- Collection:
- Georgia Government Publications
- Title:
- Special education due process forms: selected translations for non-English speaking families [1995]
- Creator:
- Georgia. Department of Education. Office of Instructional Services
- Contributor to Resource:
- Georgia. Department of Education. Office of Instructional Services
- Publisher:
- Atlanta, Ga. : Georgia. Department of Education. Office of Instructional Services
- Date of Original:
- 1995
- Subject:
- Georgia
- Location:
- United States, Georgia, 32.75042, -83.50018
- Medium:
- publications (documents)
- Type:
- Text
- Format:
- application/pdf
- External Identifiers:
- Call Number GA E300.I5 M1 1995 S6
- Metadata URL:
- https://dlg.galileo.usg.edu/id:dlg_ggpd_s-ga-be300-pi5-bm1-b1995-bs6
- Digital Object URL:
- https://dlg.galileo.usg.edu/do:dlg_ggpd_s-ga-be300-pi5-bm1-b1995-bs6
- Language:
- eng
- Holding Institution:
- University of Georgia. Map and Government Information Library
- Rights:
-
SPECIAL EDUCATION DUE PROCESS FORMS'
Selected Translations for Non-English Speaking Families!
A Product of the Georgia Learning Resources System (GLRS)
Metro East GLRS 2415-C N. Druid Hills Road
Atlanta, Georgia 30329 404/325-3011
Metro West GLRS 2268 Adams Drive, N. W. Atlanta, Georgia 30318
404/352-2697
PREFACE
The purpose of this publication is to assist local school systems in providing special education due process forms to Non-English speaking families. The following nine languages were selected for translation because of their frequency of occurrence in Georgia.
Chinese Gujarati (India) Khmer (Cambodia)
Korean Laotian
Russian Somali Spanish Vietnamese
This publication was developed with the assistance of many individuals. Virginia Brickman, Metro East GLRS, and Constance Goodson, Metro West GLRS, were primarily responsible for the total project. Special thanks are extended to Joann Brittingham and other members of the Metro Atlanta Child Serve Consortia who advocated many years for this publication and supported it's development. Dr. Donald G. Turchan, Director of the International Center, DeKalb County Schools, must also be recognized for his invaluable assistance in locating many of the translators used for this project.
The following translators provided their expertise and time so that this information would be available to you.
Margaret Tharpe - Chinese Vibha Desai - Gujarati
Janice Siv Tyler - Khmer Hanna Kwon - Korean
John K. Thanasack - Laotian Sofya Borodovsky - Russian
Ali Omar - Somali Juan A. Avalos - Spanish Hoi T. Doan - Vietnamese
It is hoped that school personnel will find this information helpful as they work with Non-English speaking families.
The contents of this publication were developed under a grant from the Georgia Department of Education. However, these contents do not necessarily represent the
policy of the Department of Education and are not endorsed by the federal government.
ENGLISH
LOCAL SOIOOL SYSTEM INFORMATION
Parental COnsent for Evaluation
(Date)
Dear Parent or Legal Guard1an/Surrogate Parent of
_
(Name)
Your ch il d was referred by
__
~__=_--------- and
(Name)
(Title)
was recommended for evaluat10n by the Student Support Team or other appropr1ate
source. He would 11ke to arrange for an 1nd1v1dual evaluation to gather more
1nformat10n about how to better meet your ch11d's needs.
If you have any quest10ns about why we feel your ch1ld needs test1ng or want to know more details about the evaluation, please call your ch1ld's school.
If you agree to have this evaluat10n done, you can request to know the exact t1me and .place that it will occur. You will have a chance to discuss the results within 30 school days following the evaluat10n. You will also be 1nvited to a meet1ng to discuss the findings. No changes will be made in your child's educational program until we hold the meeting.
The individual evaluation may include tests in the following areas: v1sion, heiring, motor sk1lls, soc1al/emot1Qnal, achievement, speech/language or others. An explanation of these irtaS 1s included. Your parental rights are inclUded, which show that you have certain rights regarding consent and evaluation procedures.
Please s1gn below to l&t us know whether or not you agree for testing to take place
and return this letter to
If you do not return
(Name)
this form within two weeks, we will contact you about your deciston.
Thank you for your cooperation.
Sincerely,
(Name)
<Title)
____yes, I agree for the
School System to evaluate my child.
____No, I do not agree for the following reasons:
(Signature of Parent/Guardian/Surrogate) Attachments
(Date)
LOCAL SCHOOL SYSTEM INfORMATION Typical Areas for Evaluation
The assessment areas 11sted below are examples of those typ1cally addressed 1n an assessment of a student's ab111t1es. The 11st does not 1nclude every area that m1ght be assessed nor may all areas listed be assessed. The evaluator will choose spec1fic tests that are thought to be best for the student's age. grade and physical abilities. Parents will be given specific Information on the tests used at the time the results are reviewed and at any subsequent Special Educat10n IEP/Staff1ng Committee meet1ngs. Certain tests may be admin1stered only by spec1ally tra1ned. cert1f1ed or otherwise qua11f1ed exam1ners. The term psycholog1cal eyaluat10n refers to a comprehensive assessment which may include tests in several of the following areas. VISION-A visual screening to determ1ne the student's visual acuity. If add1t10nal testing is 1nd1cated. the student may be referred to a medical eye spec1a11st for further evaluat10n. If v1sual problems are 1nd1cated. other tests (ach1evement. psychological. etc.> will be selected to be nondiscriminatory in terms of the vision impairment or these tests may be postponed until the visual problem can be corrected. HEARING-An audiometric screening to determine the student's hear1ng acuity. This screening may include puretone or impedence aUdiometry. If additional testing is indicated, the student may be referred to an aud101og1st or med1cal specialist. If a heiring impairment is indicated. other tests (achievement. psychological, etc.> will be selected to be nondiscriminatory in teras of the hearing impairment. ACHIEVEMENT-These tests may be group or individual tests to deter.'nt tht student's current level of academic funct10ning. Areas which may bt included are: oral expression; listening comprehension; written exprtsslon; basic reading skill; reading comprehension; mathematics calculation and aathematics reasoni ng. MOTOR-Testing may involve determinat10n of the student's gross and fint motor skill development. including abilities to perfoMl functional. school-related tasks and any deficits exper1enced in physical activities related to the educational program. INTELLIGENCE-Includes an individually administered test of general intelligence. These tests are used to leasure different types of cognitive abilities such as comprehension. visual and aud1tory perception. visual and auditory memory. voca~ulary. etc. Results on tests of these kind are required for entry into certa1n programs in special education. SPEECH/LANGUAGE-Test1ng 1ncludes assessment of a student's articulation. language, fluency, v01ce. and adequacy of the oral mechanism. For the non-verbal student. the assessment will explore alternative communication systems. ,SOCIAL/OOTIONAL-Test1ng 1ncludes an 'assessment of the student's ability to interact appropriately 1n everyday s1tuat10ns w1th1n the family. the school and the community. Such tests may include check11sts. parental and/or teacher interviews. as well as paper/penc11 tasks for the student. and observation of the student in the classroom. Projective tests are included as possible ..ans of assessments for some areas of d1sabilltles.
VOCATIONAL-Factors related to expected vocat10nal levels are 'exam1ned. Areas of assessment may 1nclude evaluat10n of scholast1c ab1l1t1es .anual d,xter1ty. cler1cal (typ1cally 1nclud1ng perceptual speed and accuracy) ..chan1cal reason1ng. spat1al reason1ng. career 1nterests and funct10nal motor sk11ls. LEARNING STYLES/COGNITIVE ABILITY-These types of tests exam1ne 1nd1v1dual l,arn1ng strengths and weaknesses that may be helpful in determining needed classroom adaptations.
OTHER-In the process of assessing a student's strengths and weaknesses. the ,valuator may need to use additional tests 1n order to gain a better understand1ng of the student's learning strengths and needs.
L..A.AL ~L S'rSTEJ4 INFORMATION
Notice of Special Education IEP/Plac...nt ee..ittee Meet'ng __T_yp_e oIfnMiteieatl' ng: ____ Review
(Date)
Dear Parent/Legal Guardian/Surrogate Parent of
__
There will be a meeting of the Special Education IEP/Placement Committe. concerning
your child
~-.~-:--
(Student)
at
~-"""":"'"------
(School)
on _ _- - - - - - - at _~(D-ate~) ------
(Time)
The purpose of this meeting will be to review all relevant information about your child and to determine an appropriate program and least restrictive .ducational environment for your child. If your child is eligible for special education services, a~ Individualized Education Program (rEP) will be developed. For students with disabilities, 16 years or old&r, transition services will be discussed. Placement recommendations for special education and/or related services will b. based on the IEP.
The following people have been invited to attend this meeting:
illle.
You are invited and urged to participate in this committee meeting. You ..y be
accompanied to this meeting by a third party if you wish. If you choose to bring a
third party, we request three days notice prior to the meeting. If you would like
more information about this meeting or would like the meeting datI and/or ti..
changed, please call
at
, or contact your child's
teacher or principal.
Sincerely,
--~ (Na- me~ ) -_. --~ (T~ itl- .) ---
Please check one and return this form to
:
_ _I will attend the meeting for
_
(Student)
_ _I will not be attending the meeting and understand that I Illy requ.st 1 copy of the committee recommendations.
Signed: ~ (Pa-re- nt/- Gu-ar- dia- n/S-ur- ro- gat- e)--
(Oat,)
LOCAL SOtCX>l SYSTEM INFORMATION letter To Parent(s) lot In Attendance . At Initial IEP/Plac.-ent Meeting
(Oate)
Oear Parent/Legal Guardlan/Surrogate Parent of:
~---------------------------__ (Student>
We regret that you were not able to attend the special education
Individuallzed Education Program (IEP)/Placement Committee meet1ng held
on
. Attached is a copy of the m1nutes of the
(Oate)
meeting that describes the. options we discussed and the informat10n we used to
make our decision. Our final recommendation was for
_
(Student)
A.
to contlnue in his/her current educational program. If other
conslderations are necessary. they should be addressed through the local
school Student Support Team (SST).
D.
to particlpate in the speclal education program(s) listed on the
attached parental consent for placement form. An IEP was developed tha.t
describes ali identifled servlce needs. Please sign the attached
parental consent for placement form to let us know your decision and
re turn i t to -:--
at
~--- ~----------""
(Name)
(School)
.
.
If we do not hear from you within two weeks. we will contact you to find out
your decision.
You may agree or disagree with this recommendation. If you have any
questions. we will be glad to talk to you or set up another meeting. Please
ca11
at
~~----
---
(Name/Tlt1e)
(Telephone Number)
if you would like to discuss this further.
Thank you for working with us to help ..et your child's nleds.
Sincerely.
Attachments
(Name)
(n tll)
LOCAL SCHOOL SYSTEM INFORMATION
Parental Consent for Plac.-ent
This is to certify that I understand that at the spec1al education
Individua11zed Education Program (IEP)/Placement Comm1ttee leeting held
on
' 1t .was recOftlllended that
_
(Date)
(Student)
part1cipate 1n the follow1ng spec1al educat10n program(s)/serv1ces:
I understand that this recommendat10n 1ncludes all the service needs ident1f1ed in my child's IEP. __------ Yes, I do agree w1th th1s placement. ______---- No, I do not agree with this placement for the following reasons:
(Signature of Parent/Guard1an/Surrogate) (Date)
A copy of Parental R1ghts 1n Special Educat10n 1s included.
5yste. Use Only: Date of B1rth:
FTE#:
_
_
LOCAL SOtOOL STSIEM INFORMATION
Prtor Nottel for Reev~lu~tton
Date:
_
School: - - - - - - - - - - - - - -
Dear Parent/Legal Guardian/Surrogate Parent of
_
(Student>
~eevaluation of students with disabilities must be completed at least every
three years in order to determine current needs and elig1bility for cont1nued
placemertt. The reevaluat10n by qualified personnel may include tests in the
follow1ng areas: vis1on. hearing. motor skills. 1ntelligence.
tocial/emotional, achievement. speech/language or other tests. An explanation
of these are~s is 1ncluded.
.
You will be invited to a meeting to discuss the f1ndings. No changes will be made in your child's educational program until an IEP/Placlment Comm1ttee m~cting 1s held.
~Arental Rights in Special Education are 1ncluded with th1s letter.
