A significant change regarding the eligibility criteria for students classified under the category of disability known as "emotional disturbance" is set to take place at the start of 2025. Currently, an Individualized Education Program (IEP) team evaluates eligibility based on thirteen classification categories, including Autism, Deafness, Learning disability, and Emotional disturbance, among others. The term "emotional disturbance" has faced criticism over the years for potentially stigmatizing children. In an effort to address this concern, Assembly Bill 2173 aimed to lessen the stigma associated with the label. However, despite this legislative action, the definition for determining eligibility remains unchanged. This adjustment is scheduled to come into effect at the beginning of the current year. As per the federal Individuals with Disabilities Education Act (IDEA) and relevant state laws such as the California Education Code and California Code of Regulations, the term "emotional disturbance" may also be referred to as "emotional disability" within the context of providing special education services. The change in terminology from "emotional disturbance" to "emotional disability" is intended to offer a more inclusive and less stigmatizing approach while maintaining the core eligibility criteria outlined in the regulations. This adjustment underscores the ongoing efforts to ensure that the language and terminology used in the special education sector evolve to reflect a more sensitive and inclusive understanding of students' diverse needs and challenges. #iep #specialeducation #californiaeducation #specialeducation

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

Under federal regulations and corresponding state law, obtaining a high school diploma after a student meets local high school graduation requirements ends a student’s rights to continued IEP’s and offers of FAPE. 34 CFR 300.102, CA. Educ. Code Section 51225.3. For the longest time, California students with significant cognitive disabilities were not afforded the right to earn a diploma and instead IEP teams offered only certificate of completions. Ca. Educ. Code 56390. A Certificate of Completion required the student to meet IEP goals and complete school district approved courses of study. Ca. Educ. Code 51225.3 (defines requirements for certificate of completion courses of study). A student ages out of the IEP process at the age of 22. Ca. Educ. Section 56026.

If you think that your child’s school district has violated special education law—including failing to provide your child with a free appropriate public education (“FAPE”), you can either file a due process complaint or a complaint with the California Department of Education (“CDE”). There are always ways a seasoned special education attorney can help with this process and moreover, can even provide you with services such as amicably settling your differences and avoid the below discussed time consuming and sometimes frustrating processes. A Leigh Law Group attorney retained can provide you with all the options that best obtains you and your family’s goal. This blog is not legal advice and does not constitute all the ways a family can resolve school disputes. How Due Process Works Parents may file a due process complaint with the Office of Administrative Hearings (“OAH”) if they believe that the school district is not providing their child with FAPE. Timing Matters Parents generally have two years from the date they knew about the underlying issue to file a due process complaint alleging issues during those years. Filing a due process complaint results in a due process hearing unless the parties settle before hearing starts. Generally, before the due process hearing, parents and school district representatives have the option to voluntarily mediate with an OAH Administrative Law Judge (“ALJ”) or during a resolution session. The goal of the meditation is to resolve the dispute before the due process hearing. If the parties do not reach a settlement agreement at the mediation, then the parties proceed to the due process hearing. At the due process hearing, an ALJ will review the evidence and determine whether the schools district provided your child with FAPE. After hearing evidence and reviewing written closing arguments from both sides, the ALJ will issue a decision stating whether there was a violation, and if there was, corrective actions the district must take. A due process hearing is similar to a trial with witnesses and documentary evidence. Either side may appeal by filing a civil action in federal district court if they are dissatisfied with the ALJ’s decision within 90 days from the date of the final administrative decision. How a California Department of Education Complaint Works Anyone may file a complaint with the CDE when they believe the school district has violated special education law. Timing Matters The CDE investigates the complaint to determine whether the school district violated special education law. The issues must be filed within 1 year of the violation or knowledge of the violation. The CDE acts as a neutral investigator; they do not advocate for either the parents or the school district. The CDE will issue a decision stating whether there was a violation of special education law. This process mostly covers failures to implement the IEP. If there was a violation, then the decision will include actions the school district must take to correct the violations. It is important to realize, however, that after you submit your evidence—usually in the form of a letter—to the CDE, your case is in the hands of the investigator. What is the difference between filing for due process and filing a complaint with the California Department of Education? A CDE complaint can resolve any alleged violations of federal and state special education laws relating to failure to implement the IEP reviewed by a state compliance investigator, starts with a state complaint outlining the issues and each side gets to speak to the investigator but does not get to see the other sides evidence generally. An attorney can help you file a complaint as well as give you guidance as to the legal violations and potential remedies. The statute of limitations is one year. A due process complaint focuses on violations of both procedural and substantive violations of FAPE. The due process complaint can take days if not months, is appealable to state or federal court, allows for a decision by an ALJ who hears organized evidence, witnesses and experts and the participant has a greater chance of being heard about the harms caused and why remedies should be awarded. There generally is a two-year statute of limitations. An attorney should be retained in these circumstances as the process is appealable by any side to federal court and there may be other civil issues implicated in these types of filings. If you believe the school district is not providing FAPE or violating your child’s special education rights, you should consider retaining an attorney and the Leigh Law Group attorneys are very experienced in the above processes, how to use them and when and if to use them strategically.

