This article focuses on IEP Implementation-related regulation and case law that school divisions, school division lawyers, hearing officers, and state education agencies use in documents they issue.
This article will be updated as additional information is collected. Please continue to check back for more information.
Cited by the Virginia Department of Education
Individuals with Disabilities Education Act
Cited by VDOE in its 5.24.19 Letter of Findings:
(a)Â General. A free appropriate public education must be available to all children residing in the State between the ages of 3 and 21, inclusive, including children with disabilities who have been suspended or expelled from school, as provided for in Â§300.530(d).(b)Â FAPE for children beginning at age 3.(1)Â Each State must ensure thatâ€”(i)Â The obligation to make FAPE available to each eligible child residing in the State begins no later than the childâ€™s third birthday; and(ii)Â An IEP or an IFSP is in effect for the child by that date, in accordance with Â§300.323(b).(2)Â If a childâ€™s third birthday occurs during the summer, the childâ€™s IEP Team shall determine the date when services under the IEP or IFSP will begin.(c)Â Children advancing from grade to grade.(1)Â Each State must ensure that FAPE is available to any individual child with a disability who needs special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade.(2)Â The determination that a child described in paragraph (a) of this section is eligible under this part, must be made on an individual basis by the group responsible within the childâ€™s LEA for making eligibility determinations.
Cited by VDOE in its 5.24.19 Letter of Findings:
Free appropriate public education or FAPE means special education and related services thatâ€”(a)Â Are provided at public expense, under public supervision and direction, and without charge;(b)Â Meet the standards of the SEA, including the requirements of this part;(c)Â Include an appropriate preschool, elementary school, or secondary school education in the State involved; and(d)Â Are provided in conformity with an individualized education program (IEP) that meets the requirements of Â§Â§300.320 through 300.324.
Cited by VDOE in its 1.11.18 and 5.24.19 Letters of Findings:
(a)Â General. At the beginning of each school year, each public agency must have in effect, for each child with a disability within its jurisdiction, an IEP, as defined in Â§300.320.(b)Â IEP or IFSP for children aged three through five.(1)Â In the case of a child with a disability aged three through five (or, at the discretion of the SEA, a two-year-old child with a disability who will turn age three during the school year), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments statement) described in section 636(d) of the Act and its implementing regulations (including an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills for children with IFSPs under this section who are at least three years of age), and that is developed in accordance with the IEP procedures under this part. The IFSP may serve as the IEP of the child, if using the IFSP as the IEP isâ€”(i)Â Consistent with State policy; and(ii)Â Agreed to by the agency and the childâ€™s parents.(2)Â In implementing the requirements of paragraph (b)(1) of this section, the public agency mustâ€”(i)Â Provide to the childâ€™s parents a detailed explanation of the differences between an IFSP and an IEP; and(ii)Â If the parents choose an IFSP, obtain written informed consent from the parents.(c)Â Initial IEPs; provision of services. Each public agency must ensure thatâ€”(1)Â A meeting to develop an IEP for a child is conducted within 30 days of a determination that the child needs special education and related services; and(2)Â As soon as possible following development of the IEP, special education and related services are made available to the child in accordance with the childâ€™s IEP.(d)Â Accessibility of childâ€™s IEP to teachers and others. Each public agency must ensure thatâ€”(1)Â The childâ€™s IEP is accessible to each regular education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and(2)Â Each teacher and provider described in paragraph (d)(1) of this section is informed ofâ€”(i)Â His or her specific responsibilities related to implementing the childâ€™s IEP; and(ii)Â The specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.(e)Â IEPs for children who transfer public agencies in the same State. If a child with a disability (who had an IEP that was in effect in a previous public agency in the same State) transfers to a new public agency in the same State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide FAPE to the child (including services comparable to those described in the childâ€™s IEP from the previous public agency), until the new public agency eitherâ€”(1)Â Adopts the childâ€™s IEP from the previous public agency; or(2)Â Develops, adopts, and implements a new IEP that meets the applicable requirements in Â§Â§300.320 through 300.324.(f)Â IEPs for children who transfer from another State. If a child with a disability (who had an IEP that was in effect in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the childâ€™s IEP from the previous public agency), until the new public agencyâ€”(1)Â Conducts an evaluation pursuant to Â§Â§300.304 through 300.306 (if determined to be necessary by the new public agency); and(2)Â Develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in Â§Â§300.320 through 300.324.(g)Â Transmittal of records. To facilitate the transition for a child described in paragraphs (e) and (f) of this sectionâ€”(1)Â The new public agency in which the child enrolls must take reasonable steps to promptly obtain the childâ€™s records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous public agency in which the child was enrolled, pursuant to 34 CFR 99.31(a)(2); and(2)Â The previous public agency in which the child was enrolled must take reasonable steps to promptly respond to the request from the new public agency.
Virginia Administrative Code
Cited by VDOE in its 5.24.19 Letter of Findings:
A. Age of eligibility.
1. A free appropriate public education shall be available to all children with disabilities who need special education and related services, aged two to 21, inclusive, who meet the definition of “age of eligibility” as outlined inÂ 8VAC20-81-10Â and who reside within the jurisdiction of each local educational agency. This includes children with disabilities who are in need of special education and related services even though they have not failed or been retained in a course or grade and are advancing from grade to grade, and students who have been suspended or expelled from school in accordance with the provisions ofÂ 8VAC20-81-160. The Virginia Department of Education has a goal of providing full educational opportunity to all children with disabilities aged birth through 21, inclusive, by 2015. (Â§Â 22.1-213Â of the Code of Virginia; 34 CFR 300.101 and 34 CFR 300.109)
a. The services provided to the child under this chapter shall address all of the child’s identified special education and related services needs.
b. The services and placement needed by each child with a disability to receive a free appropriate public education shall be based on the child’s unique needs and not on the child’s disability.
2. Exceptions. The obligation to make a free appropriate public education to all children with disabilities does not apply to: (34 CFR 300.102(a))
a. Children with disabilities who have graduated from high school with a standard or advanced studies high school diploma. This exception does not apply to age-eligible students who have graduated but have not been awarded a standard or advanced studies high school diploma, or to those students who have passed a high school equivalency examination approved by the Board of Education.
b. Children with disabilities, aged 18 to 21, inclusive, who, if in their last educational placement prior to their incarceration in an adult correctional facility, were not identified as being a child with a disability and did not have an IEP. This exception does not apply to children with disabilities, aged 18 to 21, inclusive, who had been identified as children with disabilities and had received services in accordance with their IEPs, but who left school prior to their incarceration or did not have IEPs in their last educational setting but who had actually been identified as children with disabilities under this chapter.
c. Children with disabilities who are eligible under IDEA Part B, Subpart H, but who receive early intervention services under IDEA Part C.
