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ASK RECOMMENDATIONS
Although we acknowledge the budgetary constraints educational mandates impose
upon local and state educational agencies, we believe that unless and until
agencies acknowledge the need to provide children with disabilities an education
that is equal in quality, services and access to programs to that which is
offered to typical children, and thereby demonstrate the need for greater
funding, the additional funding that many clamor for will not be forthcoming. As
well, until educational agencies have the same high expectations for children
with special needs as they do for typical children and provide these children
with the services and interventions that will help them achieve such
expectations, appropriate progress will not result.
ASK urges MBUSD to follow the recommendations listed below. These
recommendations conform with the "Individuals with Disabilities Education
Act of 1997" [IDEA], the California State Improvement Plan [SIP] mandated
by the federal government, the Federal Corrective Action Plan [FedCAP] with
regard to non-compliance with IDEA and the relationship these programs have with
the provision of federal funding for IDEA.[1]
1. ASK recommends that MBUSD immediately conduct the "Needs
Assessment" specifically called for in the CDE’s Coordinated Compliance
Review [CCR] of MBUSD [1997-1998 School Year] which was completed in May/June
1998.[2] The "Needs Assessment" will allow MBUSD to make an accurate
determination of the services and supports necessary to appropriately serve
students with disabilities in the district. Completion of the "Needs
Assessment" is a first step toward more efficient and appropriate delivery
of services, as well as a positive step toward coming into compliance with state
and federal law.
2. ASK recommends MBUSD adopt and promote throughout the district a policy
regarding inclusion, including support, accommodations and modifications for
both students and teachers; allowing access to and encouraging progress in the
core curriculum in all subject areas; and ensuring compatibility with state and
federal law defining the "least restrictive environment."[3] By
maintaining children in the general education classroom (which federal law
identifies as the starting point for children with special needs), by expanding
the learning center model throughout the district, and by supporting students
and training teachers appropriately, the district can more efficiently utilize
funds at its disposal and provide better and greater services to ALL students.
This will also enable the district to be more successful at assessing the
progress of
[1]
Specific citations are contained in a "Table
of Citation" attached as Appendix A.
[2]
In this Coordinated Compliance Review dated May 6,
1998, MBUSD was found out of compliance in eleven areas related to
special education and was given forty-five (45) days from the exit date
of the review within which to come back into compliance. As of today, a
full eighteen (18) months later, MBUSD is still out of compliance in
connection with this review.
[3]
Beverly Hills Unified School District [BHUSD] has
mad progress in accommodating, adapting, and modifying its curriculum in
support of its special needs students and teachers. BHUSD could be
a valuable resource for effective practices in this regard.
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