Showing posts with label special education. Show all posts
Showing posts with label special education. Show all posts

Monday, November 12, 2012

Almost Famous Again!

BEVERLY HILLS, CA - AUGUST 02:  Host Susan Luc...
(Image credit: Getty Images via @daylife)









Yes that was in fact me!

The Investigation Discovery television network aired an episode of "Murders & Motives" on Saturday night.  The show reviewed the murder of my former client, Tod McQuaid, in 1990.  I was interviewed for the show, and a few excerpts were included in the television episode.  I did look good on camera though!

What are the odds: I live in the county with one of the lowest crime rates in the state with the lowest crime rate, yet one of my clients was murdered.  I grew up in Chicago, but nobody I knew there was ever murdered.  It is a bizarre story, but it is an important story.  I miss Tod.  Check out the episode if you can find it.

You can view the trailer for the episode here.  You can learn more about Investigation Discovery here.




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Tuesday, November 6, 2012

Big Decision: Statute of Limitations

Seal, United States Court of Appeals for the T...
Seal, United States Court of Appeals for the Third Circuit (Photo credit: Wikipedia)









Every once in awhile, we report on a recent decision that affects special ed law.  A major decision was issued last month by the United States Court of Appeals for the Third Circuit. Decisions by the Third Circuit are only binding precedent in the states of Pennsylvania, New Jersey, Delaware and the Virgin Islands. In the magic world of special education law, however, (and all the lawyers cringe whenever I say that) the courts generally, but not always, tend to give more weight to pronouncements outside their geographical turf than in other areas of the law.

But I digress, in 2004, Congress added a two year statute of limitations to the Individuals with Disabilities Education Act, unless a state has its own statute of limitations for such claims..  There are two exceptions to the two year limitations period included in the statute.  It reads as follows:

(C)Timeline for requesting hearing.--A parent or agency shall request an impartial due process hearing within 2 years of the date the parent or agency knew or should have known about the alleged action that forms the basis of the complaint, or, if the State has an explicit time limitation for requesting such a hearing under this part, in such time as the State law allows.
(D)Exceptions to the timeline.--The timeline described in subparagraph (C) shall not apply to a parent if the parent was prevented from requesting the hearing due to--
(i) specific misrepresentations by the local educational agency that it had resolved the problem forming the basis of the complaint; or
(ii) the local educational agency's withholding of information from the parent that was required under this part to be provided to the parent. 
IDEA §615(f)(3); See 34 C.F.R. §300.511E)-(f)

Last month, the Third Circuit decided DK by Stephen K & Lisa K v. Abington School Dist   59 IDELR 271 (3d Cir 10/11/12).  This is the first circuit court to address the exceptions to the statute of limitations, and, therefore, it is a big deal.  Concerning the first exception, the Third Circuit ruled that the misrepresentation must be akin to deceit or egregious misstatement and that the school district must have knowledge that their statements are untrue or at least inconsistent with their own assessments.  In other words, the parent must show that school officials intentionally misled her or knowingly deceived her regarding  her child's progress.

Concerning the second exception, the Court emphasized that the withholding of information applies only to disclosures that are required by the statute or regulations.  Withholding of information that a school district is not specifically required to disclose does not trigger the exception.

Perhaps most importantly, the Third Circuit held that causation is required.  In other words, the parent must show that the misrepresentations or withholding  caused the parents to fail to file a timely due process complaint.

Finally, the Court rejected the parents' argument that the statute of limitations is not subject to other exceptions based upon common law equitable tolling principles.

If you are involved with due process complaints, you should read this case.  You can read the decision here.
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Friday, November 2, 2012

Special Education Law 101 - Part VIII

Seal of the United States Court of Appeals for...
Seal of the United States Court of Appeals for the Eighth Circuit. (Photo credit: Wikipedia)
 
 
 
 
 
 
 
 
 
 
 
 
 
This is the most recent post in the continuing series on  an introduction to special education law.  The series is meant to be a solid introduction for newbies as well as a good review for seasoned special ed law vets. In today's post we will be discussing the transition services that must be given when a special education student nears graduation.