B. A free appropriate public education shall be available to children with disabilities who reside within a school division but do not hold a valid U.S. citizenship or a student visa.
C. Program options. Each local school division shall take steps to ensure that its children with disabilities have available to them the variety of educational programs and services available to children without disabilities in the area served by the local educational agency, including art, music, industrial arts, consumer and homemaking education, and vocational education. (34 CFR 300.110)
D. Residential placement. If placement in a public or private residential program is necessary to provide special education and related services to a child with a disability, the program, including nonmedical care and room and board, shall be at no cost to the parents of the child. (34 CFR 300.104)
E. Assistive technology devices. (34 CFR 300.34(b) and 34 CFR 300.113)
1. Each local educational agency shall ensure that the following are functioning properly, including completing routine checks:
a. Hearing aids worn in school by children with hearing impairments, including deafness; and
b. The external components of surgically implanted devices.
2. A local educational agency is not responsible for the postsurgical maintenance, programming, or replacement of a medical device that has been surgically implanted (or of an external component of the surgically implanted medical device).
F. Availability of assistive technology. (34 CFR 300.105)
1. Each local educational agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms are defined inÂ 8VAC20-81-10, are made available to a child with a disability if required as part of the child’s:
a. Special education;
b. Related services; or
c. Supplementary aids and services.
2. On a case-by-case basis, the use of school-purchased or leased assistive technology devices in a child’s home or in other settings is required if the child’s IEP team determines that the child needs access to those devices in order to receive a free appropriate public education.
3. Local educational agencies are not required to provide personal devices, including eyeglasses or hearing aids that the child requires, regardless of whether the child is attending school, unless the IEP team determines that the device is necessary for the child to receive FAPE.
G. Transportation. (Â§Â 22.1-221Â of the Code of Virginia; 34 CFR 300.107)
1. Each child with a disability, aged two to 21, inclusive, placed in an education program, including private special education day or residential placements, by the local school division shall be entitled to transportation to and from such program at no cost if such transportation is necessary to enable such child to benefit from educational programs and opportunities. Children with disabilities and children without disabilities shall share the same transportation unless a child’s IEP requires specialized transportation.
2. If the IEP team determines that a child with a disability requires accommodations or modifications to participate in transportation, the accommodations or modifications shall be provided in the least restrictive environment. Transportation personnel may be on the IEP team or be consulted before any modifications or accommodations are written into the student’s IEP to ensure that the modifications and accommodations do not violate any state or federal standard or any nationally recognized safety practices.
3. A local educational agency shall ensure that a child with a disability is provided a commute to and from an education program that is comparable in length to the commute provided to children without disabilities, unless the child’s IEP team determines that a longer or shorter commute is necessary to ensure the child receives a free appropriate public education.
4. If a local educational agency enters an agreement with another local educational agency for the provision of special education or related services for a child with a disability, such child shall be transported to and from such program at no cost to the parent(s).
5. If a child with a disability is placed in the Virginia School for the Deaf and the Blind at Staunton, the Virginia school shall be responsible for the provision of transportation services. When such children are educated as day students, the local school division shall be responsible for the provision of transportation services to and from school.
H. Nonacademic and extracurricular services and activities. (34 CFR 300.107 and 34 CFR 300.117)
1. Each local educational agency shall take steps, including the provision of supplementary aids and services determined appropriate and necessary by the child’s IEP team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities. (See alsoÂ 8VAC20-81-130Â A 2)
2. Nonacademic and extracurricular services and activities may include but not be limited to counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the local educational agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the local educational agency and assistance in making outside employment available.
I. Physical education. (34 CFR 300.108)
1. General. Physical education services, specially designed if necessary, shall be made available to every child with a disability receiving a free appropriate public education, unless the local educational agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grade.
2. Regular physical education. Each child with a disability shall be afforded the opportunity to participate in the regular physical education program available to children without disabilities, unless:
a. The child is enrolled full time in a separate facility; or
b. The child needs specially designed physical education, as prescribed in the child’s IEP that cannot be provided in the regular physical education program.
3. Special physical education. If specially designed physical education is prescribed in a child’s IEP, the local educational agency responsible for the education of that child shall provide the services directly or make arrangements for those services to be provided through other public or private programs.
4. Education in separate facilities. The local educational agency responsible for the education of a child with a disability who is enrolled in a separate facility shall ensure that the child receives appropriate physical education services in compliance with this subsection.
J. Extended school year services. (34 CFR 300.106)
1. Each local educational agency shall ensure that extended school year services, including transportation to and from such services, are available as necessary to provide a free appropriate public education consistent with subdivision 2 of this subsection.
2. Extended school year services shall be provided only if a child’s IEP team determines on an individual basis in accordance with this chapter that the services are necessary for the provision of a free appropriate public education to the child, because the benefits a child with a disability gains during the regular school year will be significantly jeopardized if extended school year services are not provided.
3. In implementing the requirements of this section, a local educational agency may not:
a. Limit extended school year services to particular categories of disability;
b. Unilaterally limit the type, amount, or duration of those services; or
c. Limit the provision of extended school year services to only the summer.
K. Children with disabilities in public charter schools. (34 CFR 300.209)
1. Children with disabilities who attend charter schools shall be served by the local school division in the same manner as children with disabilities in its other schools, including the provision of supplementary and related services on site at the charter school to the same extent to which the local educational agency provides such services on the site to its other public schools.
2. The local school division shall ensure that all requirements of this chapter are met.
L. Length of school day. School-aged students with disabilities shall be provided a school day comparable in length to the day provided to school-aged students without disabilities unless their IEP specifies otherwise. For preschool-aged children with disabilities, the IEP team determines the length of the school day.
M. Methods and payments. (34 CFR 300.103)
1. The Virginia Department of Education may use whatever state, local, federal, and private sources of support that are available to meet the requirements of this part.
2. Nothing in this part relieves an insurer or similar third party from an otherwise valid obligation to provide or to pay for services provided to a child with a disability.
3. The Virginia Department of Education will ensure that there is no delay in implementing a child’s IEP, including any case in which the payment source for providing or paying for special education and related services to the child is being determined.
N. Disability harassment. Each local educational agency shall have in effect policies that prohibit harassment to children with disabilities. (28 CFR 35.149 and 34 CFR 104.4)
Cited by VDOE in its 5.24.19 Letter of Findings:
The following words and terms when used in this chapter shall have the following meanings unless the context clearly indicates otherwise:
“Act” means the Individuals with Disabilities Education Improvement Act, P.L. 108-446, December 3, 2004, Â§ 1400 et seq. (34 CFR 300.4)
“Age of eligibility” means all eligible children with disabilities who have not graduated with a standard or advanced studies high school diploma who, because of such disabilities, are in need of special education and related services, and whose second birthday falls on or before September 30, and who have not reached their 22nd birthday on or before September 30 (two to 21, inclusive) in accordance with the Code of Virginia. A child with a disability whose 22nd birthday is after September 30 remains eligible for the remainder of the school year. (Â§Â 22.1-213Â of the Code of Virginia; 34 CFR 300.101(a) and 34 CFR 300.102(a)(3)(ii))
“Age of majority” means the age when the procedural safeguards and other rights afforded to the parent(s) of a student with a disability transfer to the student. In Virginia, the age of majority is 18. (Â§ 1-204 of the Code of Virginia; 34 CFR 300.520)
“Agree or Agreement” â€“ see the definition for “consent.”
