not necessary. However, a parent or public agency can request an evaluation any time during the three year period if additional information is needed to address special education and related services. See 511 IAC 7-40-8 for more information.

Modification of IEP Changes can be made by the CCC at a scheduled CCC meeting. Changes can also be made without a CCC meeting if the parent and public agency agree to collaboratively develop a written document to amend or modify the current IEP. See 511IAC 7-42-9 (e –g) for more information.

Independent evaluation If the parent disagrees with the evaluation conducted by the public agency, the parent can request the public agency pay for an Independent educational evaluation (IEE). The public agency has the right to approve or deny the request for an IEE within ten business days of a parent’s request. See 511 IAC 7-40-7 for more information.

Dispute Resolution Special education law provides protections for parents and students to insure that they have input as members of the CCC. Parents have options for formal dispute resolution during all stages of the special education process. A complaint can be filed for a procedural violation. See 511 IAC 7-45-1. Mediation can be requested when the parent and school cannot reach consensus. See 511 IAC 7-45-2. A Due Process Hearing can be initiated by the parent or the school in some situations. See 511 IAC 7-45-2.

Revised October 28, 2013

The following information is provided for guidance purposes, and does not constitute legal advice. It is intended to provide a general background of the special education process. If you are seeking answers to legal questions, please be sure to consult with a competent attorney prior to taking any legal action.

Who must be invited?

PositionRequired for Initial

Required for Annual or Revise

Required for Transition

Required if student = 18+

Can be excused?

Need consent to invite?

Student Yes Yes log attempts* NoPublic Agency Rep Yes Yes Yes Yes Yes NoParent Yes Yes Yes No* log attempts NoTeacher of Record Yes Yes Yes Yes Yes NoGeneral Educator Yes Yes** Yes** Yes** Yes NoInstructional Strategist MDt Rep Yes Yes Yes Yes NoMultidisciplinary Team Member Yes No NoState School Rep If considering state facility No NoPrivate Facility Rep If considering a private facility No NoNonpublic School Rep If considering service plan No NoFirst Steps Rep If First Steps Intake and parent request NoTransition Services Agency Rep If transition IEP and with consent YesAternative Program Rep If considering alternative program No NoPA of Service If considering placement in facility served by different PA No NoOther Need consent if not employed by PA Maybe

* If parent has not obtained guardianship and if no educational representative has been appointed, the student is the parent.**Unless the student will not be participating in the general education environment

Used with permission from the ICAN Project

Worksheet for Concerns About School-Related Problems

List Your Concerns

Evidence or Indications of

Problem

Interventions, Accommodations, or Special Services

Needed

Agreements Reached

Angela reads slowly and

confuses words when reading

Teacher’s notes and report

cards mention the problem

Extra time for reading,

reading remediation

Teacher agreed 3/16 to

provide Angela with extra

help in reading while she is

waiting to be assessed

Mispronounces words when

reading aloud Tape recording Extra phonics assistance

Angela has problems getting

organized to do her homework

Forgets assignments, can’t

find paper and pencil, can’t

seem to focus

Homework planner and a

system to help her

remember assignments,

extra set of books at home,

desk organizer at home

Homework planner and a

system to help her

remember assignments,

extra set of books at home,

desk organizer at home

Has problems with spelling,

doesn’t recognize root words

Poor grades, teacher’s notes,

spelling tests Tutoring with spelling? Teacher agreed 3/6 to give

additional spelling

instruction

Worksheet for Concerns About School-Related Problems

List Your Concerns

Evidence or Indications of

Problem

Interventions, Accommodations, or Special Services

Needed

Agreements Reached

 

 

 

Case Conferences Reminders for Parents 

Parents are  important participants  in school meetings.   So  important,  in  fact,  that parental participation  is guaranteed by federal special education law.   This handout is designed to help parents participate in school meetings  by  highlighting  some  parental  rights  and  discussing  typical  meeting  procedures.    Article  7  is Indiana’s Special Education rule that complies with the federal special education law.  Where applicable, you will see citations (beginning with the number seven) showing where supporting information can be found in Article 7.  If you wish to obtain a copy of Article 7, visit our website at insource.org. 