  Transition

              The IDEA defines transition services as a coordinated set of activities designed to be a results oriented process that focuses upon the individual child’s needs, strengths and preferences.  IDEA, § 602 (34).  Not later than the first IEP to be in effect when the child is 16 years old and each year thereafter, the IDEA requires that the IEP contain measurable post secondary goals; the transition services needed to achieve those goals; and beginning at one year before the child reaches the age of majority, a statement that the student has been informed regarding transfer of rights.  IDEA § 614 (d)(1)(A)(i)(VIII).  34 C.F.R. § 300.43, 300.320(b) Policy 2419, Ch. 5, § 2(F).
 
 
Note: When IDEA was reauthorized in 2004 the definition of transition was changed by Congress from an "outcome" oriented process to a "results" oriented process.  Don't these two words mean exactly the same thing?  Any thoughts? 

See, Questions and Answers on Secondary Transition 57 IDELR 231 (OSERS 9/1/11); In Park Hill Sch Dist v. Dass ex rel DD & KD 655 F.3d 762, 57 IDELR 121 (8th Cir. 9/9/11), the Eighth Circuit ruled that a transition plan is required by IDEA only for 16+ students regarding life after school, but not for students returning to public school.
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Thursday, November 1, 2012

OSEP Wants You! Seeking Input Re Results Driven Accountability

Seal of the United States Department of Education
Seal of the United States Department of Education (Photo credit: Wikipedia)











The Office of Special Education Programs is the arm of the federal government that oversees special education. OSEP is currently seeking input regarding changes in their monitoring system.

OSEP has determined to switch to a results driven accountability system from whatever the previous system was. These changes sometimes make me nervous, but the concept of focusing on outcomes for kids with disabilities seems really good.

In pursuit of this goal, OSEP has posted a series of questions seeking comments from stakeholders.  If you feel strongly about special education, you should comment.  This is your chance to provide your input, and I strongly believe that OSEP will consider your input carefully.  They may not agree, but you will be heard.

The current question seeks comments concerning the core principles that OSEP has developed internally to guide its process toward results driven accountability.  Here are the principles:

The following core principles underlie and will guide OSEP’s RDA work:
  1. OSEP is developing the RDA system in partnership with our stakeholders.
  2. The RDA system is transparent and understandable to states and the general public, especially individuals with disabilities and their families.
  3. The RDA system drives improved outcomes for all children and youth with disabilities regardless of their age, disability, race/ethnicity, language, gender, socioeconomic status, or location.
  4. The RDA system ensures the protection of the individual rights of each child or youth with a disability and their families, regardless of his/her age, disability, race/ethnicity, language, gender, socioeconomic status, or location.
  5. The RDA system provides differentiated incentives, supports, and interventions based on each state’s unique strengths, progress, challenges, and needs.
  6. The RDA system encourages states to direct their resources to where they can have the greatest positive impact on outcomes and the protection of individual rights for all children and youth with disabilities, and minimizes state burden and duplication of effort.
  7. The RDA system is responsive to the needs and expectations of the ultimate consumers (i.e., children and youth with disabilities and their families) as they identify them.

You can and should let OSEP know what you think on this website. You can review the core principles here. You can review the previous four questions and resulting comments at these websites: one, two, three and four.

Let me know what you think of the RDA process.
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Friday, October 26, 2012

Special Education Law 101 - Part VII

English: United States Supreme Court building ...
 (Photo credit: Wikipedia)
 
 
 
 
 
 
 
 
 
 
 
 
This is another post in our current series introducing readers to special education law's key concepts.  Today's post is about related services. This phrase is almost always preceded by "special education and..."

Let me know if you are enjoying this series. For some it is an introduction.  For others it is a chance to brush up on the key concepts...

Related Services

The IDEA defines related services as follows:

(A)  IN GENERAL- The term ‘related services’ means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free and appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education…

(B)  EXCEPTION—The term does not include a medical device that is surgically implanted, or the replacement of such device.
IDEA, § 602(26).  See, 34 C.F.R. § 300.34.