“Alternate assessment” means the state assessment program, and any school divisionwide assessment to the extent that the school division has one, for measuring student performance against alternate achievement standards for students with significant intellectual disabilities who are unable to participate in statewide Standards of Learning testing, even with accommodations. (34 CFR 300.320(a)(2)(ii) and 34 CFR 300.704(b)(4)(x))
“Alternative assessment” means the state assessment program for measuring student performance on grade level standards for students with disabilities who are unable to participate in statewide Standards of Learning testing, even with accommodations.
“Assistive technology device” means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of that device. (34 CFR 300.5)
“Assistive technology service” means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: (34 CFR 300.6)
1. The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;
2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
3. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
4. Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
5. Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and
6. Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to employ or are otherwise substantially involved in the major life functions of that child.
“At no cost” means that all specially designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to students without disabilities or their parent(s) as part of the regular education program. (34 CFR 300.39(b)(1))
“Audiology” means services provided by a qualified audiologist licensed by the Board of Audiology and Speech-Language Pathology and includes: (Regulations Governing the Practice of Audiology and Speech-Language Pathology,Â 18VAC30-20; 34 CFR 300.34(c)(1))
1. Identification of children with hearing loss;
2. Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;
3. Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;
4. Creation and administration of programs for prevention of hearing loss;
5. Counseling and guidance of children, parents, and teachers regarding hearing loss; and
6. Determination of children’s needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.
“Autism” means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied. (34 CFR 300.8(c)(1))
“Behavioral intervention plan” means a plan that utilizes positive behavioral interventions and supports to address behaviors that interfere with the learning of students with disabilities or with the learning of others or behaviors that require disciplinary action.
“Business day” means Monday through Friday, 12 months of the year, exclusive of federal and state holidays (unless holidays are specifically included in the designation of business days, as inÂ 8VAC20-81-150Â B 4 a (2)). (34 CFR 300.11)
“Calendar days” means consecutive days, inclusive of Saturdays and Sundays. Whenever any period of time fixed by this chapter shall expire on a Saturday, Sunday, or federal or state holiday, the period of time for taking such action under this chapter shall be extended to the next day, not a Saturday, Sunday, or federal or state holiday. (34 CFR 300.11)
“Career and technical education” means organized educational activities that offer a sequence of courses that: (20 USC Â§ 2301 et seq.)
1. Provides individuals with the rigorous and challenging academic and technical knowledge and skills the individuals need to prepare for further education and for careers (other than careers requiring a master’s or doctoral degree) in current or emerging employment sectors;
2. May include the provision of skills or courses necessary to enroll in a sequence of courses that meet the requirements of this subdivision; or
3. Provides, at the postsecondary level, for a one-year certificate, an associate degree, or industry-recognized credential and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupational-specific skills.
“Caseload” means the number of students served by special education personnel.
“Change in identification” means a change in the categorical determination of the child’s disability by the group that determines eligibility.
“Change in placement” or “change of placement” means when the local educational agency places the child in a setting that is distinguishable from the educational environment to which the child was previously assigned and includes: (34 CFR 300.102(a)(3)(iii), 34 CFR 300.532(b)(2)(ii) and 34 CFR 300.536)
1. The child’s initial placement from general education to special education and related services;
2. The expulsion or long-term removal of a student with a disability;
3. The placement change that results from a change in the identification of a disability;
4. The change from a public school to a private day, residential, or state-operated program; from a private day, residential, or state-operated program to a public school; or to a placement in a separate facility for educational purposes;
5. Termination of all special education and related services; or
6. Graduation with a standard or advanced studies high school diploma.
A “change in placement” also means any change in the educational setting for a child with a disability that does not replicate the elements of the educational program of the child’s previous setting.
“Change in placement” or “change of placement,” for the purposes of discipline, means: (34 CFR 300.536)
1. A removal of a student from the student’s current educational placement is for more than 10 consecutive school days; or
2. The student is subjected to a series of removals that constitute a pattern because they cumulate to more than 10 school days in a school year, and because of factors such as:
a. The length of each removal;
b. The child’s behavior is substantially similar to the child’s behavior in previous incidents that resulted in the series of removals;
c. The total amount of time the student is removed; or
d. The proximity of the removals to one another.
“Chapter” means these regulations.
“Child” means any person who shall not have reached his 22nd birthday by September 30 of the current year.
“Child with a disability” means a child evaluated in accordance with the provisions of this chapter as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disability (referred to in this part as “emotional disability”), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities who, by reason thereof, needs special education and related services. This also includes developmental delay if the local educational agency recognizes this category as a disability in accordance withÂ 8VAC20-81-80Â M 3. If it is determined through an appropriate evaluation that a child has one of the disabilities identified but only needs a related service and not special education, the child is not a child with a disability under this part. If the related service required by the child is considered special education rather than a related service under Virginia standards, the child would be determined to be a child with a disability. (Â§Â 22.1-213Â of the Code of Virginia; 34 CFR 300.8(a)(1) and 34 CFR 300.8(a)(2)(i) and (ii))
“Collaboration” means interaction among professionals as they work toward a common goal. Teachers do not necessarily have to engage in co-teaching in order to collaborate.
“Complaint” means a request that the Virginia Department of Education investigate an alleged violation by a local educational agency of a right of a parent(s) of a child who is eligible or suspected to be eligible for special education and related services based on federal and state law and regulations governing special education or a right of such child. A complaint is a statement of some disagreement with procedures or process regarding any matter relative to the identification, evaluation, or educational placement of the child, or the provision of a free appropriate public education. (34 CFR 300.151)
“Comprehensive Services Act” (CSA) means the Comprehensive Services Act for At-Risk Youth and Families that establishes the collaborative administration and funding system for services for certain at-risk youths and their families. (Chapter 52 (Â§Â 2.2-5200Â et seq.) of Title 2.2 of the Code of Virginia)
“Consent” means: (34 CFR 300.9)
1. The parent(s) or eligible student has been fully informed of all information relevant to the activity for which consent is sought in the parent’s(s’) or eligible student’s native language, or other mode of communication;
2. The parent(s) or eligible student understands and agrees, in writing, to the carrying out of the activity for which consent is sought, and the consent describes that activity and lists the records (if any) that will be released and to whom; and
3. The parent(s) or eligible student understands that the granting of consent is voluntary on the part of the parent(s) or eligible student and may be revoked any time.
a. If a parent revokes consent, that revocation is not retroactive (i.e., it does not negate an action that has occurred after the consent was given and before the consent was revoked. Revocation ceases to be relevant after the activity for which consent was obtained was completed.)
b. If a parent revokes consent in writing for their child’s receipt of special education services after the child is initially provided special education and related services, the local educational agency is not required to amend the child’s education records to remove any references to the child’s receipt of special education and related services because of the revocation of consent.