Sincerely,
Attachments
(Name)
(Title>
LOCAL SCHOOL SYSTEM INFORMATION
Iot1f1c~t1on of Loc~l Med1~t1on
(Date)
Dear Parent/Legal Guardian/Surrogate Parent of: ~--- --- ---___ (Student)
The _--------------School System requests a med1at10n
conference wi th you on
at
. The purpose
(Date)
(Address)
of this conference is to discuss educational needs for ----------------
(Student>
and to prov1de the opportunity to meet informally to resolve our d1fferences
regarding proposed special education services. You are not required to
participate in mediation and may bypass this process and requ.st a hear1ng.
Mediation will not interfere with required time lines for th. hear1ng process.
You may be accompanied to thE med1at10n conference by a th1rd party. If you choose to bring someone with you, we request prior notice. A wr1tten agreement will be developed, signed by both parties and made ava1labl. to both parties at the end of the mediation. A copy of parent r1ghts are included.
During the pendency of any administrative or judicial proceedings regarding a compla1nt, unless the school system and the parents of the student agr otherwise, the student involved 1n the compla1nt will remain In h1s or her pr.sent education placement.
If the complaint involves an application for 1n1tial admiss10n to publ'c school, the student, w1th the consent of the parents, w1l1 be placed in the pub11c school program unt11 the completion of all proceed1ngs.
N. look forward to this opportunity to meet w1th you regard1ng your ch'ld's educational needs. If you have any questions prior to this ..eting, please let me know.
S1ncerely,
(Name)
(Title>
LOCAL SOtOOl SYSTEM INFORMATION
Notification of Local Hearing
(Date)
Dear Parent/Legal Guardian/Surrogate Parent of
~~--- ------------~
(Student>
Due to a request by
a hearing has
been scheduled with a (Hame of Parent or Public Agency)
r,gional hearing officer for the purpose of evaluating the appropriateness of
the decision of
---------------------
(School System)
Special Education IEP/Placement Committee concerning
's
(Student)
proposed educational program. The hearing must occur within 20 calendar days
. oonf the receipt of the writtaetn request. and will be conducted_
(Date)
(Address)
and begin at
_ <Time)
As the parent of
you may Inspect. at reasonable
times, copies of all records pertaining to your child developed by the school
system or by its agents or employees, including all tests or reports upon
which the propcsed placement action was based.
The regional hear1ng officer must consider Independent medlcal, psychological or educat10nal evaluations by a cert1fled or licensed examiner which lay b. presented as evidence.
In addition, you may be represented, at your own expense, by counselor other individuals at any stage of the hear1ng process.
The above hearing will be closed to the public unless you request to the regional hearing officer that the hearing be open to the public. However, tn such an instance, the school system's attorney. appropriate staff ...oers of the local board of education and other persons requested by elther the school system or you and approved by the regional hearing officer lay be present.
Both parties may present testimony or evidence to the regional heartng offlcer and both parties will have the opportunity to quest10n w1tnesses. Either party may lawfully subpoena or compel the attendance of w1tnesses durlng the due process hearing. All proceedings w111 be recorded on tape or by other appropriate means. The reg10nal hear1ng officer has the author1ty to confin. Or reject the decision of all concerned partles.
Iotlflcatlon of Local Hearing
Page 2
During the pendency of any administrative or judicial proceedings regarding a
~tohmerpwliasine,t,
unless the school system and the parents of the student agree the student involved in the complaint will remain in his or her
present education placement.
If the complaint involves an application for initial admission to public school, the student with the consent of the parents, will be placed in the publiC school program until the completion of all proceedings.
Within 2S calendar days following the conclusion of the hearing, the written decision of the regional hearing officer will be submitted to you and the local board of education. The regional hearing officer aay grant specific extensions of these time lines at the request of either party.
The written decision of the regional hearing officer shall be based solely upon the evidence presented at the hearing and shall include a summary of the hearing and written recommendations of fact supporting the reasons for the decision.
The written findings or decision of the regional hearing officer are to be transmitted to the State Advisory Panel for Special Education after deleting any personally identifiable Information.
Sincerely,
(Name)
(Title)
LOCAL SCHOOl SYSTEM INFORMATION Nottce/Authortzatton to Release Info~t1on
I hereby authorize:
to release confidential records for:
Student's. Full Name: Birthdate:
School :
To: _ _- - - - - - - - - - -
Grade:
_
It 1s understood that the party to whom th1s 1nformation is released wtll not release it to a third party without appropriate consent.
Records to be Released
_____Consent Forms
_____Psychological Assessment
_____Special Education Placement/Minutes
_____IFSP/IEP/Annual Review
_____Medical Records
_____Eligibility Report
_Other:
_
Reason(s) for Release _ _ _ _OEdthuecra:tional Planning Purpo_ses
I understand and agree to the above statement.
Signature of Parent/Guardian/Surrogate Parent:
___
Date:
This is to notify you. the parent. that I have released the above student's records to:
(School System)
S'gnatur~ of Sch~l System Representat1ve:
_
Date:
_
UXAl SQIX)l SYS IEM I.FORMATION YaJR RIGHTS AS PAREITS - REGARDING SPECIAL EWCATION
As I parent of I child who his bttn rlf.rrtd for sptcill Iducltion strv1ces or who :is Ilr.ldy receiving specill tducltion benefits. you Ind your child hive certal" rights which Ire protected by state or ftderal law. Nt want you to know Ibout thIS' ri ghts.
~;ht to inspect and rlv1tw tducation rtcords rtgard1ng 1dent1f1cat1on.
tvaluation. tducational placement. Ind provision of I frlt approprilte public .ducation. without unnecessary delay. after parlnts' r'Qu.st and b.fore Iny meeting regard1ng In IEP or hearing Ind. in no CIS'. -ere thin 4S days after request. Z.> Right to have a repres.ntative appointed by you to revi.w the rlcords. 3.> Right to request that the agency provide copi.s of the rlcords If fa'lur. to provide those copies would effectively prevent the parent from .xerc's'ng the right to inspect and review the records. 4.) R'ght to have the agency presume that I parent has authority to inspect Ind review records of his or her child unltss Igency has betn advis.d that parent does not have authority under statt law. S.> Right to inspect and rlv1ew only the 1nfo~tion rtlat1ng to the1r ch11d if any education record 1ncludes 1nformation on .cr. thin onl child. 6.> R'ght to have the pub11c agency keep a rtcord of part'ls obtain'ng access to education records collected. mainta1ned. or us.d under this part (exc.pt access by parents and authorized tmploy.es of the part1c1pat1ng agtncy>. Including the name of the party. the date acc.ss was g1vtn. and tht purpost for which the party's author1ztd to USt the rtcords. 7.> Right to have the partic1pating agency s.arch for or retr'eve 'nformation without charge. 8.) A parent may be charged a ftl for copies of rtcords which are aade for parents if the fee does not .fftct1vely prevent the parents fro- txerc'stng their r1ght to inspict and review thost r.cords. 9.> R'ght to be informed of all types and locations of records bting colltcted. maintained or used by the agency. 10.> Right to ask for an Ixplanation of Iny ,t 'n the rtcords. 11.> Right to Isk for an a..ndment of Iny record 'f 1t ts 1naccurate 'sltld1ng or violates the privacy or other r1ghts of the child. 12.> Right to be 1nformed of rtfusal and right to I h.aring 1f tht Igency refuses to make the requested lmendment. 13.> Right to haye the agency dec1dt whtth.r to .-end the tnfo~t'on w1th1n I reasonable t1me after bt1ng Isked to do so. 14.> Right to be 1nformed 'f the Igency dec'des tn I hear'ng that the tnformation is 1naccurate isltld1ng or v101at've of tht ch"d's r'ghts and tht right to have the record amended. 15.> R'ght to be 'nformed of the plrent's right to pllce a stattment'n the r.cord commenting on 1nformat10n or setting forth tht parents' reasons for d1sagreeing with the agency decis10n if ,t is decided in a htar'ng that lnformat'on need not be amended.
Efflct've 2-14-94
1& ) R1ght to hive the parents' explanat10n aa'nta1ned 1n the record as long as the contested record is ..inta1ned.
17.) R1ght to have the parents' explanation disclosed 1f the contested record 1s d1sclosed.
ar:IsI0DRm1gIhAt
LIJI Of IlfQRMAU"';
to restrict access to
your
ch',d's
records
by
withhold1ng
consent
to
disclose records.
2.) R1ght to be not'fdied and receive copies before info~tion in your ch11d's
file 1s destroy.
3.) Right to be told to whom inforaation has been d'sclosed.
4.) Right to r.view and rective copies of all 1nfo~tion sent to another agency
wher. your child seeks or is eligible to enroll.
DDEPEllDEIfT EVAUJAUCII;
z1..))
Right to obta1n an 1ndep.ndent evaluat10n by a qualified exa-'ner. Right to have the independent evaluation obtained at lithlr public or pr1vate
Ixpense cons'dered 1n Itther ..ettngs whert placl..nt or progra- dectstons are
alde or tn a heartng regard'ng a free approprtatl publtc tducatton.
3.) R1ght to be told vhere an tndependent Ivaluatton ..y be obta1ned at no expense
or low expense.
.
~.) R1ght to an tndependent evaluation at publtc Ixpensl under the same crtter1a
as those used by the pUbltc agency under which thl Ivaluation ts obta1ned.
includ1ng the 10cat10n of the .valuat10n if you disagree wtth the agency's
tvaluat10n. except that the public agency has thl r1ght to inittate a hearing
regard1ng a frtt appropriate public education to show that its evaluation Is
appropr 1ate .
5.) R1ght to an 'ndeptndent evaluation at publ'c txpenst when the tvaluat,on tl
requested by a heartng off1cer dur'ng a hear'ng. -Evaluat'on- ..ans
procedures used in accordance with SS 300.530 - 300.534 to dttlraint wh.ther a
ch1ld has a d'sab',ity and the nature and txttnt of tht spec'al tducat'on and
related services that the child needs. This tera ..ans procedures used
selectively with an tnd'vidual child and does not 1nclude bas1c ttsts
administered to or procedures used wtth all ch11drtn 1n a school. grade. or
class. -Independent educat'onal Ivaluation- ..ans an tvaluation conducted by
a qualified exam'ner who 1s not tmployed by the pub11c agency responsible for
the educat10n of the ch11d in quest'on. -Indlpendlnt educattonal tvaluation
at publ'c expense- ..ans that the public agency either pays for the full cost
of the evaluat'on or ensures that the evaluat'on 's otherwtse provided at no
cost to the parent.
mUtE;
1.) R1ght to be notif'ed and present at all ...t'ngs before the agency 'n,t'ates
or changes (or refuses to 'n,t1atl or change) thl 1dentification. tvaluat'on,
placement or provis'on of a frtl appropriate pub11c tducatton.
2.) R'ght to have that not'ce1n writ'ng. 1n your nathe languagt. or othtr
pr'nc'pal .cde of communication. at a level undtrstandablt to tht Itneral
public.
.
3.) R'ght to have the notice descr1be the proposed action. txpl.in why 1t is
proposed. descr'be the opttons considered and Ixpla1n why those oth.r opt'ons
were rejected.
4.) R'ght to be not'fted of each .valuation procedurl. t.st. rtcord or report the
agency has used as a basis for any ageftcy-proposed action or basis for refusal.
5.) R'ght to a descriptton of any other factors wh'ch art rtltvant to .the agency's
proposed act'on or basts for rtfusal.
I.) R1ght to be present at all IEP ..ettngs.
Effect,v. 2-14-94
'S 7.>
Rtght to a nottci that tncludes a full Ixplanation of all thl procldural safeguards avatlabll to thl parents.
I. )
Rtght of a parlnt. whose nattve language or other -ede of ce-BUntcatton not a written language. to have the not'CI translatld orally or by other ..ans tn
his or hlr nativi language or othlr -edl of communi catton; the right to .
understand thl content of the not'ce; and the rtght to written Ividlnce that
thlsl rlquirl..nts havi btln ..t.
gllSEII:
1.) Right to gtvi consent blforl a prlplacl..nt Ivaluat,on is conductld. 2.) Right to g'vi consent blforl 1ntttal placl..nt can bl ~de 1n special
Iducat'on. 3.) R'ght to a descr'pt'on of the act'v,ty for whtch conSlnt 1s rlquested
1nclud'ng a 11st of records (1f any> wh'ch will bl releasld and to whe-. 4.> R1ght to rlvoke consent at any t1... 5.) Right of the aglncy to procled. 1n the abslnce of consent. to a hlar1ng to
determine 1f your child should be Ivaluated or 'nttially plaCid. Exclpt for preplacement Ivaluation and 'n,ttal place..nt. consent ~y not be requ'red as a condition of any benefit to the parent or child. Consent- ..ans that: (a) The parent has been fully 'nformed of all 'nfor.at'on rllevant to the activity for which consent's sought. in his or her native language or other .ede of communtcation; (b> The parent understands and agrees. 'n wr,t'ng. to the carrying out of the activ'ty for whtch hts or hlr consent's sought. and the consent descrtbes that activity and "sts the rlcords ('f any> which will be rlleased and to whom; and (c) The parent understands that thl grant'ng of consent's voluntary on the part of thl parlnt and ~y bl rlvoked at any ~, ...