The  Case  Conference  is  a meeting where  school  personnel,  parents  and  sometimes  students meet  to discuss and develop a students Individualized Education Plan – IEP.  

The parent and the school are equal partners of the case conference committee and both share decision‐making authority. IAC 7‐32‐12, 7‐37‐1 (f) (3) (A), 7‐42‐3 (b) (5) (A)   

Remember  that  as  a  parent,  you  know  your  child’s  needs  and  strengths  best.    The  Case  Conference Committee  is  required  to  consider  your  concerns.    Your  input  is  valuable  and  you  are  an  important member of the team! IAC 7‐42‐6 (b) (2)  

Conferences are  to be held at a “mutually agreed upon” day and  time.    If  the date suggested by school does not work for you, please contact school immediately and offer alternative dates/times when you will be available. If necessary, you can attend by phone. 7‐42‐2 (a)  

Case conference meetings can be overwhelming because there are usually several people from the school in attendance.   This is because special education law requires that people with different areas of expertise attend – not because they are trying to intimidate you. IAC 7‐42‐3 (e) 

  You can invite an advocate, friend or anyone knowledgeable about your child to the case conference.  It is 

best to let the school know if you plan on bringing someone with you. 7‐42‐2 (d)(4)(A)  

Be sure  to  read  the Notice of Procedural Safeguards  that  is provided by  the school at your meeting.    It provides a good summary of your rights. 

  Prepare  for  the meeting by making a  list of  the  issues you wish  to discuss and prioritize  them as “must 

haves” and “would be nice to haves.”  Go to www.insource.org , Parent Resources tab to print off a copy of “Worksheet of Concerns” to help you. 

  Organize important information you have about your child (such as test results, report cards and samples 

of school work) to bring to the meeting. This information should support the concerns and/or services you may be requesting. 

 

 

 

At the beginning of the meeting, clarify who is making decisions for the school.   Also, clarify how much time has been set aside and use the time wisely by maintaining focus on your child 

and the topic at hand.  

Try  to stay  focused and positive. You have  the right  to air your concerns  in an appropriate manner. Ask questions about things you don’t understand. 

  Keep notes of what  transpires at  the meeting  in order  to  review  them  later and  to be  certain  that  the 

discussions were included in the report of the meeting.  

You can stop a case conference at any time and ask to continue the meeting at a  later date  if you don’t understand something or feel that the meeting is becoming too emotional.    

If you and school personnel disagree on key issues such as eligibility for special education or services, you can stop the case conference and ask to reconvene at another time.  You can bring additional information or  an  advocate  to  the  next meeting. Or,  you may  choose  to  request mediation  and/or  a  due  process hearing to resolve the disagreement. 

  You don't have to sign the IEP at the meeting.  You can take it home to read and compare to your notes of 

what transpired at the meeting.  You can call IN*SOURCE with questions.    

If this is your child’s first IEP meeting, the school cannot provide any services without your signature on the IEP. 

  If  this  is  not  your  child’s  first  IEP,  it  is  very  important  to  remember  that  the  IEP  can  be  implemented 

without your signature.  You must submit your disagreement to the IEP in writing to the school within 10 days.  (Date it and keep a copy. Call IN*SOURCE with questions.)  IAC 7‐42‐8 (a) (2) 

  Keep  in mind  that building a good relationship with school staff  is  the best way  to achieve good results 

during your student’s school years.  

  Remember,  if  things  are  not  going  well,  you  can  request  to  stop  the  meeting  and 

reconvene  at  a  later  date.    You  can  contact  IN*SOURCE  for  assistance  –  1‐800‐332‐4433  or www.insource.org