The meaning of the term “consent” is not the same as the meaning of the term “agree” or “agreement.” “Agree” or “agreement” refers to an understanding between the parent and the local educational agency about a particular matter and as required in this chapter. There is no requirement that an agreement be in writing, unless stated in this chapter. The local educational agency and parent(s) should document their agreement.
“Controlled substance” means a drug or other substance identified under schedules I, II, or III, IV, or V in Â§ 202(c) of the Controlled Substances Act, 21 USC Â§ 812(c). (34 CFR 300.530(i)(1))
“Core academic subjects” means English, reading or language arts, mathematics, science, foreign languages, civics, and government, economics, arts, history, and geography. (34 CFR 300.10)
“Correctional facility” means any state facility of the Virginia Department of Corrections or the Virginia Department of Juvenile Justice, any regional or local detention home, or any regional or local jail. (Â§Â§Â 16.1-228Â andÂ 53.1-1Â of the Code of Virginia)
“Coteaching” means a service delivery option with two or more professionals sharing responsibility for a group of students for some or all of the school day in order to combine their expertise to meet student needs.
“Counseling services” means services provided by qualified visiting teachers, social workers, psychologists, guidance counselors, or other qualified personnel. (34 CFR 300.34(c)(2); Licensure Regulations for School Personnel (8VAC20-22))
“Dangerous weapon” means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for or is readily capable of, causing death or bodily injury, except that such term does not include a pocket knife with a blade of less than three inches in length. (18 USC Â§ 930(g)(2); Â§Â 18.2-308.1Â of the Code of Virginia)
“Day” means calendar day unless otherwise indicated as business day or school day. (34 CFR 300.11)
“Deaf-blindness” means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. (34 CFR 300.8(c)(2))
“Deafness” means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects the child’s educational performance. (34 CFR 300.8(c)(3))
“Destruction of information” means physical destruction or removal of personal identifiers from information so that the information is no longer personally identifiable. (34 CFR 300.611(a))
“Developmental delay” means a disability affecting a child ages two by September 30 through six, inclusive: (34 CFR 300.8(b); 34 CFR 300.306(b))
1. (i) Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, or (ii) who has an established physical or mental condition that has a high probability of resulting in developmental delay;
2. The delay(s) is not primarily a result of cultural factors, environmental or economic disadvantage, or limited English proficiency; and
3. The presence of one or more documented characteristics of the delay has an adverse affect on educational performance and makes it necessary for the student to have specially designed instruction to access and make progress in the general educational activities for this age group.
“Direct services” means services provided to a child with a disability directly by the Virginia Department of Education, by contract, or through other arrangements. (34 CFR 300.175)
“Due process hearing” means an administrative procedure conducted by an impartial special education hearing officer to resolve disagreements regarding the identification, evaluation, educational placement and services, and the provision of a free appropriate public education that arise between a parent(s) and a local educational agency. A due process hearing involves the appointment of an impartial special education hearing officer who conducts the hearing, reviews evidence, and determines what is educationally appropriate for the child with a disability. (34 CFR 300.507)
“Early identification and assessment of disabilities in children” means the implementation of a formal plan for identifying a disability as early as possible in a child’s life. (34 CFR 300.34(c)(3))
“Education record” means those records that are directly related to a student and maintained by an educational agency or institution or by a party acting for the agency or institution. The term also has the same meaning as “scholastic record.” In addition to written records, this also includes electronic exchanges between school personnel and parent(s) regarding matters associated with the child’s educational program (e.g., scheduling of meetings or notices). This term also includes the type of records covered under the definition of “education record” in the regulations implementing the Family Education Rights and Privacy Act. (20 USC Â§ 1232g(a)(3); Â§Â 22.1-289Â of the Code of Virginia; 34 CFR 300.611(b))
“Educational placement” means the overall instructional setting in which the student receives his education including the special education and related services provided. Each local educational agency shall ensure that the parents of a child with a disability are members of the group that makes decisions on the educational placement of their child. (34 CFR 300.327)
“Educational service agencies and other public institutions or agencies” include: (34 CFR 300.12)
1. Regional public multiservice agencies authorized by state law to develop, manage, and provide services or programs to local educational agencies;
2. Recognized as an administrative agency for purposes of the provision of special education and related services provided within public elementary schools and secondary schools of the state;
3. Any other public institution or agency having administrative control and direction over a public elementary school or secondary school; and
4. Entities that meet the definition of intermediate educational unit in Â§ 1402(23) of the Act as in effect prior to June 4, 1997.
“Eligible student” means a child with a disability who reaches the age of majority and to whom the procedural safeguards and other rights afforded to the parent(s) are transferred.
“Emotional disability” means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (34 CFR 300.8(c)(4))
1. An inability to learn that cannot be explained by intellectual, sensory, or health factors;
2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
3. Inappropriate types of behavior or feelings under normal circumstances;
4. A general pervasive mood of unhappiness or depression; or
5. A tendency to develop physical symptoms or fears associated with personal or school problems.
Emotional disability includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disability as defined in this section.
“Equipment” means machinery, utilities, and built-in equipment, and any necessary enclosures or structures to house machinery, utilities, or equipment and all other items necessary for the functioning of a particular facility as a facility for the provision of educational services, including items such as instructional equipment and necessary furniture, printed, published and audio-visual instructional materials, telecommunications, sensory, and other technological aids and devices and books, periodicals, documents, and other related materials. (34 CFR 300.14)
“Evaluation” means procedures used in accordance with this chapter to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs. (34 CFR 300.15)
“Excess costs” means those costs that are in excess of the average annual per-student expenditure in a local educational agency during the preceding school year for an elementary school or secondary school student, as may be appropriate, and that shall be computed after deducting: (34 CFR 300.16)
1. Amounts received:
a. Under Part B of the Act;
b. Under Part A of Title I of the ESEA; and
c. Under Parts A and B of Title III of the ESEA; and
2. Any state or local funds expended for programs that would qualify for assistance under any of the parts described in subdivision 1 a of this definition, but excluding any amounts for capital outlay or debt service.