Students who receive special education services have an individualized education plan (“IEP”). IEPs are governed by a host of laws, law guidance, case law and state and federal special education laws. Of particular importance is the federal Individuals with Disabilities Education Act (IDEA). IEP’s are created for students who attend public school, which includes California charter schools, for the sole purpose of providing a Free and Appropriate Public Education (“FAPE)”. The IEP is the centerpiece of special education law. To be eligible for an IEP, a student has to: 1) Have one or more of the 13 enumerated legal conditions that are covered under IDEA and state education law, which includes learning disabilities like dyslexia and dysgraphia, dyscalculia and a host of others. 2) Need services in school as a result of that disability or disabilities to access their education and be provided a FAPE. IEP meetings are held with your child’s IEP team. At the first meeting, the IEP team will develop the IEP after discussing eligibility following a school psychologist’s assessment. Expect to discuss IEP goals designed to be met within a year, services designed to help your child meet the IEP goals modifications and accommodations and a variety of placements designed to meet your child’s needs. During subsequent IEP meetings, the team will discuss your child’s progress and goals, and revise the IEP accordingly. The first IEP meeting is held within 60 days after your child qualifies for special education. After that, IEP meetings occur annually. However, you can request an IEP at any time. An IEP must include: • A statement of the child's present levels of academic achievement and performance; • A description of how the child's progress toward meeting goals will be measured; • A statement of the special education and related services to be provided to the child; and • An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class. The following people must attend an IEP meeting: • The parents. • Your child’s general education teacher(s) if your child is in any general education classes. • Your child’s special education teacher(s). • A school district representative in charge of providing resources to your child. • An evaluator (such as a psychologist or other specialist) who will presents the results of the psychoeducational evaluation of your child. • Any other school specialists (such as a behavior analyst). • Anyone else that you believe will help advocate for your child, including an attorney. In California, a parent has the right with the appropriate notice to audio record the IEP. Bringing an attorney to an IEP meeting ensures that your child receives the resources they need. The school district’s IEP team members do not always discuss all the options available to you legally, nor do they always agree with Parents about what is and is not FAPE or progress —so it is helpful to have someone who is familiar with the IEP process by your side who will look out for your child’s interests. An attorney will make sure that your child is receiving a free appropriate public education because Leigh Law Group attorneys know the IEP requirements and understand how to work with IEP teams with a focus on your child and your child’s needs . Remember, an IEP is a legal proceeding and more often than not, you will need an attorney to help you navigate the IEP. The Leigh Law Group has been representing parents in IEP meetings effectively and zealously for more than twenty years.

The last couple of years have been taxing for kids’ mental health. The pandemic, isolation, online schooling and other issues have disrupted kids’ lives, their learning and their relationships. Now, over 40% of teenagers report struggling with persistent sadness or hopelessness. Due to this “unprecedented mental health crisis” among young people, the federal government recently announced almost $300 million in… The post How do we get more mental health counselors in schools? first appeared on Leigh Law Group.

These days, the hiring process typically involves uploading resumes and filing online applications. That allows employers to use artificial intelligence (AI) and various algorithms to “review” applicants and help narrow the field down to a select group of candidates to interview. Automated hiring technology includes everything from gamified personality tests to voice analysis. Those behind this technology often claim that… The post Automated hiring technology can result in ADA violations first appeared on Leigh Law Group.

The vast majority of the time, California law assumes that workers are the employees of who they work for. If a worker is going to work as an independent contractor, the hiring company must prove that they qualify under the law. This is important because employees are entitled to many more benefits and protections than independent contractors. For example, employers… The post Your boss says you’re an independent contractor. It may not be true. first appeared on Leigh Law Group.

Title IX of the Education Amendments of 1972 turned 50 years old this year. The law prohibits gender-based discrimination in any school or education program funded by the federal government. It is most widely known for its effect on sports in the American education system. Has it lived up to its promise to bring gender equity to school sports? No… The post Has Title IX made school sports gender-equal? No, says NCAA report first appeared on Leigh Law Group.