A Resource Guide
For Parents/Guardians
INTRODUCTION
As, not only educators, but also parents, we know that you may be feeling overwhelmed. We
understand that a lot of questions may arise after a child has been labeled or diagnosed with a
disability. Whether that child is your own child or a student that you teach, you will need
answers. With that in mind, we designed this resource guide to assist you in learning about
inclusion, collaboration, and special education. It will not answer all of your questions, but it can
point you in the right direction to find answers and resources.
KEY TERMS
Continuum of Services: The range of different settings and placements where students with
disabilities may receive their education, from least restrictive to most restrictive.
Due Process: The process of resolving conflicts between parents and schools regarding the
student's education. The first step to resolution would be an informal meeting with the school. If
a resolution is not met, a due process hearing can be requested.
Early Intervention Services: Services provided to children who have not been currently
identified for special education but may need additional academic and behavioral support to
succeed in the general education environment.
FAPE (Free and Appropriate Public Education): A term used to state that students will
receive special education and related services provided through an IEP (individualized education
program) at no cost.
IDEA (Individuals with Disabilities Act): A law passed that specifies that all children,
including those with disabilities, were entitled to a free, appropriate public education in the least
restrictive environment possible.
IEP (Individualized Education Program): An individualized plan written for a student by the
multidisciplinary team, when it has been decided that the student is eligible for special education
services. This plan will contain any modifications the student may need and goals that the
student will work towards.
Inclusion: The education of students with disabilities primarily in a general education
setting. Students may also receive additional support by paraprofessionals or special education
teachers and when necessary attend a resource room.
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Mainstreaming: The first term used to describe inclusion. It was believed that more
exposure to the general classroom would be beneficial. The students however had to earn
the opportunity to be placed in a regular education classroom setting by showing that they
could function independently.
Inclusion: The newer term to describe how students with disabilities are served
primarily in the general education classroom.
Full Inclusion: Students with special needs are served entirely within the general
classroom.
LRE (Least Restrictive Environment): Students with disabilities should be educated in a
general education classroom to the greatest extent possible.
Key Terms (Continued)
Multidisciplinary Team: A team of all individuals who are involved with a special needs
student, also known as a case conference committee (ex. parents, the child, general and special
education teachers, counselors, therapists, etc.) This team meets to decide whether the student is
eligible for special education and related services, and if so, an IEP is developed.
Prereferral Intervention Team: A schoolwide team (sometimes also referred to as a
multidisciplinary team) which meets before there is an actual referral for special education
services.
RTI (response-to-intervention): Early intervention services provided to students struggling in
school but are not yet considered for special education.
Related services: Additional services offering support that may be required to benefit from
special education. (ex. counseling, physical therapy, speech)
Section 504: A civil rights law that does not allow discrimination towards individuals with
disabilities by institution funded by the government and provides for a free, appropriate public
education (FAPE). Students may still receive services provided that their learning problem
affects their ability to function in school.
Zero reject: Requires that no child can be excluded from public education because of a
disability.
SPECIAL EDUCATION SERVICES
AVAILABLE
A chart representing a continuum of special education services from least restrictive environment
(level 1) to most restrictive (level 7). The majority of students with learning disabilities, mild
intellectual disabilities, and speech and language disabilities for example, are served in a
classroom in levels 1-4.
(Mastropieri & Scruggs, p. 17)
SCOPE OF DISABILITIES AMONG
SCHOOL AGED CHILDREN
This is the most common disabilities among school aged children receiving services in different
school settings. The chart shows the percentage of time the students are serviced outside of the
regular class.
(Mastropieri & Scruggs, p. 6)
What is the process?
A student may be observed struggling in the regular education classroom, or may be observed at
home having similar academic struggles. A parent or teacher may then refer the student for help.
Below is a chart showing the procedures to be followed once a problem is observed.
(Mastropieri & Scruggs, p. 31)
What are my rights as a parent/guardian?
Below is a chart which will help you identify your rights as a parent or guardian.
(Mastropieri & Scruggs, p. 36)
Responsibilities of the school and parents/guardians
Below is a chart outlining important responsibilities of the school and the parent or guardian. In
order for the student to receive the maximum benefits, the school and parents need to accept
certain responsibilities and be able to cooperate and collaborate together.
(Mastropieri & Scruggs, p. 26)
School personnel as team members and their roles
The following is a list of personnel at the school that you may come in to contact with. It
explains each person’s responsibility or duty in regards to how they can assist your child.
(Mastropieri & Scruggs, p. 37)