“Extended school year services” for the purposes of this chapter means special education and related services that: (34 CFR 300.106(b))
1. Are provided to a child with a disability:
a. Beyond the normal school year of the local educational agency;
b. In accordance with the child’s individualized education program;
c. At no cost to the parent(s) of the child; and
2. Meet the standards established by the Virginia Department of Education.
“Federal core academic subjects” means English, reading or language arts, mathematics, science, foreign language (languages other than English), civics and government, economics, arts, history, and geography. (20 USC Â§ 7801(11))
“Federal financial assistance” means any grant, loan, contract or any other arrangement by which the U.S. Department of Education provides or otherwise makes available assistance in the form of funds, services of federal personnel, or real and personal property. (34 CFR 104.3(h))
“Free appropriate public education” or “FAPE” means special education and related services that: (34 CFR 300.17)
1. Are provided at public expense, under public supervision and direction, and without charge;
2. Meet the standards of the Virginia Board of Education;
3. Include an appropriate preschool, elementary school, middle school or secondary school education in Virginia; and
4. Are provided in conformity with an individualized education program that meets the requirements of this chapter.
“Functional behavioral assessment” means a process to determine the underlying cause or functions of a child’s behavior that impede the learning of the child with a disability or the learning of the child’s peers. A functional behavioral assessment may include a review of existing data or new testing data or evaluation as determined by the IEP team.
“General curriculum” means the same curriculum used with children without disabilities adopted by a local educational agency, schools within the local educational agency or, where applicable, the Virginia Department of Education for all children from preschool through secondary school. The term relates to content of the curriculum and not to the setting in which it is taught.
“Hearing impairment” means an impairment in hearing in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section. (34 CFR 300.8(c)(5))
“Highly qualified special education teacher” means a teacher has met the requirements as specified in 34 CFR 300.18 for special education teachers in general, for special education teachers teaching core academic subjects, for special education teachers teaching to alternate achievement standards, or for special education teachers teaching multiple subjects as it applies to their teaching assignment. (34 CFR 300.18)
“Home-based instruction” means services that are delivered in the home setting (or other agreed upon setting) in accordance with the child’s individualized education program.
“Homebound instruction” means academic instruction provided to students who are confined at home or in a health care facility for periods that would prevent normal school attendance based upon certification of need by a licensed physician or licensed clinical psychologist. For a child with a disability, the IEP team shall determine the delivery of services, including the number of hours of services. (Regulations Establishing Standards for Accrediting Public Schools in Virginia,Â 8VAC20-131-180)
“Home instruction” means instruction of a child or children by a parent(s), guardian or other person having control or charge of such child or children as an alternative to attendance in a public or private school in accordance with the provisions of the Code of Virginia. This instruction may also be termed home schooling. (Â§Â 22.1-254.1Â of the Code of Virginia)
“Homeless children” has the meaning given the term “homeless children and youth” in Â§ 725 (42 USC Â§ 11434a) of the McKinney-Vento Homeless Assistance Act, as amended, 42 USC Â§ 11431 et seq. and listed below: (34 CFR 300.19)
The term “homeless children and youth” means individuals who lack a fixed, regular, and adequate nighttime residence within the meaning of Â§ 103(a)(1) of the McKinney-Vento Homeless Assistance Act and includes the following:
1. Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to a lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
2. Children and youth who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings within the meaning of Â§ 103(a)(2)(C);
3. Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
4. Migratory children (as such term is defined in Â§ 1309 of the Elementary and Secondary Education Act of 1965) who qualify as homeless because the children are living in circumstances described in subdivisions 1 through 3 of this definition.
The term “unaccompanied youth” includes a youth not in the physical custody of a parent or guardian.
“Home tutoring” means instruction by a tutor or teacher with qualifications prescribed by the Virginia Board of Education, as an alternative to attendance in a public or private school and approved by the division superintendent in accordance with the provisions of the Code of Virginia. This tutoring is not home instruction as defined in the Code of Virginia. (Â§ 22.1-254 of the Code of Virginia)
“Illegal drug” means a controlled substance, but does not include a controlled substance that is legally possessed or used under the supervision of a licensed health-care professional or that is legally possessed or used under any other authority under the Controlled Substances Act, 21 USC Â§ 812(c), or under any other provision of federal law. (34 CFR 300.530(i)(2))
“Impartial special education hearing officer” means a person, selected from a list maintained by the Office of the Executive Secretary of the Supreme Court of Virginia to conduct a due process hearing.
“Implementation plan” means the plan developed by the local educational agency designed to operationalize the decision of the hearing officer in cases that are fully adjudicated.
“Independent educational evaluation” means an evaluation conducted by a qualified examiner or examiners who are not employed by the local educational agency responsible for the education of the child in question. (34 CFR 300.502(a)(3)(i))
“Individualized education program” or “IEP” means a written statement for a child with a disability that is developed, reviewed, and revised in a team meeting in accordance with this chapter. The IEP specifies the individual educational needs of the child and what special education and related services are necessary to meet the child’s educational needs. (34 CFR 300.22)
“Individualized education program team” means a group of individuals described inÂ 8VAC20-81-110Â that is responsible for developing, reviewing, or revising an IEP for a child with a disability. (34 CFR 300.23)
“Individualized family service plan (IFSP) under Part C of the Act” means a written plan for providing early intervention services to an infant or toddler with a disability eligible under Part C and to the child’s family. (34 CFR 303.24; 20 USC Â§ 636)
“Infant and toddler with a disability” means a child, ages birth to two, inclusive, whose birthday falls on or before September 30, or who is eligible to receive services in the Part C early intervention system up to age three, and who: (Â§Â 2.2-5300Â of the Code of Virginia; 34 CFR 300.25)
1. Has delayed functioning;
2. Manifests atypical development or behavior;
3. Has behavioral disorders that interfere with acquisition of developmental skills; or
4. Has a diagnosed physical or mental condition that has a high probability of resulting in delay, even though no current delay exists.
“Informed parental consent”: see “Consent.”
“Initial placement” means the first placement for the child to receive special education and related services in either a local educational agency, other educational service agency, or other public agency or institution for the purpose of providing special education or related services.
“Intellectual disability” means the definition formerly known as “mental retardation” and means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance. (34 CFR 300.8(c)(6))
“Interpreting services” as used with respect to children who are deaf or hard of hearing, means services provided by personnel who meet the qualifications set forth underÂ 8VAC20-81-40Â and includes oral transliteration services, cued speech/language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell and interpreting services for children who are deaf-blind. A child who is not deaf or hard of hearing, but who has language deficits, may receive interpreting services as directed by the child’s Individualized Education Program. (Regulations Governing Interpreter Services for the Deaf and Hard of HearingÂ 22VAC20-30; 34 CFR 300.34(c)(4)(i))
“Least restrictive environment” (LRE) means that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (34 CFR 300.114 through 34 CFR 300.120)
“Level I services” means the provision of special education to children with disabilities for less than 50% of their instructional school day (excluding intermission for meals). The time that a child receives special education services is calculated on the basis of special education services described in the individualized education program, rather than the location of services.