BEARINGS:
1.> Right to request local ..diat,on and/or an t~art'al dUI process hlar'ng to
~uestion the agency'S 'dentification. Ivaluation or placement of your ch',d or
to question the agency's provis'on of a free appropr'ate pub11c Iducation.
2.> Right to be told of any free or low-cost legal and othlr rilivant slrv'ces
available (e.g . an expert on d'sab",ty condittons that ~y be a wttnlss at
the hearing when parent requests 'nfo~t'on or parlnt or agency 'nitiates a
hearing>.
3.) Right to a hear'ng conducted by thl statl Iducat'onal aglncy.
4.> Right to have the hearing cha'rld by a hlar'ng officlr who 's not I~loyed by
a public agency 'nvolved in thl Iducat,on of your ch',d or otherw'se
'S personally or profess10nally 1ntlrlsted 1n the hearing <the hear1ng officer is
not an employee of the agency solely blcause hi or shl pa'd by the agency
to serve as a hlar'ng officlr>.
5.> Right to a list of the persons who Sirvi as hear1ng off'cers. tnclud'ng a
statement of thl qua11ficat,ons of lach of those persons.
6.> Right of parents or partils to bl adv1sId and accompanild at thl hlar'ng by
counsel and to be accompanied by 'nd'v'duals wtth special knowlldgl or
train'ng tn probllms of the d'sabled.
7.> Right to havi your ch',d prlsent.
8.> Right to havi thl hear'ng opln to thl publ'c.
g.> Right of parents or parties to prlSlnt evtdence and confront. cross-txa.ine
and compel thl attendance of wttnessls.
10.> Right of parents or partils to prohibtt thl 'ntroduct'on of any evtdenci at
the hearing that has not been disclosld at llast fivi days blforl the hearing.
11.> Right of parents or parttes to have a wrttten or electrontc verbatt. record of
the h e a r ' n g .
.
3015
Effecttve 2-14-94
12.)
dRl1 ~'hst10onf
parents or part11S to obta'n wr1ttln f'nd1ngs of fact and a wr~ttln w1th1n 45 days aftlr thl local Iducat,on aglncy rlce'ved the 'n,ttal
rlquest for thl hlar'ng.-lxClpt that thl hlar'ng offtclr .ay grant a spec1f1c
Iltlns'on of t'me at the rlqulst of Itther party.
13 ) R,ght of parlnts or part'IS to a f1nal dec's'on .adl by the hear1ng offtcer.
unllss a party brtngs a c1v11 actton.
14 ) R1ght to havi a hlar1ng or an applal Sit at a t1.. and placi rlasonably
conventent to you and your ch11d.
15 ) Rtght of aggrtlvld parlnts or parttls to appeal the dec1s1on of the hear1ng
. otf1cer by br1ngtng a c'v11 act10n 1n state or f.deral court.
1'.) Rtght to havi your chtld rlmatn 1n hts or hlr pr.s.nt .ducat10nal plac.ment
: unt11 completton of all hear1ng and apPlal proce.dtngs. unless you and the
ag.ncy agrel oth.rw1s
17.) R1ght to have chtld placed 1n the pub11c school prograa unt1l the complet10n
of all the proCI.dtngs 1f the complatnt 1nvolv.s an app11cat10n for tntttal
admiss10n to the pub11c school.
1 ) Under the Disabl.d Ch11drln's Protlct1on Act. P. L. 99-372 [20 U.S.C.
1415(e)(4)(8)]. par.nts who prevatl 'n a due proc.ss h.ar1ng or a court act10n
..y rlcover attorney's fles and costs as ordlrld by the court. Attorney's
fles and costs 1n such cases cannot be awarded by rlg10nal or state heartng
offtcers.
VALUATION PRCX:EIlJRES:
1.> Right to have a full and 1ndtv1dual Ivaluat10n of your child's educational needs.
Z.) Right to have the .valuat10n ..de by a ~ltidisc1p11nary t.am 'ncluding at. '.ast one specialist with knowl.dge in the area of the susplcted disab111ty.
3.> R1ght to have your ch11d assessed 1n all arias relat.d to the susp.cted d1 Slbl1i ty.
4.) R1ght to have appropr1atl tests adm1n1ster.d by qua11fied 'lam1ners. 5.) Right to have more than one criter10n us.d 1n dete,.'ning the appropriate
.ducat10nal program for your ch11d. I.) Right to have the .valuation ..de 1n your child's nativ. language or -ad. of
cOlllllun1cation. 7.) Right to hay. a rl.valuation .vlry thrl' y.ars.
I.) R1ght to hay. a r.evaluat10n in '.ss than thrll y.ars 1f you or your child's
teacher rlquests 1t.
IDS! RESDICTlY EIMRONHEIIT:
1.) Rtght to have your child Iducated w1th non-d1sabled children to the ".'mum
extent appropr1ate.
2.) Right to have your ch1ld r.ma1n tn a rlgular .ducat10n .nv1ronment. unl.ss a
spectal class or separate school ts nd.d. (Rt-ov1ng a child from a regular
class .nv1ronment should b. don. only whln the nature or s.v.rity of the
d'sab111ty 1s such that .ducat10n 1n the r.gular class wtth tht us. of
supplementary atds and servic.s cannot b. ach1.v.d sat1sfactor"y.)
3.) Right to havt a cont1nuum of alternat'v. plac...nts so that rt-oval fro- the
regular educat'onal program can b. the l.ast r.strictivt situat'on.
4.) Rtght to have suppl.mentary s.rvtces such as rlsourc. roo- or 1tin.rant
instructton to alke it possible for your child to rt..in in a r.gular class
placement.
.
5.) Right to have plac.ment 'n the school JOUr ch',d would att.nd if non-disablld,
unless the chl1d's 1ndhidualtzed .ducatton progru r.quires SOllt oth.r
arrangement. and'rtght to parttctpate 1n non-acadl.tc and .xtracurr1cular
servtces and act1vtttes such as ..als. r.cess. couns.'tng. athl.t1cs and
spec'al tnt.r.st groups.
4 of S
Eff.ct1vt 2-14-94
~ ~bTl 1C,MaOgeOnScy: shall ensure that an individual is assigned to act IS I
:.I:c~rn~ateafftoerr
the par.nts of I child wh.n no plr.nt Cln b. id.ntifi.d; relsonable efforts. cannot discover the whereabouts of a
the public parent; or
child is I wlrd of the Stlt. und.r the llws of the Stlte. The agency .ust hav,
:h:.thod for deter.ining whether I child needs I surrogate plrent and for ass1gning
surrogate plrent to the cM ld. .
.
The public ag.ncy ..y select I surrogate plrent 1n Iny WlY peraitt.d under State llw but must ensur. thlt a person selected as surrogate ,S not In eaploy of a ublic agency which ts tnvolved in the educatton or care of the child. has no .fnterest that confltcts wtth the tnterest of the child he or she represents. and has knOW'edge and sktlls that ensure adequate representatton of the child. (An 1ndividual is not dtsqualtfied IS In agency e~loyee fra- Ippointlent IS a surrogate solely b.cause he or she 1s plid by the agency to serve as a surrogate parent.)
The surrogate parent ..y represent the child 1n all ..tters relating to the 1dentification. evaluatton. and educational place..nt of the child. Ind the proviston of a free appropriate publtc education to t~e child.
gIIClUSION: . As parents of a child with disabilities. you and your child have ..ny rights; and wtth these rights. there are certain responsibilittes; The school system is responsible for safeguarding your rights. You. 1n turn. should Itt.mpt to keep the school system informed of things that affect your chtld's education. You also Ire urged to assist the school by attending Indivtdualtzed Education 'rogr.. conferences and by keeping the lines of communtcat1on open at all ti ..s. When you have concerns about your child's educati~n. tt ts 1~rtant to tell your school princtpal or
coordinator of special education. If you need further asststance tn talktng to people in the school system. there are advocacy Ind/or parent groups fra- whoa you ..y obtain help. Also. you ..y contact the Gtorgta Dtpart-lnt of Education and/or the GLRS Direction Service (see below). First and foreaost. however. you should talk to your child's teacher. prtncipal. the special .education coordinator or other school administrators. Schools exist to help children ,row and develop tnto capable adults. but schools n.ed the h.lp and cooperation of parents to accompltsh their loals.
If you would like a further expl~natton of any of these rights. you ..y contact your
local special education director . ~.
or the Gtorg'a
Dtpartment of Education. Division for Exceptional Students. Suite 1952. Twin Tow.rs
East. 205 Butler Street. S.E Atlanta. Gtorgia 30334-5060. 404-656-3963. or the
GLRS Direction Service (1-800-2B2-7SS2).
As approved by Office of Spectal Education Programs. U. S. Dtpart-.nt of Education.
Dtcember 23. 1993.
.
,.S of 5
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IlBC!lMeHHOe pemeFme palioHHoro qHHOBHHKa ;U;OJIXHO 6bITIa OCHOBaHO HCKJIIOtUITeJIhHO Ha .llOKa33TeJIbCTBax, rrpe;U;CTaBJIeHHhIX B rrponecce CJIY!IlaHlUl, II ;U;OJDKHO BKJIIOqan B ce6.S1 KpaTKOe B3JIOXeHHe rrpone.llYPbI CJJYIIIaHH.SI H rmC!lMeHH!lIe 06'1l.SlCHeHIDI npllllHH npmurrIDI :noro pemeHIDl.
IlBC!lMeHHOe rrOCTaHOBJIeHHe HJm pemeFme pal'ioHHoro ;U;OJDKHOCTHOrO J'IHIla, OTBeTCTBeHHoro 3a IIpone~py CJIYIIIaHH.SI, 6y;u;eT nepe;U;aHO B KOHcYJIllTaTHBHYIO KOMHccmo illTaTa no CneII;Ba.rn.HOMY 06Pa30BaHHIO IIOCJIe BhIlIepKHBaHIDI Bcel'i HHcPOPMaII;HH, y;u;ocToBep.SlIO~el'i JIHqHOcn yqemnra.
(HM.SI)
(3aHHMaeMaJI ;U;OJDKHocn)
HH<1>OPMAlUUI MECTHOfI IIIKOJIbHOfI CHCTEMbI YsellOMJIeHHe/Pa3pemeHHe Ha BbI,UatIy HHcPOP~
HaCTonnHM YllOCTOsepgro:
BW,IlaTD KOHqmlleHD;Ha.JIbHhIe llOKYMeHThI Ha:
noJIHoe HWI crylleHTa:
fon p0JK,lleHIDI KoMY:
_ IIIKoJIa
_
KJIacc
nOIDITHO, liTO mUJ;O, KOTOpOMy 3Ta HHcPOpMaIllUi shutaHa, He rrepellaCT ee TpeTbeMy ~ 6e3 COOTBeTCTBY1O~ero pa3pemeBJig.
nOKYMeHTbI, KOTophle llOJDKHhI 6bITb SbIllaHhI ITpHtIHHa(bI) BbIllatIH
<l>opMlU Ha comaCHe
ITcHXOJIOrntIeCKaK O~eHKa ITepeso.II Ha Crre~Ha.JIbHOe 06yqeHHe/.II:oKYMeHTbI
IlJIaHHpOBaHHe II;eJIeH 06yqeHIDI
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MelIHIUIHCKHe OMeThI
OMeT 0 rrpneMJIHMOCTH
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j{ nOHHMaIO H comaceH C SbIIlIeH3JIOXeHHbIM.
nommCh POlIHTeJul/ITpHeMHOrO Pomrre.lUl/OrreKyga:
.II:'aTa:
_
3rHM $I n3Be~aIO Bac, pomrreJIb, liTO $I BhutaJI BbIIIIer;IepetIHCJteHHDle yqeHHtIeCKHe llOKYMeHThI
(Ha3BaHHe IIIKOJIbHOH CHCTeMbI) nOmmCh ITpe.IICTaBHTeJI$I illKOJIbHOH CnCTeMbl:
.II:aTa:
Russian: Your Rights As Parents . Regarding Special Education
HH<I>OPMAUlUI MECTHOff: illKOJIbHOff: CHCTEMbI
BAiliH POJJ;lITEJIbCKHE llPABA - OTHOCHTEJIbHO CllEUHAJIbHOrO OBYlIEHlUI
KaK pO,rUiTeJIll peooHKa, KOTOphiH 6hIJI HanpaBJIeH Ha IIporpaMMY CIIe~a.rIDHOrO 06pa30BaTeJfbHOrO OOCJIYXHBaHIDl, RJm KOTophIH yxe IIo.rryq:aeT IIOMOIIJ,D OT Cne~a.JThHOrO 06~eHIDl, BbI H Bam pe6eHOK HMeeTe onpe.neJIeHHDIe npaBa, KOTopbIe JaIIJ;HI:neHDI cPe.nepaJIbHbIM 3aKOHOM mTaTa MbI XOTHM, tIT06bI BbI 3HaJrn 06 3THX npaBax.
