“Justice will not be served until those who are unaffected are as outraged as those who are.”
― Benjamin Franklin
― Benjamin Franklin
Many of IDEA’s requirements for parental participation are found in §300.300. This reference tells you that if you wanted to read the exact words the regulations use you would look under Section 300.300 of the Code of Federal Regulations (CFR) for Title 34 (sometimes referred to as 34 CFR). A searchable version of IDEA’s regulations is available online at: http://idea.ed.gov/explore/view/p/,root,regs,300.
One of IDEA’s main rules is the right of parents to participate in educational decision making regarding their child with a disability. In other words, parents are a critical part of the IEP and Transition Team. The law is very specific about what schools have to do to make sure parents have the opportunity to participate. Parents should receive a copy of the Procedural Safeguards Notice each year before the IEP meeting. This tells about how the law protects your young adult's rights.
One of IDEA’s main rules is the right of parents to participate in educational decision making regarding their child with a disability. In other words, parents are a critical part of the IEP and Transition Team. The law is very specific about what schools have to do to make sure parents have the opportunity to participate. Parents should receive a copy of the Procedural Safeguards Notice each year before the IEP meeting. This tells about how the law protects your young adult's rights.
Americans with Disabilities Act (ADA): Employers can’t discriminate against people with disabilities. It requires employers to provide “reasonable accommodation” for a person with a disability. The law is applied to all private employers with 15 or more employees, state and local governments, and labor unions.
IDEA (2004) says that the student’s IEP has to have statements of interagency responsibilities or any linkages that are needed for the student to successfully transition (300.347(b)(2)). To do this, the district must invite a representative from any agency that might provide or pay for transition services to the IEP meeting. The team needs to take steps to get community agencies to be part of transition planning (300.344(b)(3)). These steps may include:
States need to monitor “percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school” (Indicator 14, IDEA 2004). We can assume, if the percentage is high, that students were prepared for life after high school.
Section 504 of the Rehabilitation Act: This act protects qualified individuals with disabilities (physical or mental impairment which substantially limits one or more major life activities) against discrimination based on their disability. It forbids organizations and employers from denying or excluding individuals with disabilities an equal opportunity to receive program benefits and services.
Workforce Investment Act (WIA) of 1998: System based on “one-stop” where info and access to education, job training, and employment services is all available at one local agency with funding for adults, dislocated workers, and youth.
IDEA (2004) says that the student’s IEP has to have statements of interagency responsibilities or any linkages that are needed for the student to successfully transition (300.347(b)(2)). To do this, the district must invite a representative from any agency that might provide or pay for transition services to the IEP meeting. The team needs to take steps to get community agencies to be part of transition planning (300.344(b)(3)). These steps may include:
- Arranging visits of agency representatives to the school,
- Having family nights for parents and students,
- Sharing written materials with families,
- Helping the referral process to agencies, and
- Arranging visits to community colleges and agency offices.
States need to monitor “percent of youth who had IEPs, are no longer in secondary school and who have been competitively employed, enrolled in some type of post-secondary school, or both, within one year of leaving high school” (Indicator 14, IDEA 2004). We can assume, if the percentage is high, that students were prepared for life after high school.
Section 504 of the Rehabilitation Act: This act protects qualified individuals with disabilities (physical or mental impairment which substantially limits one or more major life activities) against discrimination based on their disability. It forbids organizations and employers from denying or excluding individuals with disabilities an equal opportunity to receive program benefits and services.
Workforce Investment Act (WIA) of 1998: System based on “one-stop” where info and access to education, job training, and employment services is all available at one local agency with funding for adults, dislocated workers, and youth.
- 3/15/13 House passed SKILLS Act (H.R. 803).
- 7/31/13 Workforce Investment Act of 2013 (S. 1356): reauthorize funding with some additions; it passed Senate’s Health, Education, Labor & Pensions Committee but hasn’t passed in the full Senate yet. If the Senate passes S. 1356, the measure would then move to conference, a process by which the House and Senate each appoint “conferees” to reconcile the differences between the two pieces of legislation in an effort to produce a version that could gain enough support for passage in both chambers.
- Laws and Policies regarding VR, WIA, and One-Stop. http://www.onestops.info/i.php?i=503
youthandwia_2002.pdf | |
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overview_of_the_wia_system.pdf | |
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Federal Agency Directory:
The directory lists current/active/existing U. S. Federal Government agencies as represented in the United States Government Manual.
http://www.lib.lsu.edu/gov/index.html
The directory lists current/active/existing U. S. Federal Government agencies as represented in the United States Government Manual.
http://www.lib.lsu.edu/gov/index.html