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Dwa Debaz nan Edikasyon Espesyal (Basic Rights in Special Education: Haitian Creole) 2018

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INFORMING, EDUCATING, EMPOWERING FAMILIES
617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org
Basics of the Special Education ...
Workshop Objectives: atelye objektif yo
The basic process of the special
education
Pwosesis debaz nan edikasyon
espesyal l...
What is an IEP ? Ki sa yon IEP Ye?
The Individualized Educational Plan
(IEP) = Contract
Plan Edikasyonel Endividyalize a
(...

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Dwa Debaz nan Edikasyon Espesyal (Basic Rights in Special Education: Haitian Creole) 2018

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Prezante pa Sant Fòmasyon Paran ak Enfòmasyon nan federasyon an pou Timoun ki gen Bezwen Espesyal, sa a webinar revize basics yo nan pwosesis edikasyon espesyal la. Konprann materyèl sa a pral ede ou pi byen kolabore ak ekip IEP ou epi vin yon pi bon avoka pou pitit ou

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Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this webinar gives an overview of the special education process. Understanding this material will help you to better collaborate with your IEP team and become a better advocate for your child.

Prezante pa Sant Fòmasyon Paran ak Enfòmasyon nan federasyon an pou Timoun ki gen Bezwen Espesyal, sa a webinar revize basics yo nan pwosesis edikasyon espesyal la. Konprann materyèl sa a pral ede ou pi byen kolabore ak ekip IEP ou epi vin yon pi bon avoka pou pitit ou

~~~~~~~

Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this webinar gives an overview of the special education process. Understanding this material will help you to better collaborate with your IEP team and become a better advocate for your child.

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Dwa Debaz nan Edikasyon Espesyal (Basic Rights in Special Education: Haitian Creole) 2018

  1. 1. INFORMING, EDUCATING, EMPOWERING FAMILIES 617-236-7210 | www.fcsn.org | fcsninfo@fcsn.org Basics of the Special Education Process and Individual Education Program (IEP) The contents of this workshop were developed under a MDDC grant Number (17.ED.1.3.3.B) between the Federation for Children with Special Needs and HAPHI in providing training on IEP and Transition for Haitian Creole speaking parents of children and youth with disability.
  2. 2. Workshop Objectives: atelye objektif yo The basic process of the special education Pwosesis debaz nan edikasyon espesyal la The key parental rights in the special education Kle dwa paran yo nan edikasyon espesyal la The vial components of an IEP Konpozans vityèl yon IEP
  3. 3. What is an IEP ? Ki sa yon IEP Ye? The Individualized Educational Plan (IEP) = Contract Plan Edikasyonel Endividyalize a (IEP) =Contract The purposes of the IEP: Ki bi IEP a: 1. To set reasonable learning goals for the child Pou etabli yon pwogram Rezonab pou ti moun yo. 2. To state the services that the school will provide for the child. Pou fe konnen ki jan de sevis depatman Edikasyon dwe mete sou pye pou ti moun yo. Parental Rights 1. Participation 2. Prior Notice 3. Response 4. Due Process Dwa Paran an 1. Dwa pou li patisipe 2. Avize paran an/ Li dwe avize sou sa ki gen pou fet alavans 3. Repons/ Li dwe bay repons ak lekol la 4. Dwa poul konnen pwosedi lekol la dwe swiv