,IIOKYMEHTbI:
. 1.) llpaBo IIpOBep5lTh H npOCMaTpHBan ~e6HD1e .nOKYMeHTbI, OTHOCHTeJIl,HO
H.rteHTHcPHK~H, o6cJIe.noBaHIDI, nepeBo.na C oItHoro BH,I:la 06yqeHIDI Ha .npyroe H o6ecneqeHIDI 6ecIIJIaTHoro no.nxoronnero rocy.napCrBeHHoro 06yqeHIDI 6e3 H3JIHIIIHeH OTCpOtIKH IIOCJIe Tpe60BaHH5I pO.rtHTeJIeH H nepe.n mo6bIM C06paHHeM OTHOCHTeJThHO HYll (HH.rIHBJmYaJIbHOH yqe6HOH llporpaMMhI ) HJIH CJIYIIIaHIDI H
HH B KoeM c.rryqae He 6oJThme, qeM 45 ItHeH nOCJIe Tpe60BaHIDI. 2.) llpaBo HMen npe.nCTaBHTeJI5I, H83HaqeHHorO BaMH, .IlJI5I npOCMOTpa .nOKYMeHTOB. 3.) llpaBo Tpe60Ban, qT06bI mKOJThHOe areHCTBO IIpe.noCTaBJUIJIO Komm .nOKYMeHTOB,
eCJm OTKaJ OT IIpe.nCTaBJIeHIDI 3THX KOIIHH npeIUITCTByeT npaBy pO.rtHTeJIeH npOBep5lTh H npOCMaTpHBan .nOKYMeHTbI.
4.) llpaBo HMen pemeHHe areHCTBa, qTO po.rtHTeJTh HMeeT npaBo npoBepsrrL H
npocMaTpHBan .nOKYMeHTbI ero HJm ee peooHKa, eCJIH TOJThKO areHCTBY He 6hL'Y0 YKaJaHO, qTO po.rtHTeJTh JIlImeH 3THX npaB no 3aKOHy IIITaTa
5.) llpaBo npOBep5lTh H npOCMaTpHBan HH<pOPMan,HIO, OTHOcsnmrroC5I TOJThKO K HX
pe6eHKY, eCJm JII06bIe ~e6HD1e .llOKYMeHTbI co.nepxaT HHcPOPMaII,mO 6oJIbme, qeM 06 O,llHOM peooHKe.
6.) llpaBo, qT06bI rocy.napCTBeHHoe areHCTBO COXpaIDlJIO .nOKYMeHT 0 ~ax,
HMeIOIIUiX .nOCTYTI K ~e6HbIM .nOKYMeHTaM C06paHHbIX, coxpaaeHHbIX H HCnOJTh3yeMbIX 3THM areHCTBOM (3a HCKmOqeHHeM .n0CTYIla pO;nrreJIeH H ynOJIHOMOqeHHbIX cOTpymmKoB npe.nCTaBJIeHHOrO areHCTBa), BKJIlOq851 HM5I 3THX JIlID;, .nary, Kor.na 3TOT .n0CTYTI 6bIJI npe.nOCTas.'YeH, H D;eJTh ,llJI5I KOTOpofi 3TH JIHIJ;a ynOJIHOMOqeHDI HCnOJTh30Ban 3TH .noKYMeHTbI.
7.) llpaBo, qT06bI npe.nCTaBJIeHHOe areHCTBO HCKaJIO HJIlI BOCCTaH8BJIBBaJIO
HH<popMaD;HIO 6ecIIJIaTHo.
8.) Po;mTeJIefi MOryT IIOIIpOCHTh OIIJIaTHn CTOHMOCTb KoIIHfl .nOKYMeHTOB, KOTopbIe
6bIJIlI c.neJIaHbI ,llJI5I HHX, eCJm CTOHMocn 3THX KOIIHB He IIpeIlSlTCTByeT npaBaM pO;mTeJIeH ocymeCTBIDln npOCMOTp H npoBepKy 3THX .nOKYMeHTOB.
9.) llpaBo 6bITh HH<pOPMHPOBaHHDIMH 0 Bcex BH,I:lax H MeCTax , r.ne HaxO,llJlTCg
.nOKYMeHTbI c06paHm.Ie, xpaH5IIIUieC5I H HCnOJTh3yeMhIe areHCTBOM.
10.) llpaBo Tpe60Ban 06"b5lCHeHH5I JII060ro nyHKTa .nOKYMeHTOB. 11.) llpaBo Tpe60Ban HCnpaBJIeHIDI JII060ro .noKYMeHTa, eCJIH OH HeTOqeH, BBOJIHT B
3a6JIylK.rIeHHe HJm HapymaeT qacrnyIO )J(H3Hb RJm .npyrne npaBa peooHKa
12.) llpaBo 6bITb HH<popMHpOBaHHbIMH 06 OTK83e H npaBO Tpe60Ban H83HaqeHlUl
CJIymaHH5I, eCJm areHCTBO OTK83bIBaeTC5I .lleJIan Tpe6yeMoe HCnpaBJIeHHe.
13.) llpaBo 3Han pemHJIO JIll areHCTBO IicnpaBHn HHcPOPMan,H1O 6e3 Heo60cHoBaHHoH
OTCPOqKH, nOCJIe Toro, KaK OHO 6bIJIO 3anpOmeHO 06 3TOM.
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3cPcPeKTHBHO C 2-14-94
Russian: Your Rights As Parents Regarding Special Education, page 2
14.) EcJm s npo~ecce CJIYDIaHHJI 6LlJ1o npHIDlTo pemeHHe, lITO HHcPopMaII,IDllIOJUKHa
6hITD HCnpaBJIeHa, Tax JtaX OHa HeTOtUla, SSo;:orr s 3a6JIYJK,IJ;eHHe mm HapymaeT npasa pe6eHKa, SlU HMeeTe npaso 6hlTD HHcPOPMHPOSaHHDIMH 06 3TOM. 15.) ECJIH B TeqeHHe CJIYDIaHHJI pemeHO, lITO HHcPOPMaII,IDI He ,D;oJUKHa 6hlTD HCnpaBJIeHa, pO,D;HTeJIH HMeIOT npaso 6hlTD HHcPOPMHPOSaHHhIMH, lITO OHH MOm npHJIO)KHTh K 3TOli HHcPOPMaIUm CSoe JaXBJIeHHe 0 HX HecornacBB C 3THM pemeHHeM H npHtlHHaMH, 06'LgCIDIIOIII,HMH 3TO HecornaCHe. 16.) IlpaBo HMen 3TO 06'LgCHeHHe p0,lIHTeneli COXpaHHhIM S 3TOM ,D;OKYMeHTe ,D;O Tex nop, nOKa COXpaIDleTCg 3TOT ocnapHBaeMhIli ,D;OKYMeHT. 17.) IlpaBo HMen 3TO 06'LgCHeHHe pO,lIHTeneli 06HapO,D;OB~ eCJIB 06HapOlIOBaH 3TOT ocnapHBaeMhIli ,D;OKYMeHT.
KOH<1>lffiEHIHIAJIhHOCTh HH<1>OPMAUIUI:
1.) IlpaBo orp~Ban 1I0CTYII K 1I0KYMeHTaM Bamero pe6eHKa, He ,D;aBag comacIDI
06HapOlIOBan 1I0KYMeHTDI. 2.) ECJIH HHcPOPM~IDI B JIHqHOM lIeJIe Bamero pe6eHKa ,D;OIDKHa 6hlTD Y'HHlfrOJKeHa,
BDJ HMeeTe npaBO 6DITh yselIOMJIeHHDIMH 06 3TOM H nonyqH1'L KOIIHH 3THX
1I0KYMeHTOB.
3.) IlpaBo 3Han, KOM}' 6LlJ1a BlUlIaHa HHcPOPM~Hg.
4.) IlpaBo 6DITh 03HaxOMJIeHHldMH H nonyqan KOnHH BceR HHcPOPMa.IUlH, nOCJIaHHOH
B lIPyroe areHcTBo, ue Bam peOOHOK 06cne,D;yeTCg HJIH Ky,D;a OH MOJKeT 6hlTD
3aqHCneH.
HE3ABHCHMAJI OUEHKA
1.) IlpaBo nonyqHn He3aBHCHMYIO o~eHKY KOMJIeTeHTHOro 3K3aMeHaTOpa.
2.) IlpaBo Ha He3asHCHMYIO o~eHKY 3a CBOH HJIH 3a rocY,D;apCTBeHHlaIli CqeT, nonyqeHHyIO HJIH Ha c06pa.HIDIX, r,D;e 6wm npHHSI1'LJ pemeHIDI 06 onpe,D;eneHHH
HJIH 0 nporpaMMe, HJIH BO BpeMj{ npo~e.rtYPDJ cnymaHHJI OTHOCHTeJThHO
6eCnJIaTHOrO nO,D;XOlVllIl:ero rOCYlIapCTBeHHoro 06yqeHIDl. 3.) IlpaBo 6hITD YBelIOMJIeHHDIM, rlIe MOJKHO nonyqHn He3aBHCHMYYIO o~eHKY
6ecnJIaTHO HJIH 3a HH3Kyro nnaT}'.
4.) ECJrn BDJ He ComaCHDJ C 3aKJIIQqeHHeM areHCTBa, BlU HMeeTe npaso Ha He3aBHCHMyro o~eHKY 3a rOCYlIapCTBeHHDri'i CqeT no,D; TeM JKe CaMldM KpHTepHeM,
KOTOpDIM nOJID3yeTCg rOCY,D;apCTBeHHoe areHCTBO OT HMeHH KOToporo 3Ta o~eHKa
npOH3BelIeHa, BKnIOqag MeCToHaxOJK,IleHHe 06CJIe,D;OBaHHg, 3a HCKJIIQqeHHeM Toro,
qTO rOCYlIapCTBeHHoe areHCTBO HMeeT npaso Haqan CJIY1IIaHHe OTHOCHTeJ!DHO
6ecnnaTHoro nO,D;XO,IJ;jlm;ero rOCYlIapCTBeHHoro 06yqeHHj{, lIT06lU nOKa3an, lITO ax
o~eHKa gBJIjleTcg cooTBeTCTByrom;eR. 5.) IlpaBo Ha He3aBHCHMYIO o~eHKY 3a rocYlIapcTBeHHhIii CqeT, Kor,D;a 3TY o~eHKY
Tpe6yeT 1I0JIJKHOCTHoe JIH~O, oTBeTcTBeHHoe 3a npo~e.IJYPY CJIY1IIaHIDI so speMj{ ee npOBelIeHHg 10~eHKa" 03HaqaeT Bce nP9~e.rtYPlU, KOToplUe HCnOJTh3yroTCg
COmaCHO $$ 300.530-300.534, Jl,,'Ig TOrO, qT06lU OnpelIeJIH1'L, HMeeT JIB peooHoK
HapymeHHg B paJBHTHH, xapaKTep H BHlI Cne~HaJJDHOrO 06yqeHIDI H CBgJaHHOrO C HHM 06CJIYXHBaHHeM B KOTOpOM pe6eHOK HYXJlaeTCg. 3TOT TepMHH 03HaqaeT npo~elIYPDI, npOH3BOlIHMDJe H36HpaTeJIDHO C KOHKpeTHlUM peooHKoM H He
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3cPcPeKTBBHO c 2-14-94
RIISSW1: Your Rights As Parents . Regarding Speritl Educatioo. ~ge 3
BKJIlOtJ:aeT OCHOBHDIe TeCTId H npOIJ;eJUTPhI, npOBO,IUlMhIe HJm HCnOJIll3yeMhIe 8 IIIKOJIe, rpynne BJIH 8 KJIacce. <:JIOBO "He3aBHCHMajI }"Ie6HaJI oIJ;emta" nOlij)a3YMeBaeT o6cJIeJJ;OBaHHe, npOBeJJ;eHHOe KBaJIHcPHIUlPOBaHB'hIM 3K3aMeHaTOpOM, KOTOpDlli He gBIDleTCg COTPYJJ;BHKOM rOCyJJ;apCTBeHHoro areHCTBa, OTBeTCTBeHHoro 3a 06}"1eHBe pe6eHKa, Bonpoc 0 KOTOpOM pemaeTCg. "He3aBHCHMasI yqe6HasI OIJ;eHKa 3a rOCYJJ;apCTBeHHDIfl CtieT" 03HatiaeT, lITO rOCYJJ;apCTBeHHoe areHCTBO HJm IlJIaTHT noJIHYIO CTOHMOCTL 3TOH oIJ;emrn, HJm rapaHTHPyeT, lITO 3Ta OIJ;eHKa 6YJJ;eT npeJJ;OCTaBJIeHa POJJ;HTeJIJIM 6eCIlJIaTHO JJ;PYfHM 06PaJOM.
