Special Education Principles

Special education is constructed by a vast array of legal regulations and guidelines for best practices. Despite the sometimes complex nature of special education, six basic principles remain at the heart of all programs and services. The following six principles form the foundation from which all other special education and related services are built.

1. Zero Reject and Free and Appropriate Public Education (FAPE)

   • Outlines that all students with special needs are entitled to receive a free and appropriate public education.

   • Zero Rejection: no child may be refused access to FAPE based on his or her disabilities.

   • There will be no required out-of-pocket costs to the families of these children for those services.

2. Nondiscriminatory and Appropriate Evaluation

   • Students with disabilities are entitled to a high qualify evaluation, which may produce an identification as a student with a special need.

   • The evaluation should be completed by a multi-disciplinary team of professionals and using more than a single indicator of disability.

3. Appropriate Individualized Education Program

   • The IEP is designed in accordance with the state and federal laws that outline the programs and services available to disabled students.

   • The IEP team works collaboratively to ensure that each child is allowed access to FAPE during the IEP development process.

   • Outlines the required elements of the IEP and timelines for its creation and modification.

4. Least Restrictive Environment

   • This is the setting in which students with disabilities could benefit the most, while still receiving appropriate services for their needs.

   • Encourages students with disabilities to engage with typically developing peers by placing students with disabilities in the least restrictive environment.

5. Student and Parental Participation

   • Allows for students to play a part of educational planning (when appropriate).

   • Requires that parents play an integral part in their child’s educational planning.

   • Major decisions are not to be made without fully informed parental consent (or student consent if the student is of the age of majority.)

   • Allows the family (student and parents) to give input into the IEP development process.

• 1. Procedural Safeguards

• • Ensures that the rights of students with disabilities and their parents are respected.

  • Directs that schools and IEP teams follow standard procedures for the development and implementation of specialized services.

  • Provides an avenue for families to challenge the decisions made by public schools.