  4. 4. Consent/ Konsantman Evaluation/ Evalyasyon Eligibility/ Kalifikasyon IEP meeting & development / Rankont pou devlope IEP a Placement Determination Detemine klas ki apropriye a bezwen timoun nan IEP to parent IEP a paran an Parent response Repons paran an a IEP Implement IEP Aplikasyon IEP a Progress Report Rapo sou pwogre timoun nan Referral/Reevaluation Reevalyasyon chak 3 lane Chak ane Special Education Process Espesyal Pwosesis Edikasyon
  5. 5. Special Education Process Spesyal Edikasyon Pwoses Referral Referans Consent Konsantman Evaluate Evaluasyon Complete Report Rapo Komple Team meet to review evaluation; establish IEP goals/services, discuss placement Ekip la renkontre pou revise evaluasyon an; pou etabli objectif/sèvi e pou diskite de pwogram kote yo pral plase timoun lan Parents’ Response Repons Paran Implementation of the IEP Aplikasyon IEP a Progress Report Rapo sou pwogrè Reevaluation Reevaluasyon
  6. 6. Evaluations can’t be conducted without parents consent Evalyasyon an pa ka fet san Konsantman paran an Reports must be translated into parent’s native language Rapò a dwe tradi nan lang natif natal paran an Parents can get reports 2 days before team meeting if they ask in writing Paran an kapab genyen rapò a 2 jou avan ekip la renkontre si yo mande’l a l’ekri Re-evaluations take place at least every 3 years but may be sooner if warranted Yo Re- evalye ti moun nan chak 3 zan li kapab pi bonè tou si paran an mande sa Parental Rights 1. Access to interpreter 2. Access to translated materials 3. Schedule that works for the team Dwa Paran an 1. Li gen dwa a yon entèpret 2. Li gen dwa mande tradiksyon dokiman an nan lang natif natal li. 3. Li gen dwa ak yon ore ki koresponn ak disponibilite li.
  7. 7. Elev Paran lòt moun ak plis enfòmasyon Entepretè evalyatè Lòt founisè sèvis pwofesè jeneral pwofesè Edikasyon espesyal reprezantan distri lekòl la IEP Team Membership Manm ekip IEP
  8. 8. IEP Team Meeting Attendance Reyinyon Ekip IEP Prezans Required All IEP Team members Obligasyon pou Tout manm ekip prezan Excused Parent must agree to the absence of any team member at the meeting Pemisyon Si yon manm ekip la pa la , sel paran kapab deside si pou rankont lan fet ou pa Not Required Area of expertise not being discussed or modified Sa ki pa nesesè Li pa enpotan pou yon espesyalis prezan si sije yo pral pale a pap chanje sa ki te diskite nan rankont pase yo
  9. 9. What is Included on the IEP? Ki sa ki fe pati IEP ya ? •Parent &/or Student Concerns & Vision • Vizyon oubyen Rev timoun lan/ Vizyon Paran •Student Strengths & Key Evaluation Results Summary • Fòs ti moun nan ak evalyasyon final elev la •Vision Statement • Rapò Vizyel •Present Levels of Educational Performance A & B • Ki nivo edikasyon elèv la e ki perfòmans li de A&B •Current Performance Levels/Measurable Annual Goals • Nivo perfomans Aktyel e objektif anyel •Service Delivery (Grid) • Livrezon sevis (Grid) •Nonparticipation Justification • Pa patisipe •Schedule Modification • Aranjman Orè a •Transportation Services • Sèvis transpòtasyon •State or District Wide Assessment • Yon ezamen leta pou tou depatman •Additional Information • Pou plis enfòmasyon •Response Section • Seksyon Repons •Placement • Plaseman Starting at age 14, TPF is used to draft IEP; it is not part of IEP • Yo utilize TPF a pati de laj 14 zan, li pa fè pati de IEP a
