The Education Department has rescinded 72 policy documents that outline the rights of students with disabilities as part of the Trump administration’s effort to eliminate regulations it deems superfluous.
The Office of Special Education and Rehabilitative Services wrote in a newsletter Friday that it had “a total of 72 guidance documents that have been rescinded due to being outdated, unnecessary, or ineffective — 63 from the Office of Special Education Programs (OSEP) and 9 from the Rehabilitation Services Administration (RSA).” The documents, which fleshed out students’ rights under the Individuals with Disabilities Education Act and the Rehabilitation Act, were rescinded Oct. 2.
A spokeswoman for Education Secretary Betsy DeVos did not respond to requests for comment.
Advocates for students with disabilities were still reviewing the changes to determine their impact. Lindsay E. Jones, the chief policy and advocacy officer for the National Center for Learning Disabilities, said she was particularly concerned to see guidance documents outlining how schools could use federal money for special education removed.
The Center for Autism and Related Disabilities (CARD Albany) is pleased to announce 2016-17 professional development and parent seminars – The seminars are offered at no cost to participants living in NYS.
Addressing the Core Deficits of Autism Spectrum Disorder in the Classroom: Evidence-Based Strategies for Teaching Social- Emotional Skills to Students with ASD
Students with ASD have persistent deficits in social communication and social interaction across contexts; these deficits often include social-emotional reciprocity and non-verbal communication. This seminar will focus on foundational social skills, an overview of assessment/curriculum tools and it will highlight several instructional strategies to help support students with ASD.
Addressing the Core Deficits of Autism Spectrum Disorder in the Classroom: Supporting the Understanding and Development of Peer Relationships
As a core deficit in ASD, students have deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers. This session will discuss the importance of friendships, along with interventions that target the development of peer relationships.
Seminar flyer: http://www.albany.edu/autism/files/Fall_2016_PDPS_Flyer.pdf
Register online: http://www.albany.edu/pdps/form.php
From: Patricia J. Geary
Subject: Superintendent Determination of Graduation with a Local Diploma
At the June 2016 meeting, the New York State Board of Regents approved through emergency action an amendment to section 100.5 of the Regulations of the Commissioner of Education to require superintendents to make a local determination as to the academic proficiency for eligible students with disabilities to graduate with a local diploma.
SPECIAL EDUCATION FIELD ADVISORY
From: Patricia J. Geary
Subject: Guidance on Procedures Relating to Special Education Impartial Hearings
The purpose of this memorandum is to provide clarification regarding some of the procedural requirements relating to special education due process hearings pursuant to section 200.5 of the Regulations of the Commissioner.
Being bullied is not itself a legally recognizable disability if it does not rise to the level of adversely impacting educational performance.
United States Department of Education
Notice of Public Hearing
July 16, 2014
1:00 pm-3:00 pm and 6:00 pm – 8:00 pm
New York State Education Department
Office of Professional Discipline
Regents Room 10th Floor
New York, New York
On Wednesday, July 16, 2014, the United States Department of Education (the Department) will conduct public hearings, pursuant to section 457 of the General Education Provisions Act (GEPA), 20 U.S.C. § 1234f to determine whether it should enter into a Compliance Agreement with the New York State Education Department (NYSED). Written public comments on this issue will also be accepted through July 26, 2014. NYSED has requested that the Department allow NYSED to enter into a Compliance Agreement to resolve its noncompliance with a specific requirement under Part B of the Individuals with Disabilities Education Act (IDEA). Since April 2012, NYSED has not been in compliance with the IDEA Part B requirement to issue within thirty (30) days, unless a party requests and is granted a specific extension, the State-level independent decision in an appeal of an impartial due process hearing officer’s decision. (20 U.S.C. § 1415(g); 34 CFR §§ 300.514(b) and 300.515(b)). NYSED has stated that it is not able to correct this noncompliance within one year due to the significant and unanticipated increase in the number of appeals of due process hearing decisions under Part B of the IDEA.
You must have a photo ID and should arrive early to process through security. To facilitate security processing, all individuals planning to attend must notify the Department by July 7, 2014 so that a list of attendees can be provided to Building Security. In addition, please indicate if you plan to give testimony. Participation notification and requests for reasonable accommodations should be submitted to: Jocelyn Logan-Friend with the Department at OSEPnysedhearinginfo@ed.gov by July 7, 2014.
n consideration of information provided through this public comment process, the Department will determine whether it is feasible for NYSED to reach compliance within one year and, based on that determination, will issue Written Findings and a Decision to that effect, which will be published in the Federal Register along with the substance of any Compliance Agreement.
To obtain a copy of this notice, please contact Jocelyn Logan-Friend atOSEPnysedhearinginfo@ed.gov.