PA 102-172 changed the age of eligibility definition to “An eligible student who requires continued public school educational experience to facilitate his or her successful transition and integration into adult life is eligible for such services through age 21, inclusive, which, for purposes of this Article, means the day before the student's 22nd birthday, unless his or her 22nd birthday occurs during the school year, in which case he or she is eligible for such services through the end of the school year.”
It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated and provided with appropriate educational services. Students may be disabled within the meaning of Section 504 of the Rehabilitation Act even though they do not require services pursuant to the IDEA.
For students eligible for services under IDEA, the District shall follow procedures for identification, evaluation, placement, and delivery of services to children with disabilities provided by Illinois State Board of Education’s Special Education Administrative Expectations. If a student is determined to be eligible under IDEA, services will be delivered by learning behavior specialists or speech pathologists. Students may qualify for services provided by other related service providers as deemed necessary including, but not limited to, speech and language therapists, occupational and physical therapists, school psychologists, school social workers, teachers of the visually impaired, and hearing itinerants. Students with disabilities receive special education assistance within the learning environment determined most appropriately which may include within their home schools and the regular classroom environment; within special education classrooms; within public therapeutic settings, or within non-district facilities when alternatives to the public school setting are needed.
For those students who are not eligible for services under IDEA, but because of the disability as defined by Section 504 of the Rehabilitation Act of 1973, need or are believed to need special instruction or related services, the District shall establish and implement a system of procedural safeguards. The safeguards shall
cover students’ identification, evaluation and development of an educational plan. This system shall include notice, an opportunity for the student’s parent/guardian to examine relevant records, an impartial hearing with opportunity for participation by the student’s parent/guardian, representation by counsel, and a review procedure. Copies of the publication “Explanation of Procedural Safeguards Available to Parents of Students with Disabilities” may be obtained from the District office, upon request. For more information regarding the provision of special education and related services within the District, please contact the District’s Director of Special Education.
Parents or guardians may request, at any time, a copy of the related service log that records the delivery of related services administered under a student’s individualized education program and the minutes of each type of related service (speech and language service, occupational therapy services, physical therapy services, school social work services, school counseling services, school psychology services, and school nursing services) that has been administered.
Additionally, interpretation services are available at IEP team meetings for parents/guardians whose native language is not English or for parents/guardians who are deaf. If a qualified interpreter is not available, the school may use outside vendors, including telephonic interpreters. A parent/guardian requiring interpretation services at an IEP meeting may contact their student’s case manager or building administrator in writing, by phone, or email at least 5 business days before an IEP meeting to request an interpreter at the meetings. A parent or guardian has the right to request that the interpreter serve no other role in the IEP meeting other than interpreter, and the school should make reasonable efforts to fulfill this request. In addition to interpretation services, written translations of vital IEP process documents may be available to parents/guardians of students with IEPs. A parent/guardian may contact the case manager or building administrator with any questions or complaints about interpretation services and/or to find out more information or to address concerns regarding translation of vital IEP documents.
Regarding translation of vital IEP documents: 23 IAC 226.530. School districts are now required to notify all parents of children eligible for an IEP that written translations of vital IEP process documents are available, how to request translated documents, and whom to contact with any questions or complaints about the translations. This notice must be provided in English, in all common languages, and in the parent’s preferred language, if known and practicable.
Public Act 103-0504- the District handbook will now include the name of the designated trained PUNS employee. The Prioritization of Urgency of Need for Services (PUNS) Database: the District shall determine a student’s PUNS database registration status at the annual review IEP meeting for students with intellectual or developmental disabilities. If a student is not registered, the IEP team will refer the student to the District’s designated trained employee, Brooke Madden - (630) 301-5360 - bmadden@sd129.org