  10. 10. IEP 1 Parent/Student Concerns Student’s Strengths/ Evaluations Vision Statement Pwoblem Paran an Ki enkyetid paran-an oswa elèv-la ta renmen yo diskite nan IEP- sa-a pou anrichi edikasyon elèv-la? Konpetans / Evalyasyon Elèv la Nan ki matyè elèv-la pi fò, ki domenn ki enterese-l plis, ki sa ki distenge-l plis epi ki sa li reyalize? Ki kalite andikap elèv-la genyen, ki pèfòmans-li nan etid jeneral epi ki rezilta tès MCAS distrik-la, ki pwogrè lap fè pou atenn bi- li oswa èske li pa fè pwogrè ki espere? Deklarasyon vizyon elèv la Konsidere yon tan ant yon anne ak senk anne lè wap prepare deklarasyon-sa-a. Pa kòmanse nan laj pi wo pase 14 anne. ou dwe baze deklarasyon-ou-an sou sa elèv-la prefere ak sa ki enterese-li. epitou ou dwe konsidere ki sa ki anvizaje pou lavi granmoun-ni epi nan anviwonman lekòl secondè ak anviwonman travay
  11. 11. Parent’s Concerns Enkyetid Paran an The IEP Team must consider the concerns of the Parent Ekip IEP a dwe konsidere enkyetid Paran an genyen sou pwen sa yo: • Academic • Behavior • Social Emotional • Communication • Daily Living skills • Akademik • Konpòtman • Sosyal/Emosyonèl • Kominikasyon • Kapasite pou l fonksyone chak jou
  12. 12. Student’s Strengths & Evaluations Fòs & Evalyasyon Elèv la Student’s Interests Enterè elèv la Evaluations Evalyasyon Academics Pèfòmans Akademik Life of the School Lavi oswa lekòl
  13. 13. IEP page 1 What Goes in a Vision Statement? Ki sa ki ale nan rapò vizyon ? What do you envision for your child in the next 1 – 5 years? Ki sa ou envsyone pou pitit ou pandan 1-5 ane For students 14+, include student’s interests and preferences (even if not realistic) Pou elèv ki geyen ke 14 zanni ki gen enterè e pweferans(men si’l pa vre) •Vision can include: Academics Social/emotional Extracurricular activities Post-secondary education, living and working (ages 14+) • Vizyon an kapab genyen: Akademik Sosyal/Emosyonèl Aktivite apre l’ekòl Edikasyon apre lekòl segondè, ki kote elèv la pral rete e travay (a 14 zan aj) Note: Bring your written parent and/or student concerns and vision statements to team meeting to be included in the IEP Paran dwe pote yon dokiman a l’ekri oubyen yon rapò ki mensyone vyzyon elev la ni enkyetid paran an pou ekip IEP a nan rayinyon an
  14. 14. IEP 2 “PLEP A”
  15. 15. IEP 2IEP 3IEP 3 “PLEP B”
  16. 16. [34 CFR 300.42]IEP pages 2 & 3 What is an Accommodation? Ki sa yon Akomodasyon ye? 1. Change within the learning environment 2. Allows access to the same information 1. Yon lòt Aranjman nan alantou kote lap apran nan 2. Bay dwa ak men enfòmasyon Extended testing time Preferred Seating (specify where) Digital Books Sensory breaks Reading/Writing Software Use of a graphic organizer  Pwolonje tès tan  Sheze Prefere  Liv digital  Sansoryèl repo  Lekti / Ekri lojisyel  Sèvi ak yon òganizatè grafik oubyen Kalandye
  17. 17. IEP page 2 & 3 What is Instructional Modification? Ki jan ou kapab adapte ansèyman an a bezwen elèv la? Special Educator designs changes to: Edikatè Edikatè espesyal chanjman nan: 1. Content 1. Materyèl 2. Methodology/Delivery of Instruction 2. Metòd w ap anplwaye 3. Performance Criteria 3. Kòman ou mezire pèfòmans elèv la?
  18. 18. IEP 4 Annual Measurable Goal(s) Current Performance Level Annual Measureable Goal Benchmarks/Objectives for Annual Measureable Goal Nivo pèfòmans aktyèl: Ki sa elèv-la ka fè kounye-a? Bi yo ka mezire chak anne: Ki bi malgre defi yon elèv kapab atenn nan bout tan IEP-sa-a? Ki jan nap konnen elèv-la reyalize bi-sa-a? Referans ak objektif: Ki sa elèv-la ap bezwen pou li reyalize bi-sa-a?