“Level II services” means the provision of special education to children with disabilities for 50% or more of the instructional school day (excluding intermission for meals). The time that a child receives special education services is calculated on the basis of special education services described in the individualized education program, rather than the location of services.
“Limited English proficient” when used with respect to an individual means an individual: (20 USC Â§ 7801(25); 34 CFR 300.27)
1. Who is aged 2 through 21;
2. Who is enrolled or preparing to enroll in an elementary school or secondary school; or
a. Was not born in the United States or whose native language is a language other than English;
b. Is a Native American or Alaska Native, or a native resident of the outlying areas, and comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or
c. Is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
4. Whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual:
a. The ability to meet Virginia’s proficient level of achievement on Virginia’s assessments;
b. The ability to successfully achieve in classrooms where the language of instruction is English; or
c. The opportunity to participate fully in society.
“Local educational agency” means a local school division governed by a local school board, a state-operated program that is funded and administered by the Commonwealth of Virginia or the Virginia School for the Deaf and the Blind at Staunton. Neither state-operated programs nor the Virginia School for the Deaf and the Blind at Staunton are considered a school division as that term is used in these regulations. (Â§Â 22.1-346Â C of the Code of Virginia; 34 CFR 300.28)
“Long-term placement” if used in reference to state-operated programs as outlined inÂ 8VAC20-81-30Â H means those hospital placements that are not expected to change in status or condition because of the child’s medical needs.
“Manifestation determination review” means a process to review all relevant information and the relationship between the child’s disability and the behavior subject to the disciplinary action.
“Medical services” means services provided by a licensed physician or nurse practitioner to determine a child’s medically related disability that results in the child’s need for special education and related services. (Â§Â 22.1-270Â of the Code of Virginia; 34 CFR 300.34(c)(5))
“Mental retardation” – see “Intellectual disability.”
“Multiple disabilities” means simultaneous impairments (such as intellectual disability with blindness, intellectual disability with orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness. (34 CFR 300.8(c)(7))
“National Instructional Materials Access Center” or “NIMAC” means the national center established to do the following: (34 CFR 300.172)
1. Receive and maintain a catalog of print instructional materials prepared in the NIMAS, as established by the U.S. Secretary of Education, made available to such center by the textbook publishing industry, state educational agencies, and local educational agencies;
2. Provide access to print instructional materials, including textbooks, in accessible media, free of charge, to blind or other persons with print disabilities in elementary schools and secondary schools, in accordance with such terms and procedures as the NIMAC may prescribe; and
3. Develop, adopt and publish procedures to protect against copyright infringement, with respect to print instructional materials provided in accordance with the Act.
“National Instructional Materials Accessibility Standard” or “NIMAS” means the standard established by the United States Secretary of Education to be used in the preparation of electronic files suitable and used solely for efficient conversion of print instructional materials into specialized formats. (34 CFR 300.172)
“Native language” if used with reference to an individual of limited English proficiency, means the language normally used by that individual, or, in the case of a child, the language normally used by the parent(s) of the child, except in all direct contact with a child (including evaluation of the child), the language normally used by the child in the home or learning environment. For an individual with deafness or blindness, or for an individual with no written language, the mode of communication is that normally used by the individual (such as sign language, Braille, or oral communication). (34 CFR 300.29)
“Nonacademic services and extracurricular services” may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the local educational agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the local educational agency and assistance in making outside employment available. (34 CFR 300.107(b))
“Notice” means written statements in English or in the primary language of the home of the parent(s), or, if the language or other mode of communication of the parent(s) is not a written language, oral communication in the primary language of the home of the parent(s). If an individual is deaf or blind, or has no written language, the mode of communication would be that normally used by the individual (such as sign language, Braille, or oral communication). (34 CFR 300.503(c))
“Occupational therapy” means services provided by a qualified occupational therapist or services provided under the direction or supervision of a qualified occupational therapist and includes: (Regulations Governing the Licensure of Occupational Therapists (18VAC85-80-10Â et seq.); 34 CFR 300.34(c)(6))
1. Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation;
2. Improving ability to perform tasks for independent functioning if functions are impaired or lost; and
3. Preventing, through early intervention, initial or further impairment or loss of function.
“Orientation and mobility services” means services provided to blind or visually impaired children by qualified personnel to enable those children to attain systematic orientation to and safe movement within their environments in school, home, and community; and includes travel training instruction, and teaching children the following, as appropriate: (34 CFR 300.34(c)(7))
1. Spatial and environmental concepts and use of information received by the senses (e.g., sound, temperature, and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);
2. To use the long cane or service animal to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision;
3. To understand and use remaining vision and distance low vision aids; and
4. Other concepts, techniques, and tools.
“Orthopedic impairment” means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). (34 CFR 300.8(c)(8))
“Other health impairment” means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and Tourette syndrome that adversely affects a child’s educational performance. (34 CFR 300.8(c)(9))
“Paraprofessional,” also known as paraeducator, means an appropriately trained employee who assists and is supervised by qualified professional staff in meeting the requirements of this chapter. (34 CFR 300.156(b)(2)(iii))
“Parent” means: (Â§ 20-124.6 and Â§Â 22.1-213.1 of the Code of Virginia; 34 CFR 99.4 and 34 CFR 300.30)
1. Persons who meet the definition of “parent”:
a. A biological or adoptive parent of a child;
b. A foster parent, even if the biological or adoptive parent’s rights have not been terminated, but subject to subdivision 8 of this definition;
c. A guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the child (but not a guardian ad litem, or the state if the child is a ward of the state);
d. An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare;
e. If no party qualified under subdivisions 1 a through 1 d of this definition can be identified, or those parties are unwilling to act as parent, a surrogate parent who has been appointed in accordance with requirements detailed underÂ 8VAC20-81-220; or
f. A minor who is emancipated under Â§Â 16.1-333Â of the Code of Virginia.
2. If a judicial decree or order identifies a specific person(s) under subdivisions 1 a through 1 e of this subsection to act as the “parent” of a child or to make educational decisions on behalf of a child, then such person(s) shall be determined to be the “parent” for purposes of this definition.
3. “Parent” does not include local or state agencies or their agents, including local departments of social services, even if the child is in the custody of such an agency.
4. The biological or adoptive parent, when attempting to act as the parent under this chapter and when more than one party is qualified under this section to act as a parent, shall be presumed to be the parent for purposes of this section unless the biological or adoptive parent’s or parents’ authority to make educational decisions on the child’s behalf has been extinguished pursuant to Â§Â§Â 16.1-277.01,Â 16.1-277.02, orÂ 16.1-283Â of the Code of Virginia or a comparable law in another state.