              The issue of related services has resulted in two decisions by the United States Supreme Court.   The first decision was  Irving Independent Sch. Dist. v. Tatro  468 U.S. 883, 104 S.Ct. 3371, 555 IDELR 511 (1984).  The Court affirmed the Court of Appeals holding that a procedure known as clean intermittent catheterization was a related service because the student could not attend school without it and, therefore, without the procedure she could not benefit from special education.  Tatro, supra.  The Supreme Court also affirmed the holding of the Court of Appeals that clean intermittent catheterization is not exempted by the medical services provision because the procedure did not have to be performed by a doctor, it could be done by a layperson with an hour of training. Tatro, supra.

              The second decision was Cedar Rapids Community Sch. Dist. v. Garret F.  526 U.S. 66, 119 S.Ct. 992, 29 IDELR 966 (1999).  In this case, the Supreme Court held that urinary bladder catheterization and suctioning of tracheotomy plus various monitoring was a related service.  Garret F., supra.  Applying the “bright line” test of the Tatro decision, the Court held that because the related services did not have to be performed by a physician, the medical services exclusion did not apply and the schools were required to provide the services for the student.  Garret F., supra.  The Court specifically and emphatically rejected the argument raised by the schools that the cost of providing the services was a defense.  Garret F., supra. 

              In Marshall Joint Sch Dist No.2 v CD by Brian & Traci D 616 F. 3d 632, 54 IDELR 307 (7th Cir 8/2/10), the Seventh Circuit  concluded that the student did not need specialized instruction.  Any need for PT or OT, therefore, was not relevant.
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Wednesday, October 24, 2012

Sometimes My Job Is Very Cool - Part II







OK so it isn't the Virgin Islands. But still my work often takes me around the incredible state of West Virginia.  Here is one scene I drove past yesterday.  Guess where the "Almost Heaven..." idea came from.

See more photos on our special education law miniblog on Tumblr.

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Saturday, October 20, 2012

Special Education Law 101 - Part VI

List of primary state highways in Virginia
 (Photo credit: Wikipedia)






Our series providing an introduction to special education law continues.  Previous posts have introduced the two basic concepts underlying IDEA, free and appropriate education and least restrictive environment.  Last week we discussed eligibility and identification.  Today we will look at selected IEP issues.

Some IEP Issuies

Issues pertaining to IEPS are among the most frequent to appear in due process hearings.  Here are some fundamental points:

Issues pertaining to individualized education programs are governed by IDEA §§ 612(a)(4) and 614 (d)-(f).  See, 34 C.F.R, §§ 300.320-300.323,  300.324 – 300.328.

L.B. & J.B. on behalf of K.B. v. Nebo Sch. Dist., Bd. of Educ., et al, 379 F.3d 966, 41 IDELR 206 (10th Cir. 8/11/2004).  The IEP is the basic mechanism through which each child’s individual goals are achieved. 

D.F. & D.F. ex rel N.F. v. Ramapo Cent. Sch. Dist. 105 LRP 57524 (2d Cir. 11/23/05).  The Court notes that the case raises an issue as to whether it is proper to utilize prospective or retrospective analysis of an IEP.  The court stated that an IEP is a snapshot not a retrospective. In striving for appropriateness, an IEP must take into account what was, and was not, objectively reasonable when the snapshot was taken, i.e., at the time the IEP was formulated.  Contrast,  MS by Simchick v. Fairfax County Sch Bd 553 F.3d 315, 51 IDELR 148 (4th Cir 1/14/09).
 
In a recent trend involving cases alleging failure to implement IEPs, courts have increasingly taken a stance that to be actionable, the failure to implement must have been "material." This trend follows the reasoning of the Ninth Circuit Court of Appeals in  Van Duyn ex rel Van Duyn v. Baker Sch Dist 5J 481 F.3d 770, 47 IDELR 182 (9th Cir. 4/3/7) 
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