  19. 19. What Types of Goals? Ki tip de Objektif ke ou Beswen? Skills to access Academic Subjects Konesans ke ou besewn pou aksè suje akademik yo Social Emotional Learning (SEL) Social Emotional Learning is part of the curriculum Yo Apran yo Sosyalize (SEL) e sa fè pati de pwgram nan tou Life Skills Kenesans de la vi Transition Related - ages 14+ (includes independent living, vocational & more) Laj 14+ se yon laj de transisyon ki enkli viv pou kò w , e enterè pou pwofesyon Related Services (Speech/OT/PT) Sèvis ki apwopwiye a Espesyalis nan domèn langaj oubyen phisik(OT/PT Every goal must be supported by objectives or benchmarks Chak sa nou ta remen akomli dwe mache ak yon objectif
  20. 20. IEP 5 “Indirect Services” (Consultation) “Direct Services” (in General Education Classroom) “Pull Out” Services Special Classroom Summer Services Service Delivery Grid SEVIS ENDIRÈK konsiltasyon sèlman Pwofese / Paran / Espesyalis / terapis Pa gen sèvis dirèk pou Elèv! Sèvis Dirèk Klas pou Edikasyon Jeneral Sèvis dirèk pou Elèv la! Sèvis andeyo klas prensipal la Klas pou Edikasyon Espesyal Sèvis dirèk pou Elèv la!
  21. 21. Service Delivery Grid Sèvis Livrezon Grille Annual Measurable Goals Bi Pou Ane a ke ou kapab Mezire WHO will be working with the students? Ki moun ki pral travay ak elèv la? How OFTEN will the student be working on the goals? Konbyen fwa elèv la ap gen pou travay sou bi yo? WHERE will the student be working on the goal? KI KOTE elèv la ap gen pou travay sou bi yo?
  22. 22. IEP 6 Removal from General Education Classroom Shorter/Longer Day/Year Summer Services
  23. 23. MCAS/PARCC Accommodations MCAS-Alt IEP 7 MCAS or PARCC check appropriate subjects below
  24. 24. IEP 8 School’s Signature Other information not already included in IEP Parent Response Section
  25. 25. Parent Response to IEP Repons paran an a dokiman IEP a Once receiving IEP, parents can have three options: Depi paran resevwa dokiman IEP a, li gen 3 chwa: ACCEPT in Full Aksepte tout IEP a REJECT in full Rejte tout EP a REJECT partially (Anything not specifically rejected is accepted! Rejte yon pati IEP a (Nenpot kisa nan pati ou pa mansyone yo ap konsidere aksepte) Note: If this is the first IEP, Parents should find something to accept so agreed upon services and instruction can begin without delay. Parents may reject the inclusion or omission of something. If Parents change their mind later, they may reject any portion(s) of the IEP at any time. Si se premye IEP li patisipe, paran dwe jewnn yon bagay ki aksepte nan IEP a pou yo kapab komanse sevis pou timoun nan. Paran kapab rejte nenpot bagay ki ajoute oubyen ke yo bliye mete nan dokiman IEP a. Si paran chanje lide li apre, li kapab rejte nenpot pati nan IEP a nenpòt lkile. Parental Rights 1. Revoke your signature 2. Stay Put law 3. Request meeting any time Dwa Paran an 1. Paran kapab retire otorizasyon siyati li te bay deja 2. Kenbe lekol la responsab sou sa yo te dakò avèk li 3. Mande yon rankont le ou vle
  26. 26. Other options include substantially separate classroom, separate day or residential school, home, institutional or hospital Full Inclusion Out of general Ed 20% Partial Inclusion Out of general Ed 21% - 60% Lòt opsyon yo enkli anpil salklas separe, separe jou oswa lekòl rezidansyèl, kay, enstitisyonèl oswa lopital Enklizyon konplè Soti nan jeneral Ed 20% Pasyèl enklizyon Soti nan jeneral Ed 21% - 60%