5. Noncustodial parents whose parental rights have not been terminated are entitled to all parent rights and responsibilities available under this chapter, including access to their child’s records.
6. Custodial stepparents have the right to access the child’s record. Noncustodial stepparents do not have the right to access the child’s record.
7. A validly married minor who has not pursued emancipation under Â§Â 16.1-333Â of the Code of Virginia may assert implied emancipation based on the minor’s marriage record and, thus, assumes responsibilities of “parent” under this chapter.
8. The local educational agency shall provide written notice to the biological or adoptive parents at their last known address that a foster parent is acting as the parent under this section, and the local educational agency is entitled to rely upon the actions of the foster parent under this section until such time that the biological or adoptive parent attempts to act as the parent.
“Parent counseling and training” means assisting parents in understanding the special needs of their child, providing parents with information about child development, and helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP or IFSP. (34 CFR 300.34(c)(8))
“Participating agency” means a state or local agency (including a Comprehensive Services Act team), other than the local educational agency responsible for a student’s education, that is financially and legally responsible for providing transition services to the student. The term also means any agency or institution that collects, maintains, or uses personally identifiable information, or from which information is obtained under Part B of the Act. (34 CFR 300.611(c), 34 CFR 300.324(c) and 34 CFR 300.321(b)(3))
“Personally identifiable” means information that contains the following: (34 CFR 300.32)
1. The name of the child, the child’s parent, or other family member;
2. The address of the child;
3. A personal identifier, such as the child’s social security number or student number; or
4. A list of personal characteristics or other information that would make it possible to identify the child with reasonable certainty.
“Physical education” means the development of: (34 CFR 300.39(b)(2))
1. Physical and motor fitness;
2. Fundamental motor skills and patterns; and
3. Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports). The term includes special physical education, adapted physical education, movement education, and motor development.
“Physical therapy” means services provided by a qualified physical therapist or under the direction or supervision of a qualified physical therapist upon medical referral and direction. (Regulations Governing the Practice of Physical Therapy,Â 18VAC112-20; 34 CFR 300.34(c)(9))
“Private school children with disabilities” means children with disabilities enrolled by their parent(s) in private, including religious, schools or facilities that meet the definition of elementary school or secondary school as defined in this section other than children with disabilities who are placed in a private school by a local school division or a Comprehensive Services Act team in accordance withÂ 8VAC20-81-150. (34 CFR 300.130)
“Program” means the special education and related services, including accommodations, modifications, supplementary aids and services, as determined by a child’s individualized education program.
“Psychological services” means those services provided by a qualified psychologist or under the direction or supervision of a qualified psychologist, including: (34 CFR 300.34(c)(10))
1. Administering psychological and educational tests, and other assessment procedures;
2. Interpreting assessment results;
3. Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;
4. Consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;
5. Planning and managing a program of psychological services, including psychological counseling for children and parents; and
6. Assisting in developing positive behavioral intervention strategies.
“Public expense” means that the local educational agency either pays for the full cost of the service or evaluation or ensures that the service or evaluation is otherwise provided at no cost to the parent(s). (34 CFR 300.502(a)(3)(ii))
“Public notice” means the process by which certain information is made available to the general public. Public notice procedures may include, but not be limited to, newspaper advertisements, radio announcements, television features and announcements, handbills, brochures, electronic means, and other methods that are likely to succeed in providing information to the public.
“Qualified person who has a disability” means a “qualified handicapped person” as defined in the federal regulations implementing the Rehabilitation Act of 1973, as amended. (29 USC Â§ 701 et seq.)
“Recreation” includes: (34 CFR 30.34(c)(11))
1. Assessment of leisure function;
2. Therapeutic recreation services;
3. Recreation program in schools and community agencies; and
4. Leisure education.
“Reevaluation” means completion of a new evaluation in accordance with this chapter. (34 CFR 300.303)
“Rehabilitation counseling services” means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to students with disabilities by vocational rehabilitation programs funded under the Rehabilitation Act of 1973 (29 USC Â§ 701 et seq.), as amended. (34 CFR 300.34(c)(12))
“Related services” means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education and includes speech-language pathology and audiology services; interpreting services; psychological services; physical and occupational therapy; recreation, including therapeutic recreation; early identification and assessment of disabilities in children; counseling services, including rehabilitation counseling; orientation and mobility services; and medical services for diagnostic or evaluation purposes. Related services also includes school health services and school nurse services; social work services in schools; and parent counseling and training. Related services do not include a medical device that is surgically implanted including cochlear implants, the optimization of device functioning (e.g., mapping), maintenance of the device, or the replacement of that device. The list of related services is not exhaustive and may include other developmental, corrective, or supportive services (such as artistic and cultural programs, and art, music and dance therapy), if they are required to assist a child with a disability to benefit from special education. (Â§Â 22.1-213Â of the Code of Virginia; 34 CFR 300.34(a) and (b))
Nothing in this section:
1. Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive related services that are determined by the IEP team to be necessary for the child to receive FAPE;
2. Limits the responsibility of a public agency to appropriately monitor and maintain medical devices that are needed to maintain the health and safety of the child, including breathing, nutrition, or operation of other bodily functions, while the child is transported to and from school or is at school; or
3. Prevents the routine checking of an external component of a surgically implanted device to make sure it is functioning properly.
“School day” means any day, including a partial day, that children are in attendance at school for instructional purposes. The term has the same meaning for all children in school, including children with and without disabilities. (34 CFR 300.11)
“School health services and school nurse services” means health services that are designed to enable a child with a disability to receive FAPE as described in the child’s IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person. (Chapter 30 (Â§Â 54.1-3000Â et seq.) of Title 54.1 of the Code of Virginia; 34 CFR 300.34(c)(13))
“Scientifically based research” means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs and includes research that: (20 USC Â§ 9501(18); 34 CFR 300.35)
1. Employs systematic, empirical methods that draw on observation or experiment;
2. Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
3. Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;
4. Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;
5. Ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and
6. Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
“Screening” means those processes that are used routinely with all children to identify previously unrecognized needs and that may result in a referral for special education and related services or other referral or intervention.
“Section 504” means that section of the Rehabilitation Act of 1973, as amended, which is designed to eliminate discrimination on the basis of disability in any program or activity receiving federal financial assistance. (29 USC Â§ 701 et seq.)