H3BEillEHRE:
1.) TIpaBo 6LITh yseJJ;OMJIeHHbIM II npHcyrCTBoBan Ha Bcex co6paHIDIX nepeJJ; TeM,
KaK areHCTBO HatrnHaeT HJIH 113MeHgeT (mm OTKa3hIBaeTCg Ha1Dman HJIH
H3MeHgn) OTOjKJJ;eCTBJIeHBe, OIJ;eHKY, onpeJJ;eJIeHHe HJIH YCJIOBIDI 6ecIIJIaTHoro
nOJJ;Xownnero rocYJJ;apCTBeHHoro o6}"1eHIDl.
2.) TIpaBo lIMen 3TO H3Bemelme Ha BameM pOJJ;HOM g3DIKe HJm nepeJJ;aRRhIM lij)ymM
06menpHHnhIM cnoco60M KOMMYHJIKaIUm Ha ypOBHe JJ;0CTYJIBOM .tCDI noHHMaHlUl
mHpOKOH ny6JIHKH.
3.) TIpaBo, tJ:To6hI B H3BemeHHH 6hIJIO OnHCaHO npe,It1IoxeHHoe JJ;eHCTBlle, 06'hgCHeHO,
nOtJ:eMY OHO npe,It1IoxeHO, ormCaH npHHgnm BLI60p II 06'hgCHeHO, nOtieMY 6LIJIB
OTKJIOHeHhI Bce JJ;pyrne.
4.) TIpaBo 6LITh HBemeHHLIM 0 KaJKJJ;OH npOIJ;e.nype o6cJIeJJ;OBaHIDI, TeCTe, OTtieTe HJIB
H3Bememm, KOTopoe 6hIJIO HCnOJIll30BaHO areHCTBoM, KaK OCHOBaHHe .tCDI mo6oro
JleHCTBH5I, npe,It1IOXeHHOro areHCTBOM HJIH KaK OCHOBaRHe ,It1Ij{ OTKa3a.
5.) TIpaBo HMen OIIHCaHHe JIl06LIX JlPyrnx cPaKTOPOB, KOTophIe OTHocncg K
JleHcTBHIO, npe,It1IoxeHHoMY areHCTBOM, HJIH Ha KOTOpOM 6hIJI OCHOBaH OTKa3.
6.) TIpaBo npHcyrCTBoBan Ha Bcex lIYTI co6paHH5Ix.
7.) TIpaBo Ha H3BemeHBe , KOTopoe BKJUotJ:aeT nOJIHoe 06'hgCHeHHe BceX
npOIJ;elIYPHhIX 3amHT, B03MOXHLIX .tCDI pOJJ;HTeJIeH.
8.) TIpaBo pOJJ;HTeJIeH, tleH POJJ;HOB: 513LIK HJIH JJ;Pyrasl MOJJ;eJI1l o6meHWI He 5IBJIJIeTC5I
wm: rmCLMeHHOH petiLlO, HMen 3TO H3BemeHHe nepeBeJJ;eHHhIM YCTBO
JJ;pymM
06PaJOM Ha ero RJIH ee POJJ;HOH 513hIK RJIH JlPyryro MOJJ;eJIll KOMMYHBKaIUm. TIpaso
nOHHMan COJlepXaHHe H3BemeHIDI H npaBO lIMen rmCLMeHHoe JJ;OKaJaTeJI1lCTBO
Toro, tJ:TO 3TH Tpe60BaHIDI YJJ;OBJIeTBopeHhI.
COfJIACRE:
1.) TIpaBo JJ;aBan COrJIaCHe nepeJJ; TeM, KaK npOH3BeJJ;eHO o6cJIeJJ;oBaHBe .tCDI
onpeJJ;eJIeHIDl.
2.) TIpaBo JJ;aBan COrJIaCHe nepeJJ; TeM, KaK MoxeT 6LITh CJJ;eJIaHO nepBIAHOe
onpeJJ;eJIelme Ha CneIJ;HaJIhHOe o6}"1eHHe.
3.) TIpaBo Ha OnHCaHHe aKTHBHOCTH, ,It1I5I KOTOPOH Tpe6yeTC5I COrJIaCBe, BltJIIOtiag
crmCOK JlOKYMeHTOB (eCJIH TaKOBhIe HMeIOTc5I), KOTophIe 6yJJ:YT BlaI,lXaHW B
YKaJaHHe, KOMY Olm 6yJJ:YT BLUJ:aHbI.
.'
4.) TIpaBo B JII060e BpeM51 OTMeHHTb CBOe COrJIaCHe.
5.) AreHcTBo HMeeT npaBO, B c.rryqae OTCyrCTBH5I COrJIaCH5I, OpraHH30Ban CJIYIIIaHBe,
JJ;J!51 Toro, tJ:To6hI onpeJJ;e.mrn" JJ;OJI)KeH JIH Bam pe6eHOK 6hITh o6cJIeJJ;OBaH BJIH nepB~HO nepeMemeH. COrJIaCHe He MoxeT 6LITh 3aTpe60BaHo ,It1Ij{ nOJI}"leHIDI
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3<p<peKTHBHO c 2-14-94
RJlsSian; Your Rights As Parents . Rtgazding Special Education. page 4
mo60fl ,IlpyrOH nOJIL3hI ,!UIJI P0,IJ;HTeJUI HJm peoeHK~ KpOMe KaX ,!UIJI o6c.JIe,IlOBaHIDI IIepe,Il Onpe,IleJIeHHeM HJm ,!UIJI nepBWUIOrO OIIpe,IleJIeHIDl. "COrJIacHe" 03HatiaeT,
tlTO (A) PO,IJ;HTeJID ,JXOJDKeH OhITb IIOJIHOCThIO 03HaKOMJIeH CO seeH HHcPopMaIUieH,
OTHOcxm;eiicSi K aKTHBHOCTH ,!UIJI KOTOpoii 3TO comaCHe TPeoyeTcSI, Ha ero HJm ee P0,!IHOM Sl3hIKe RJIH C HCnOJIL30BaHHeM ,JXpyrOH ,JX0CTYIIHOH MO,JXeJIH
KOMMYHHKaIUm. (Ii) PO,IJ;HTeJIL nOHlIMaeT H JXaeT rmCLMeHHoe COrJIaCHe Ha
BLrnOJIHeHlIe aKTHBHOCTH, ,!UIJI KOTOPOH Tpe60BaJIocD ero HJm ee corJIaCHe, H 3TO comaCHe OIIHChIBaeT 3TY aKTHBHOCTh H IIepetmCIDleT ,JXOKYMeHTLI (eCJIH TaKOBhIe HMeIOTcSI), KOTophIe oYJXYT BhI,IlaHhI C YKa.3aHBeM Tex ~, KOMY OHH oYJXYT
BhI,IlaHhI. (B) Po;urreJID nOHHMaeT, tlTO OH ,JXaeT 3TO corJIaCHe ,JXOOPOBOJILHO OT
JIHI:(a po;urreJISI H OHO MoxeT OhITb OTMeHeHO B mo60e BpeMSl.
CJIYlllAHRE:
H/wm 1.) IlpaBo Tpe60Ban opraHH3aI(H1O MeCTHoro IIOCpeJUlH'tleCTBa
OecnpHCTpaCTHOro npoI:(ecca crrymaHIDl, ,!UIJI Toro, tlTOOhI ,JXOOHThCSI OT areHCTBa
HlleHTHcPHKaIJ:HH, OOcJIe,JXoBaHHSI HJIH onpe,JXeJIeHIDI Bamero peoeHKa HJm ,!UIJI Toro, tlTOOhI IIoTpe60Ban OT areHCTBa OecruraTHoe IIomco~ee rocYJXapCTBeHHoe
ooyqeHlIe.
2.) IlpaBo OLITD HHcPOpMHPOBaHHhIM 0 moOOM OecruramoM HJIH 3a HH3KyIO
CTOHMocn JIeraJILHOM ,JXOCTyIIHOM OOcJIYXHBaHRH (HanpHMep, TPe60Ban
npHCYTCTBIDI 3KcnepTa B o6JIacTH HapymeHHSl, KOTOphIB MoxeT OhITb CBHlleTeJIeN:,
Ha CJIymamm, Kor,JXa po;urreJTh TpeoyeT HHcPOpMaIUiIO, HJIH Kor,JXa P0,IJ;HTeJID wm
areHCTBO HatlHHaeT crrymaHHe.)
3.) IlpaBo, tlTOOhI crrymaHHe OhIJIO npOBe,JXeHO yqeoHhIM areHCTBOM IDTaTa.
4.) IlpaBo, tlTOOhI crrymaHHe IIpOBOJXHJIOCL no,JX npe,JXce,JXaTeJIDCTBOM ,IlOJDKHOCTHOrO JIHI:(a, OTBeTCTBeHHoro 3a npoBe,JXeHHe npOI:(eJXYPhI CJIYIIIa.HIDI, KOTopoe He
SlBJISleTCSI COTpy,rurnKOM rocy,JXapCTBeHHOrO areHCTB~ BOBJIetleHHOrO B ooyqeHHe
Bamero pe6eHKa, HJIH, ,JXpyrnMH CJIOBaMH, nepCOHaJILHO HJm IIpOcPeCCHOHaJILHO He 3amrrepeCOBaHHOrO B CJIymaHlIH (,IlOJIXHOCTHOe ~O He ,JXOJDKHO ctlHTancSi
COTpYJIHlIKOM 3Toro areHCTBa TOJThKO Ha OCHOBaHRH Toro, tlTO OH RJIH OHa
OIUIatlHBalOTCSI 3THM areHCTBOM JIJISI pa60nI B KatleCTBe ,JXOJDKHOCTHOrO mm.a).
5.) IlpaBo HMen CIIHCOK pa60TalOmHX B KatleCTBe JIOJUKHOCTILbIX JImJ;,
OTBeTCTBeHHDIX 3a IIpOBeJIeHlIe npOI:(e,IlyphI CJIyma.HIDI, BKJIIOtiaSI cooom;eHlIe 0
KBamcPHKaI:(HH KaJK.D:OrO 1'13 3THX JIHII,.
6.) IlpaBo pOmrreJIeH HJIH ,JXpyrnx 3aHHTepeCOBaHHDIX .JIHII, HMen B UtleCTBe
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6hITb TaM B COIIpOBOX,IleHlIH JIHII,a co cneII,HaJILHhIMH 3HaHIDIMH HJm nO,IlI"OTOBKOH
B o6JIacrn 3Toro HapymeHIDl.
7.) IlpaBo, tlTOOhI Bam pe6eHOK npHCYTCTBOBaJI Ha crrymaHRH.
8.) IlpaBo, tlTOOhI npOI:(eCC CJIymaHHSI 6hIJI OTKphIThIM ,!UIJI rry6mnrn.
9.) IlpaBo po;urreJIeH HJIH 3aHHTepeCOBaHHDIX JIHI:( ,JXeMOHCTpHpOBan ,JXOKa3aTeJILCTBa,
npOH3BOlIHn OtlHy!O CTaBKY, nO,JXBepr.an nepeKpeCTHOMY ,JXonpocy H- TPe60Ban
npHCYTCTBHSI CBH,IleTeJIeH.
10.) IlpaBo pOlIHTeJIeH HJIH JIPyrnx 3aHHTep~COBaHHhIXJI'JiIII, 3aIIpem;an BKJIIOtleHHe B
11.)
npoI:(ecc CJIymaHIDI JII06bIX JIOKa3aTeJThCTB, KOTopbIe He 6bIJIH OOHapO,JXOBaHhI LO
KpaHHeH Mepe 3a 5 ,!IHeH JIO CJIymaHHSI.