  27. 27. Least Restrictive Environment Mwens Restriksyon nan Enviròman Least Restrictive Environment (LRE) means that a child should be educated Mwens Restriksyon nan Anviwònman (LRE) sa vle di timoun dwe edike In local school Nan Lekòl local yo With general education students Ake edikasyon jeneral pou elèv la Learning same material as peers Apran men materyel ak Kamarad li Removal from general education occurs only when nature or severity of disability is such that education in regular classes with use of supplementary aids and services cannot be achieved satisfactorily Se sel mwayen pou ka retire yon endikap ki gen gwo domaj nan klas nòmal la se si li ta resevwa tout ed pou’l avanse anyen pa mache san satifaksyon
  28. 28. After IEP is accepted Apre yo fin n aksepte IEP a •Parents are entitled to progress reports as often as report cards are issued • Paran gen dwa pou li resevwa rapò at pwgrè tomoun nan chak fwa li vle •Parents can ask for a Team meeting if they are concerned about child’s progress or to discuss other matters • Paran an kapab mande ekip la yon reyinyon pou pale de enkyetid ke yo genyen o sije de progwè timoun nan •Team must meet at least once a year to develop a new IEP • Ekip la dwe rekontre omwen yon fwa pa ane pou yo devepe IEP a School must reevaluate students on IEPs at least every 3 years • Lekòl la sipoze re-elavalue elèv IEP a omwen chak 3 zans
  29. 29. • Kalifikasyon • Devlopman IEP a • Plasman 5 Jou lekòl 30 Jou lekòl 30 Jou kalandriye 45 Jou lekòl Tan ou dwe make nan kalandriye ou
  30. 30. Key timeline Rezime Tan ki Enpòtan Yo 2 Calendar Days School must provide Parents with written copies of all evaluation reports ONLY if Parents request them in writing prior to the meeting Nan 2 Jou Kalandriye: Lekòl la dwe bay paran an kopi tout evalyasyon ki fèt si sèlman li mande yo papye anvan rankont lan 30 Calendar Days Parent has to respond to proposed IEP Nan 30 Jou Kalandriye Paran an dwe reponn a dokiman IEP a As Often As Report Cards Progress reports must be sent home on IEP goals Ou dwe resevwa rapò kanè pou elèv la otan de fwa lekòl la voye li Rapò sa-a dwe fèt daprè objektif ki te fiikse nan IEP a
  31. 31. Rezime dat ki enpòtan 45 School Days School to evaluate, determine eligibility, develop an IEP, determine placement and provide Parents with 2 copies of a written proposed IEP Nan 45 Jou lekòl: Lekòl la dwe evalye, detèmine kalifikasyon elèv la, devlope dokiman IEP a, e detèmine nan ki pwogram pou yo plase li Every Year IEP Team holds a meeting to review and update IEP Chak Ane Ekip IEP a dwe rankontre pou revize e mete ajou dokiman IEP a Every 3 Years Reevaluations must be performed, eligibility re-determined Chak 3 zan Lekòl la dwe fè nouvo evalyasyon pou detèmine si elèv la toujou kalifye pou sèvis yo
  32. 32. Procedural Safeguards Local level / Nan Nivo lokal IEE IEP Team Meeting Meeting w/ principals/superintendent State level / Nan Nivo Leta PQA-Program Quality Assurance 781-338-3700 OCR-Office of Civil Rights, 1-800-368-1019 Alternative State level / Lòt Nivo Leta ki genyen Facilitated IEP meeting, 617-626-7250 Mediation, 617-626-7291 SpedEx david.scanlon@bc.edu Due Process / Prosesis yo dwe swiv 617-626-7250 BSEA hearing, BSEA advisory opinion Prosedi ki dwe swiv pou asire yo respekte dwa ou
  33. 33. Resources/Resous Federation for Children with Special Needs (FCSN) www.fcsn.org Parent Training & Information Center at FCSN http://fcsn.org/pti/ Massachusetts Department of Education www.doe.mass.edu MA PIRC at FCSN-Parent’s PLACE www.pplace.org Family TIES at FCSN www.massfamilyties.org Disability Law Center www.dlc-ma.org Massachusetts Arc http://www.arcmass.org/ Massachusetts Advocates for Children www.massadvocates.org Mass. Association of Special Education PACs www.masspac.org Parent Professional Advocacy League (PAL) http://ppal.net/default/ Parent’s Guide http://www.fcsn.org/parentguide/pgintro.html

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