“Serious bodily injury” means bodily injury that involves substantial risk of death, extreme physical pain, protracted and obvious disfigurement, or protracted loss or impairment of the function of a bodily member, organ or mental faculty. (18 USC Â§ 1365(h)(3); 34 CFR 300.530(i)(3))
“Services plan” means a written statement that describes the special education and related services the local educational agency will provide to a parentally placed child with a disability enrolled in a private school who has been designated to receive services, including the location of the services and any transportation necessary, and is developed and implemented in accordance withÂ 8VAC20-81-150. (34 CFR 300.37)
“Social work services in schools” means those services provided by a school social worker or qualified visiting teacher, including: (Licensure Regulations for School Personnel,Â 8VAC20-22-660); 34 CFR 300.34(c)(14))
1. Preparing a social or developmental history on a child with a disability;
2. Group and individual counseling with the child and family;
3. Working in partnership with parents and others on those problems in a child’s living situation (home, school, and community) that affect the child’s adjustment in school;
4. Mobilizing school and community resources to enable the child to learn as effectively as possible in the child’s educational program; and
5. Assisting in developing positive behavioral intervention strategies for the child.
A local educational agency, in its discretion, may expand the role of a school social worker or visiting teacher beyond those services identified in this definition, as long as the expansion is consistent with other state laws and regulations, including licensure.
“Special education” means specially designed instruction, at no cost to the parent(s), to meet the unique needs of a child with a disability, including instruction conducted in a classroom, in the home, in hospitals, in institutions, and in other settings and instruction in physical education. The term includes each of the following if it meets the requirements of the definition of special education: (Â§Â 22.1-213Â of the Code of Virginia; 34 CFR 300.39)
1. Speech-language pathology services or any other related service, if the service is considered special education rather than a related service under state standards;
2. Vocational education; and
3. Travel training.
“Special education hearing officer” has the same meaning as the term “impartial hearing officer” as that term is used in the Act and its federal implementing regulations.
“Specially designed instruction” means adapting, as appropriate to the needs of an eligible child under this chapter, the content, methodology, or delivery of instruction: (34 CFR 300.39(b)(3))
1. To address the unique needs of the child that result from the child’s disability; and
2. To ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children within the jurisdiction of the local educational agency.
“Specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; of environmental, cultural, or economic disadvantage. (Â§Â 22.1-213Â of the Code of Virginia; 34 CFR 300.8(c)(10))
Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
“Speech or language impairment” means a communication disorder, such as stuttering, impaired articulation, expressive or receptive language impairment, or voice impairment that adversely affects a child’s educational performance. (34 CFR 300.8(c)(11))
“Speech-language pathology services” means the following: (34 CFR 300.34(c)(15))
1. Identification of children with speech or language impairments;
2. Diagnosis and appraisal of specific speech or language impairments;
3. Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;
4. Provision of speech and language services for the habilitation or prevention of communicative impairments; and
5. Counseling and guidance of parents, children, and teachers regarding speech and language impairments.
“State assessment program” means the state assessment program in Virginia under the Act that is the component of the state assessment system used for accountability.
“State educational agency” means the Virginia Department of Education. (34 CFR 300.41)
“State-operated programs” means programs that provide educational services to children and youth who reside in facilities according to the admissions policies and procedures of those facilities that are the responsibility of state boards, agencies, or institutions. (Â§Â§Â 22.1-7, 22.1-340 and 22.1-345 of the Code of Virginia)
“Supplementary aids and services” means aids, services, and other supports that are provided in general education classes or other education-related settings to enable children with disabilities to be educated with children without disabilities to the maximum extent appropriate in accordance with this chapter. (34 CFR 300.42)
“Surrogate parent” means a person appointed in accordance with procedures set forth in this chapter to ensure that children are afforded the protection of procedural safeguards and the provision of a free appropriate public education. (34 CFR 300.519)
“Timely manner” if used with reference to the requirement for National Instructional Materials Accessibility Standard means that the local educational agency shall take all reasonable steps to provide instructional materials in accessible formats to children with disabilities who need those instructional materials at the same time as other children receive instructional materials. (34 CFR 300.172(b)(4))
“Transition from Part C (Early Intervention Program for Infants and Toddlers with Disabilities) services” means the steps identified in the Individualized Family Services Plan (IFSP) to be taken to support the transition of the child to: (34 CFR 300.124)
1. Early childhood special education to the extent that those services are appropriate; or
2. Other services that may be available, if appropriate.
“Transition services” if used with reference to secondary transition means a coordinated set of activities for a student with a disability that is designed within a results-oriented process that: (34 CFR 300.43)
1. Is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
2. Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests and includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and, if appropriate, acquisition of daily living skills and functional vocational evaluation.
Transition services for students with disabilities may be special education, if provided as specially designed instruction, or related services, if they are required to assist a student with a disability to benefit from special education.
“Transportation” includes: (34 CFR 300.34(c)(16))
1. Travel to and from school and between schools;
2. Travel in and around school buildings; and
3. Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.
“Traumatic brain injury” means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. (34 CFR 300.8(c)(12))
“Travel training” means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to: (34 CFR 300.39(b)(4))
1. Develop an awareness of the environment in which they live; and
2. Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).
“Universal design” has the meaning given the term in Â§ 3 of the Assistive Technology Act of 1998, as amended, 29 USC Â§ 3002. The term “universal design” means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly usable (without requiring assistive technologies) and products and services that are made usable with assistive technologies. (34 CFR 300.44)
“Virginia School for the Deaf and the Blind at Staunton” means the Virginia school under the operational control of the Virginia Board of Education. The Superintendent of Public Instruction shall approve the education programs of this school. (Â§Â 22.1-346Â of the Code of Virginia)
“Visual impairment including blindness” means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. (34 CFR 300.8(c)(13))
“Vocational education,” for the purposes of special education, means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment or for additional preparation for a career not requiring a baccalaureate or advanced degree, and includes career and technical education. (34 CFR 300.39(b)(5))
“Ward of the state” means a child who, as determined by the state where the child resides is: (34 CFR 300.45)
1. A foster child;
2. A ward of the state; or
3. In the custody of a public child welfare agency.
“Ward of the state” does not include a foster child who has a foster parent who meets the definition of a “parent.”
“Weapon” means dangerous weapon under 18 USC Â§ 930(g)(2). (34 CFR 530(i)(4))
Cited by VDOE in its 1.11.18 and 5.24.19 Letters of Findings:
2. Each local educational agency shall ensure that an IEP: (34 CFR 300.323(c))
a. Is in effect before special education and related services are provided to an eligible child;
b. Is developed within 30 calendar days of the date of the initial determination that the child needs special education and related services;
c. Is developed within 30 calendar days of the date the eligibility group determines that the child remains eligible for special education and related services following reevaluation, if the IEP team determines that changes are needed to the child’s IEP, or if the parent requests it; and
d. Is implemented as soon as possible following parental consent to the IEP.
Cited by VDOE in its 1.11.18 and 5.24.19 Letters of Findings:
6. Each local educational agency shall provide special education and related services to a child with a disability in accordance with the child’s IEP. (34 CFR 300.323(c)(2))