IlpaBo pomrreJIefi HJIH JIPyrnx 3aHHTepeCOBaHHbIX JIHI:( HMen ,JXOCJIOBHY!O
IIHCbMeHHYIO HJIH 3JIeKTpOHHYIO 3a!IHCb 3Toro CJIyma.HIDI.
4/7
3<PcPeltTHBHO c 2-14-94
f(usSian: Your Rights As Parents - Regarding Special Education, page 5
12.) llpaso pO.rr;HTeJIeH HJIH .IJ;pyrnx 3aHHTepeCOSaHHldX .mm; noJIYtll!Th IIHcDMemrue pe3YJIDTaThI H rmCDMeHHoe pemeHHe s TeqeHHe 45 ,IlHeH nocne Toro, KaK MeCTHoe yqeoHoe areHCTSO nOJI}"IRlIO nepsWIHoe TpeOOSaHHe 0 cnymamm, Ja HCKJIlOqeHHeM Toro, qTO .IJ;OJUKHOCTHOe .mm;o OTseTCTseHHoe Ja npose.IJ;eHHe c.rrymaHHSI, MoxeT npe.IJ;oCTaSHTh onpe.IJ;eJIeHHYlO OTCPOqKy no TpeoosaHHIO moooH H3 CTOpOH.
13.) llpaso pO,IUITeJIeH wm .IJ;pyrnx 3aHHTepeCOSaHHldX .mm; HMen JaKJIIOqHTeJIDHOe
pemeHHe, C.IJ;eJIaHHoe .IJ;OJUKHOCTHDIM .mm;OM, OTSeTCTSeHHlJM Ja npOse.IJ;eHHe c.rrymaHIDl, eCJIH TOJIDKO O.IJ;Ha H3 CTOpOH He npe.!l"DSlSHT rpax.rr,a.HCIOIH HCK. 14.) llpaso HMen c.rrymaHHe RJIH npose.IJ;eHHe ann~ (ocnapHSaHIDI) so speMSl H S MeCTe npHeMJIHMO y.IJ;OOHOM .I1IDI sac H samero peoeHKa.
15.) llpaso HecornacHDIX pO,IUITeJIeH wm .IJ;pyrnx 3aHHTepeCOSaHHldX ~
annemmposan (ocnapHsan) pemeHHe .IJ;OJI)KHOCTHOrO mm.a, OTseTCTseHHoro Ja nponecc cnymaHHSI, nyreM npe.!l"DSlBJIeHBjl rpaJK.IlaHCKorO HCKa s <l>e.IJ;epaJIltHldii CY.IJ; HJIH s CY.IJ; mraTa. 16.) llpaso sepHYTD samero peoeHKa Ha ero HJIH ee TenepemHIOIO yqeoHYlO nporpaMMY .IJ;O 3asepmeHIDI scex npone.nyp CJIYIIIaHIDI H anTIeJIIDIIJ;HH, eCJIH TOJIDKO SDI C areHCTSOM He .IJ;orOSOpHTeCD .IJ;pyrnM nyTeM. 17.) llpaso, ~OODI peoeHoK HaxOlOlJICSI Ha nporpaMMe rocY.IJ;apCTSeHHoH mKOJIDI .IJ;O Tex nop, nOKa sce 3TH npOne.IJ;ypDI He oy.IJ;yT JasepmeHDI, eCJIH s xaJIooy SKJIlOqeHO JajlBJIeHHe 0 nepSHqHOM .IJ;OnycKe s rOCY.IJ;apCTseHHyIO mKOJIY.
18.) llo.IJ; AKTOM 3amHThI ,IJ;eTeH C HapymeHHSlMH P.L. 99-372 (20 U.S.C.
1415(e)(4)(B) PO,IUITeJIH, KOTopDIe .IJ;OKa.3aJIH CSOIO npasoTY S TeqeHHe npone.IlYPDI cnymaHllil HJIH CY.IJ;eOHOrO HCKa MOryr nOJIyqHTh oopaTHO rOHopap a,ItBOKaTa H .IJ;eHhrH JaTpeoosaHHDIe CY.IJ;OM. fOHopap a.IJ;SOKaTa H CTOHMOcn cY.IJ;eOHoH npOne.IJ;ypDI S TaKOM CJIyqae He MoxeT ODITD Ha3HaqeHa .IJ;OJUKHOCTHhIM ~OM OT pafloHa HJIH OT mraTa, OTseTCTSeHHDIM Ja npone.IJ;yPY cnymaHIDl.
DPOlIEIIYPA OlIEHKH:
1.) TIpaBo HMen nOJIHyIO H HH,IlHSH.IJ;yaJIDHYIO OneHKY yqeoHDIX nOTpeoHoCTeH samero peoeHKa.
2.) TIpaBo HMen OneHKY, C.IJ;eJIaHHYIO MHorOnpocPHJIDHOH KOMaH.IJ;OH cnen:uaJIHCTOB, BKJIlOqaromeH no KpaliHeH Mepe o.IJ;Horo CneIUIaJIHCTa, OOJIa.IJ;aIOmerO 3HaHIDIMH B oOJIacTH nO.IJ;03peBaeMoro HapymeHHSI.
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4.) TIpaBo HMen cooTseTCTBYIOIItHe TeCTDI, npOBe.IJ;eHHDIe KSaJIH<I>HD;HPOBaHBldMH 3K3aMeHaTOpaMH.
5.) TIpaBo HMen ooJIDme, qeM OlIHH KpHTepHfl, HCnOJID30SaHHldH .ItIDI onpe.IJ;eJIeHIDI cooTBeTSeTCTBYIOmeH yqeoHoH nporpaMbI .I1IDI samero peoemra.
6.) TIpaBo HMen 3TO o6CJIe.IJ;OBaHHe C.IJ;eJIa.HHDIM Ha P0,IlHOM S13hIKe samero peoemta HJIH nO.IJ;XO.IJ;jlmeH .I1IDI Hero KOMMYHRKarnBHOH MO.IJ;eJIH.
7.) TIpaBo HMen nepenpOBepKY KaJK,IlDIe :-pH rO.IJ;a. 8.) TIpaBo liMen nepenposepKY Melffime, qeM qepe3 TpH rO.IJ;a, eCJIH }"UITeJID samero
pe6eHKa Tpe6yeT 3TO.
5/7
3<1><I>eIrnlSHO C 2-14-94
Russian: Your Rights As ~nts Regarding Special Education, page 6
H,AHMEHhlliEE OfPAHlflIEHHE OKPY)KAIQIllEg CPEllhI: 1.) TIpaBo, qT06LI Bam pe6eHoK 06yqa.n:C.SI C ,a;enMH 003 He,a;OCTanOB B Pa3BHTIm MaKCHMaJThHO .n:onyCTHMoe BpeM51. 2.) TIpaBo OCTaBJI.SITD Bamero pe6emca B cpe,a;e peryIDIpHoro 06yqeHIDI ,a;o Tex nop, nOKa eM}' He 6y,a;eT He06xo,IJ;HM CneIJ,HaJThHhIH ltllaCC HJIH OT,a;eJThHa.SI WKOJIa(nepeBO,a; pe6eHKa H3 OKpyxeHH.SI 06hfC1Horo ltllacca ,a;OJDKeH 6hITD c,a;eJIaH TOJThKO Tor,a;a, Kor,a;a npHpo,a;a HJIH T.SIJKecn ero HapymeHIDI TaKOBa, qrO 06yqeHHe B 06hfC1HOM ltllaCce c IICnOJID30BaHHeM ,a;onOJIHHTeJThHOU nOMOIInl, noco6mi II ycrryr He MO)){eT 6LITL IICnOJTh30BaHO y,a;OBJIeTBOpHTeJThHO.)
3.) TIpaBO liMen BLI60p aJThTepHaTHBHLIX onpe,a;eJIemm TaJ(, qr06LI OTCTPaHeHHe OT
peryIDIpHou yqe6Hou nporpaMMLI MOrJIO 6LI 6LITL HaHMeHee orpatmemreJThHOH cHTYa.IJ,Heu.
4.) TIpaBo liMen ,a;onOJIHHTeJThHOe o6c.JIyxHBaHHe , TaKOe KaK KOMHaTa pecypCOB, r.ae
pe6eHOK MO)){eT nOJIyqan CneIJ,HaJThHhIe yCJIYI"H H IIHCTPYJmHll cneInlaJIHCTOB, He06xoJIHMble ,lJ;JI.SI Toro, qr06LI c,a;eJIan B03MOXHLIM npe6LIBaHlIe Bamero pe6eHKa B peryIDIpHoM ltllacce.
5.) TIpaBo HaxO.rmnC.SI B TOU WKOJIe, r,a;e pe6eHoK Mor 6LI HaxO,IJ;HTbC.SI B CJ'IytIae
OTCYTCTBH.SI ero HapymeHHii, ,a;o Tex nop, nOKa HH,IJ;HBHmTaJThHa.SI yqe6Ha.SI nporpaMMa pe6eHKa He nOTpe6yeT KaKOrO-TO ,a;pyroro peweHIDl, H npaso npHHHMan yqaCTHe BO BHeyqe6HoM H 3KCTpayqe6HoM 06cJIyJKHBaHHH H .n:e.SITeJThHOCTH TaKOH, KaK npHH.SITHe nHmH, nepeMeHhI, o6cPK,lJ;eHH.SI, 3a.H.SITH.SI cnopTOM H yqaCTHe B rpynnax co CneIJ,Ha..n.HDIMH HHTepeCaMB.
OTIEKYHhI: Kax.IJ:oe rocy.n:apCTBeHHoe areHCTBO ,a;OJDKHO rapaHTHpOBan, qTO Ha HeKoe JIHD,O TOJIDKO Tor.n:a MO)KeT 6bITb B03JIO)){eHa 3a.naqa ,a;enCTBosan B KaqeCTBe oneKYHa BMeCTO pO,IJ;HTeJIeu pe6eHKa, Kor.n:a HHKTO KaK p0,IJ;HTeJTh H,lJ;eHTHcPHD;HpOBaH 6hITD He MOXeT,KOr,a;a rocy.n:apCTseHHoe areHCTBO nOCJIe npHeMJIHMbIX YCRJIHU He MO)){eT no.nytlllTh CBe,a;eH:H:B: 0 MeCTeHaXOlK,IXeHHH pOmrreJIeu, RJIH KOr.lla pe6eHOK oneKaeTC.SI IllTaToM no 3aKOHaM lliTaTa. AreHCTso .n:OJI)KHO onpe.lleJIHTD, HYX.llaeTC.SI JIH pe6eHoK B oneKyae H YCTaHOSHTh oneKyHa ,lJ;JI.SI 3Toro pe6eHKa
focy.n:apCTBeHOe areHCTBO MoxeT BLI6pan oneKYHa mo6LIM nyreM, pa3peweHHIdM 3aKOHOM I1ITaTa, HO npH 3TOM OHO .n:OJDKHO rapaHTHpOBan, qrO JIHD,O, BLI6pamIOe B KaqeCTBe OneKYHa, He .SIBJUleTC.SI COTPY.llHHKOM rocy.n:apCTBeHHoro areHCT~ KOTopoe
BOBJIeqeHO B 06yqeHHe RJIH 3a60ry 06 3TOM pe6eHKe, He HMeeT HHTepeCOB,
npOTHSOpeqamHX HHTepeCaM pe6eHKa, KOToporo OH npe.llCTaBJUIeT, H HMeeT 3HaHIDI H HaBbIKH, KOTopble 06eCneqHSaIOT a.ueKBaTHOe npe.llCTaBJIeHHe 3Toro pe6emta. (3'1"0 mm;o He MO)){eT 6bITb OTCTpaHeHO KaK COTPY,llHHK areHCTBa OT Ha,3HaqeHIDI B nqeCTBe olIeKyaa TOJIbKO Ha TOM OCHOBaHHH, qTO 3TO areHCTSO 'nJIaTHT eM)' HJIH eu 3a pa60TY B nqeCTBe oneKYHa.)
OneKYH MO)){eT npe.llCTaBJI.SITD 3Toro pe6eHKa IIO sceM SonpOCaM, OTHOC.sIInBMC.SI K lmeHTHcPHKaIJ,HH, 06CJIe.llOBamUO, yqe6HOM}' onpe.lleJIeHHlO If 0OOcneqemno ,IlJUI 3Toro pe6eHKa COOTseTcTByromero OOCnJIaTHOrO rOCY.llapCTseHHoro 06yqeHIDl.
3cbq,eKTIIBHO C 2-14-94
Russian: Your Rights As Parents - Regarding Special Education. page 7
JAKJUQQEHHE:
KaK po;:nrreJIH pe6eHKa C HapymeHIDIMH B Pa3BHTHH, Bid H Bam pe6eHoK HMeeTe MaOrO
npaB, HO Hap5I.nY C 3THMH npaBaMH cym;eCTBYIOT H onpe,neJIeHHDIe o65138.HHOCTH. illKOJThHa5I CRCTeMa OTBeqaeT 3a 3aIIlHTY BamHX npas. Bid, B CBmo oqepe,D;D, ,nOJDKHDI ,nepxan IIIKOJThHYlO CRCTeMY B Kypce Bcex C06LITHH, KOToplde KaCalOTC5I 06yqeHH51 Bamero pe6eHKa. Bid TaIOKe ,nOJDKHbI nOMoran mKOJIe, nocem;a5I Bce KOHcPepemum no cPopMHpOBamno HHJIHBlmYaJThHOB: yqe6HOB: nporpaMMhI R BCe BpeM51 nOJJ.l];epXHBa5I KOMMYHHKamBHYlO CB5I3h co IIIKOJIOH. Kor,na y Bac n05lBJI5IeTC5I 03aOOqeHHOCTh no nOBOIlY
yqe6hI Bamero pe6eHKa, OqeHh BaxHO co06III;HTh 06 3TOM .I:lHpenopy BameB: IIIKOJThI RJIH
KOOp.I:lHHaTOpy CneIUlaJThHOrO 06yqeHH51. ECJIH BaM He06xo.I:lHMa ,naJThHefmIa5I nOMOIIJ;b B
pa3roBope C JIIO,D;DMH B 3TOH mKOJThHOB: CRCTeMe, cyrneCTByeT ~a H/RJIH p0,I:lHTeJn.CKHe
rpymn.I, OT KOTOpbIX Bid MoxeTe nOJIyqHTh nOMOIIJ;b. KpOMe 3Toro, Bid MoxeTe CB5I3anC5I
C,IlenapTaMeHTOM 06Pa30BaHIDI nxOPlPKHH H/RJIH GLRS Direction Service (CMOTPH
HIDKe). Ho nepBhIM R HaH60JIee BaJKHl>IM TeM He MeHee 5IBJljfeTC5I TO, lITO CHaqaJIa Bid ,IlO.JDKHDI 06pamnc5I K yqHTemo Bamero pe6eHKa, ero .I:lHpenopy, KOOp,IXHHaTOPY cneIUla..ThHOrO 06yqeHIDl, RJIH a.ItMHHHCTpaTOpaM npyroH mKOJThI. illKOJThI cym;eCTBYIOT ,IlJIjf Toro, QT06 nOMO~ neT5IM BbIpaCTH R CTan nOJIHO~eHHldMH B3pOCJIhIMH JIIO,D;DMH, HO IIIKOJThI HYXJlalOTC5I B nOMOID;H R cOTpy,IJ;HHtleCTBe CO CTOPOHhI pO.I:lHTeJIeB: .I:lJljf BhmOJIHeHH5I nOCTaBJIeHHhIX ~eJIeH.
ECJIH BbI HYJK,llaeTeCh B naJThHeHmeM n05lCHeHHH JII060ro H3 3THX npasHJI, Bid MoxeTe 06pamncSi K BameMY MeCTHOMY .I:lHpeKTopy Cne~HaJThHOrO 06yi1eHIDl,
HJIH B lJ,enapTaMeHT 06Pa30BaHHH ll,JKop.tOKKB,
OTneJIeHHe D;JISI HCKJI10QHTeJThHTX yqeHHKoB, Suite 1952, Twin Towers East, 205 Butler Street, S.E., Atlanta, Georgia 30334-5060, 404-656-3963 or the GLRS Direction Service
(1-800-282-7552)
On06peHO CJIY:iK60H nporpaMM Cne~HaJThHOrO 06yqeHIDl, C.m.A. lJ,enaPTaMeHT 06Pa30BaHH5I, lJ,eKa6ph, 23, 1993.
)/7
3<PcPeKTHBHO C 2-14-94
SOMALI .
WARBIXINTA ISKOOLKA DEGMADA aiimeynta Oggolaanshaha Waalidka
(Taariikh)
Waalidka Mudan (Qaaliga aha)/llaaliy Shirciga ah
_
IImahaaga waxa soo gUdbiyey
":':"":"'_ _~__ _
--=~~~- iyo guddiga
(Magaca)
(Darajo)
waxbarashada ardayda kuna soo taliyey in ardayga la qiimeyo. Si aan baahida i1mahaaga u
haqab timo waa in aad noo soo gudbiso warbixin tafatiran 00 ay ku dheehan tahay dacadnimo.
Hadii wax su'aal ah ad ka qabtid sababta, i1mahaagu ugu baahanyahay in la imtixaamo ama
warbixin dheeraad ah 00 kusaabsan qiimeynta. Fadlan la hadal dusiga ilmahaagu dhigto.
Haddii ad ogashahay qiimeynta waxaad codsan kartaa waqtiga iyo meesha ay ka dhicidoonto.
Sudon (30 days) 00 mal maha iskoolka ah, kadib waxaad iskoolka kala hadli karataa go'aan ka
qiimeynta agoonta ilmaha. Waxaana lagu siindoonaa marti qaad kulan si ad u ogaato natiijada
qiimeynta ardayga.
Wax isbedel ah laguma sameyn doono qorshaha waxbarashada ee ardayga ilaa waalidka lala kulmo.
Qiimeynta gaarahaaneed waxaa ka mid aha arrimaha soo socda: Aragtida, magalka, dareenka, daganashada dadnimo, quulihiisa waxbarasho, afka ingiriiska ama waxyaab kale 00 la mid ah. Arrimahan waxa kaloo la socda xuquuda walidka iyo waajibaddka ku sabsan qiimeynta:
Fadlan, saxeexa hoos haddii qiimeynta ad ogoshahay ama anadan oggalayn soo na celi warqadan
(Magaca)
Haddii ad ku soo celin weydid warqadan laba todoobaad, waa lagula soo xidhidhoona si 100 oggaado go'aankaga.
Waad ku mahadsantahy iskaashiga ad mujisay.
Mahadsanid
(Magaca)
(Darajo)
- - - - - - Haa, waan oggolahay
i1mahayga.
in guddiga waxbarashadu qiimeyo
Maya, ma oggoli arrimaha soo scoda oggood.
(Saxexa Walidka/llaaliyaha Sharciga) Xiriira
(Taarikh)
Somali: Typical Areas for Evaluation, page 1
SKUULKA DEGMADA QAYBAHA QlIMEYNTA
Anirnaha Hoes Ku Xusani Waa
Tusaalooyinka ardayda Iagu qiimayo heer kooda waxbarasho Iyo kan caatimaadkood quud meesha uu
tagan yahay. Oiimeyaha ayaa dooranya mark a 100 eego ardayga dadiisa Iyo fasalkiisa qiimeynaha ardayga
ku haboon. Waalidka natijadda imtixaanka waa Ia oggaysindoon marka Ia dhamaystiro Iyo mark kasto 00 uu dhacayo kulanka guddiga warbarashada gar ahaaneed (Special Education IEP/Staffing Committee Meetings). Imtixaamada qaarkood waxa qaaddidoon dad tababar gaar ah u leh. Erayga cilmi-nafsi-waa
qiimeynta maskaxda Iyo fekerka qofka taaso ka mid ah qiimeynta hoose ku xusan.
ARAG-Baarista awooda aragtlyeed ee ardayga. Haddii aragtida ardayga yartahay waxaa 100 qudbindoon takhtarka indhaha. /llaa inta aragtida Ia saxayo qiimeynta kale dibbaaloo dhigaa.
MAQAlID-Baarista maqalka dhegta waa qiimeynta heerka maqalka ee ardayga. Haddii ay dhacdo in maqalka ardaygo liitto waxa 100 gudbindoona takhtarka dhegaha.
GAARITAAN (GUUL GAARID)-Imitixaakan waxa 100 qaadaa si guud ama si gar ahaaneed si 100 ogaado aqoonta warbarasho ee ardayga. Imtixaaku wuxu ka kooban yahay, hadalka atka ingriiska akhriska, dhegayska. fahmitaanka-akhriska Iyo xisaabaadka.
FIRRRCOON (MOOTAR)-Waxa imtixaanka Iagu qiimeyo ardayga waxqabanaya ama dareeysan quud ahaan tiro tayo wax yabah Iagu gaadhi karo warbarasho. Ardayga cilladda leh xagga waxbarashada Iyo Iaxaadk waxay Ia mid yihiin ama Ia xiriiraan qorsho waxbarasheed.
MASKAX FIICAN LEH-Waa qiimeynta aqoonta guud ee ardayga dhinaca waxbarashada xisaaba, atka Iyo wixi Ia mid ah. Natiijadda ka soo baxda waxay u ogalaanaysa waxbarasho gar ahaaneed.
HAOAlAFKA-Waxaa imtixaan Iagu qiimayo ardayga codkiia. atka. hadalka Iyo xidhiidhka haboon ee atka. Oiimeyntani waxa sergaysa ardayga hadalkiis.
BULSHANIMOIQIlRA-lEH-lmtixaankani waa qiimeynta ardayga ee ah dad Ia dhaqan.. SieJa yieerka, iskoolka Iyo bulshadda degaan ku 0001 00 dhan. Oiimayntan 00 ku saabsan dabecadda ardayga Iyo akhlaaqda waxaa iska kaashada waalidka Iyo macalimiinta. Haddii kalana waxa qiimaysa hay'ada waxbarasha 00 u saarta guddi aqoonyaghan ah.
TA8ABAR XIRFADEED-Waxyaabaha Ia xidhiidha xirfadaha mark a Ia eego darajadoonda waa Ia
qiimeyndoona. Kuwaaso ay ka mid yihiin qiimeynta cilmi aqooneedka. tarsamobadni gacmaha Iagu
sameeyo. teebka coola eegayo dheerayn Iyo sax (khalada /a'aan). Xirfadaha tarsamada, xirfad gar aha.
Iyo xirfada mashiika.
HAS WAXBARASHUlKARTIDA GARKA AH-Oiimeyntaoookale waxay daryeelaysa ardayga baahidusa.
taaso qexaysa melaha u ku wanaagsan yahay Iyo me.~ha u ku Jiito.
OHANKA KAlE-Oiimeynta ardayga 00 Ia eega yo leelaha'uu ku wanaagsan yahay /yo meelaha uu ku liito, qiimeyuhu waxa kalu in uu bahanyhay arrimaha kor ku xusan kasakawa in uu si guud. Ardayga u darso 00 Isticmaalo tabab kale duwan si uu suggo heerka waxbarasheed /yo aqoontiisa.
1 of 1
Somali: Notice ot Special Education IEP/Placement Committee Meeting, page 1
NIDMM WARBIXINTA EE KUKOOBAN SKUULKA DEGMADA Ogeysiika KuIanka Guddiga Waxbarashada Gar Ahaaneed Ee MeeIayra
Nooca KuIanka:
_ _ _ _ _Bilowga _ _ _ _ _Muraajacayn
(Taariikh)
Waalidkii Mudna (Qaaliga-Aha)/Ilaaliya Shirciga Ah
_
Waxaa jiridoon kulan guddiga gaar ka ha ee waxabarashada-meelaynta 00 khusaysa i1mahaag
_ - - - - - - - - - - - - ka dhicidoonta (Arday)
_ _- - - - - - -
(Iskoo~
Taariikhduna tahay ujeeda kulankani waa om au
(Saacada)
i1mahaga si gar ah u qiimeygaan iyaga 00 ka baaran dagaya baahida waxbara shaad ee ardayga.
Haddii i1mahaagu ay dhacdo in uu u qalmo waxbarashadda gar ahaaheed, guddiga waxbarashada gaarahaaneed waxay u qorshayn doonaan mid u gaar ah. Ardaygii lagu asko itaal-la'an ama curyaanimo, 16 sano ama ka weyn, baahidiisa waa Iagga wada hadlidoona. Wixii talo bixin ah dajinteed iyo sku dubaridkeed leh guddiga waxbarashada gaar ahaaneed. (IEP) Individual Education Program.
Oadka hoose ku xusan waxa Iagu martigaaday in ay kasoo qayb geJaan kulankan.
Magaca
Darajada
Waxaa lagugu marti-qaadaya isla markaana lagugu adkaynahayaa in aad kulankan ka soo qayb gash<>.
Haddii ay cid kale ku soo raacayso sadax maalmood kulan ka hore waa inaad na sao ogaysiiso. Haddii
warbixin faahfaahsan ad u baahan tahay ama waqtiga kulan ama ad rabto in tid laguugu dhigu kulanka. Fadlan nala soo hadal lana soo xidhiidh. IImahaaga macallinkiisa ama ma'amulaha iskoolka. Foonka #
Daacadnimo ah,
(Magac)
(Darajo)
Fadlan midkood soo sax kadibna warqadan (Foon) soo celi.
______kulankan waan imandoona -
--
in aan
(Ard8y) kulanka ma imandoono; waxaase ogahay talabixinta guddiga.
Saxiixda:
1 of 1
(WaalidkalIJaaliyaha)
(Taariikh)
somali: Letter to Parent(s) Not in Attendance At Initial IEP/Placement Meeting, page I
NIDAAMKA WARBIXINTA EE ISKOOlKA DEGMADA
QoraaJ Ku Socda Waafidka Ee Ardaygiisu Iskoolka Uuna Dhigan
Kulanka Meelaynta Hore Ee Hay'adda Qorsheynta Waxbarashada Gar Ahaaneed
(Taariikh)
Waalidka mudnaanta leh ee ardayga:
_
(Arday)
Waxaan ka xunahay in aad ka soo qayb geli kari wayday shirkii waxbarashada gar ahaaneeday qabteen
guddiga qorshaynta waxbarashada taariikhdu mark ay ahayd
_
(Taariikh)
Warqadan waxaa kale 00 Ia socda koobi ka hadlaya shirku sidii uu u dhacay, arrimhii Iagaga dooday ee
go'aankan curiyey. Tala bixintayada ugu dammbeysa waannadeedu waxay khusaysaa ardaygan
(Arday)
A.
Si ardayganilardaydani u sii wadato waqtiga haatan ah. Haddii arrimo kale 100 baahan yahay,
Waa in lagala xaajoodo guddiga degaanka-kalmeynta ardayda skuulka (local school student support team).
B.
Si Iooga qayb qaato qorsha waxbarashada gaar ahaaneed ee ku xusan qodabka ogolaanshaha
waalidka bayaankiisa. Waxa 100 abuuray guddiga qorshaynta waxbarashada gaar ahaaneed (IEP), ka sao
tafa-tiraya kaalmooyinka 100 ba-han yahay. Fadlan saxiix warqadan Ia socota ee ogolaanshaha waalidka
ee meelaynta ardayga siaan u ogaano mawqifkaga (go'aankaga) kadibna ku sao celi
meesha
_ _ _ _ _ _ _ _. Haddii aanu labs todobaad dhexdooda aanu war kaa helin, anaga ayaa kula sao
xidhiidhidoona siaan u ogaano go'aankaaga.
Taladan waad ogolaan kartaa ama diidi kartaa. Haddii aad wax su'aal ah qabto waan kula hadlikamaa ama
kulan kale ayaan qabsan karnaa. Fadlan na Ia sao hadal
meesha
(MagaclArajo)
~
. Haddii aad rabto in aad arrintan ka sii doodid. Wada shaqayn wacan ayaan kaa filayna
(Foon Number)
;yo kallin aad ku mahadsan tahay sidii aad nooga caawin Iahayd baa'hida.
Waxbarasho ee i1mahaaga daryeelkeeda.
Daacadnimo ah,
Xiriira 1 of 1
(Magac) (Darajo)
Somali: Parental Consent for Placement, page 1
NIDAAMKA WAABIXINTA EE KU KOOBAN ISKUUlKA DEGMADA OgoIaashaha Waardca Ee Meelayrta
Waxaan caddaynayaa in aan fahmay kulanka guddiga waxbarashada garahaaneed (IEP) ee Ia kulmey
_------Iaguna
talliyey in
(Taariikh)
(Arday)
qayb gelo waxbarashadan gaar ahaaneed ee soo socota:
100 diray ama uu ka
Waan fahmay tallabixintani ama go'aankan si guud iyo si gaar ahba uga tu~umayo baahida i1mahayga ee qorshaynta waxbarashada gar ahaaneed (IEP).
_ _ _ Haa, waan ku raacsanahay meelayntan
_ _ _ Maya, kuma raacin meelayntan sabbabta 00 ah arrimahan SO<> socda
(Saxiixa Waalidkalilaaliyaha)
(Taariikh) Waxaa Ia socda koobbi ama guurin xuquuqda waalidka ee dhinaca waxbarashada gaarahaaneed.
Ugaar ah nidaamka kaliyahay:
Taariikhda Dhalashada:
_
FTE,:
_
1 of 1
somali: prior Notice for Reevaluation, page 1
NIDAAMKA WARBIXINTA EE KU KOOBAN ISKUULKA DEGMADA Ogaysiiska Ka Horreya Dib U Oiimeynta
Iskool: Waalidkii Mudnaayolilaalyaha
Taariikh:
_ (Arday)
Waxaa waajib ah in arday gii leh Iaxaad claro ama iin sadexdii sanaba dib-u-qiimeyn Iagu sameyo si 100 ogolaado baahidiisa iyo in uu u qalmo meelaynta joogtada ah. Dib u qiimeyntan waxaa ka mid ah
baarista arrimahan soo socda: Araq, maqalid, firfircoon, maskax-fiicanleh, bulshanimolqiira-leh, guul-
gaarid, hadaVafka iyo IWM.
Faahfaahinta arrimahan waxa la socota: Waxaa Iagugu marti-qaadidoonaa shir Iagaga doodidoono natijadda ardayga. Wax isbedel ah Iaguma sameyndoono qorsheynta waxbarasheed ee i1mahaaga ilaa u dhaco shirka guddiga waxbarashada gaar ahaaneed ee meelayntu.
Waxaa warqadan Ia socda xuquuqda waalidku leyahay ee waxbarashacla gaarka ah.
Daacadnimo,
(Magac)
(Darajo)
Xiriira 1 of 1
Somali: Notification of local Mediation, page 1
NIDAAMKA WARBIXINTA EE KU KOOBAN ISKUUlKA DEGMADA Ogeysiiska Guddiga Dhexdhexaadinta Ee Degaanka
Waalidka Qiimaha leh Ee Ardayga:
(Arday)
(Taariikh) _
Nidaamka iskoolku wuxu kaa codsanayaa in aad shirka guddiga dhexdhexaadinta 00 Ia qabandoono
_ _ _ _ laguna qabandoono (Taariikh)
(Calwaan)
. sababtuna ay tahay si 100 gorfeeyo Iooga
hadlo) waxbarashada gar ahaaneed ee
(Arday)
iyo sidii 100 meel dhigi Iahaa ama Ioga heshiin
Iahaa wixii khilaafaad ah ee dhexyaal guddiga iyo waalidka. Waalidku haddil shirkan raali ka ahayn shirkan ka soo qab gelimaayo. laakiin wuxu xaq u leehy in uu codsado dhegaysi. siiba dhegaysi maxkamadeed. Inta arrimahan dhegaysigu socdaan ama Ia sugayo ardaygu waxbarashadusa wuu wadandoona.
Waad soo ka xaysan karta dadkale 00 shirkan dibada ka ah. waase in aad na soo ogeysiiso shirka ka
hor. Shirkan dhamaadkusa waxaa si qoraalah Iabadadhinacba u saxeexidoonaan go'aanka. Koobi
xuquuqder waalidka ah ayaa Ia socda.
Inta arrintan cabashada ee waalidka iyo maa'mulkai skuulku socoto ardaygu waxbarashadiisa wuu wadandoonaa, Uaa waalidka iyo maa'mulku ay wada gaadtlaan 9O'aan wadjir 00 ah in ardayga
waxbarashadusa dib 100 dhigo inta arrintani dhinac u dhacayso.
Haddi cabashadu (dacwadu) ay tahay mid ku saabsan gelidda hore ee iskoolka ee ardayga. waa in waalidka ardaygolaga helo ogolaasno in ardaygo iskoolka sii dhlgto ilaa inta arrintan 9O'aan Ia gaadhayo.
Waxaan ku rajo weynahay in aan kulano sii aan u darisno baahida waxbarasheed ee ilmahaaga.. Haddii
wax su'aal ahaad ledahay, fadlan na soo ogeysii kulanka ka hor.
Daacadnimo.
(Magac) (Darajo)
1 of 1
Somali: Notification of Local Hearing, page 1 NIDAAMKA WARBIXINTA EE ISKOOl.KA DEGMADA (DEGAANKA)
Ogeysiska Dhegaysiga Maxkamadeed Ee Oegaanka
(Taariikh)
Waalidkalilaaliyaha Qiimah Iyo Qaayaha Leh Ee
_
(Arday)
Codsiga walidka awgeed
_
(Magac Wallidka Ama hay'adda Shacab)
Guddiga maxkamada dhegaysiga ee gobolku waxay qabandoonta kulan Iagu gurfaynayo go'aankii qiimeynta waxbarashada ee arday in u yahay mid haboon ama an ku haboonayn ardayga ee
_ _ _ _ _ _ _ _ _ _ _ soo gudbiyey. (Nidaamka Iskoolka)
Guddiga waxbarashada gar ahaaneed ieplguddiga meelaynta ee qorshaha waxbarasho ee ardayga
(Arday)
Dhegaysigu waxa waajib in uu ku dhaco waqti 20 maalmood 00 wafaqsan jadwalka taariikhda kadib
marks
Ia helo codsiga qoraalka ah, sidaa awgeed waa in Ia sugo
qabandoono
(Taariikh) iyo waqtiga u bilaamicloono
(Calwaan)
(Waqtiga)
mesha Iagu _
Haddii ad tahay waalid ilmaha arintusa Iaga hadlicloon
waxaa xuq u
leedahay in aad baadho dhammaan koobiyada imtixaanada iyo diiwaanada go'aamada guddiga
meelaynta kusaleysan yihun 00 dhan.
Guddiga dhegaysiga ee gobalku waa in ay qiimeyntood kala tashadaan dad aqoonyahan ah ama
shahaadoonyin u haysta iyo guddiyo kale 00 arrimahan ku takhasusay.
Haddi ad rabto waxaad wakiilan karta dadkale inta dhegaysiga sharciga ahr socdo.
Dhegaysiga shirciga ah wuxu ka kooban yahay dad adiga iyo guddiga gobolku ogalyihiin. Qayb kasta waxay xaq u ledahaye in ay Ia timaado caddeynteecta iyo markhaatiga. kuwaso labada dhinacha su'aaJ karsan.
KUlankan wixii ka dhaca 00 dan waxaa Iagu qabandoona teeb (Tape). Guddiga goboIka ee dhegaysigan sharciga ah waxay awood u lehjihiin in ay go'aankan ogolaadaan ama diidaan.
Waqtiga arintan socoto haddi waalidka iyo nidaamka iskoolka, haddii waalidku raah ka yahay ardayga
WUu dhigan karaa.
Somali: Notification of local Hearing, page 2 25 maalmod jadwaalka taariikhda kulan kadib, waa in si qoraal ah go'aanka shirka 100 gudbiyo wadlidka iyo guddiga fulinta ee waxbarashada. Go'aanka guddiga gobolka ee dhegaysigu wuu in ku salaysan yahay arrrnihu shirka iyo talloyinkii 100 soc gudbiyey shirks iyo sabata go'aankani ku yimmid. Waxaa waajib ku ah guddigan in ay go'aankan 00 qoraal ah u gudbiyaan guddiga Iataliya waxbarashada gar ahaaneed.
Daacadnimo ah,
(Magac)
(Darajo)
Somali: NoticelAuthorization to Release Information, page 1
NIDAAMKA WARBIXNTA EE ISKOOlKA DEGMADA
0geysiisI0g0Iaansh0 Rasmi Ah Ee Soo Saarida Warbixmeed
Waxaan cadeynahayaa in aan ogolahay:
in aan soo saaro qoraalka diiwaansan ee qarsoodiga ah ee ardayga:
Magac Ardayga: Taarikh Dhalasho: _ _ _ Iskool:
Fasalka:
_
Ku:
Waxaa Ia fahmay ama in Ia garto u baahan in warbixintan ciddii 100 gudbiyo aynan cid kale ayna u
gudbindoonin fasax la'aan.
Diiwaanka la Saaridoono
Sababaha Loo Soo 8aaravo
_ Warqada (Foonka) Heshiiska Ah _ Qiimeynta Cilmi-Nafsiga La Xiriirta _ Guddiga Meelaynta Ee Waxbarashada Garka Atv'Daqiiqadaha _ IFSPIIEP/Annual Review _ Oiiwaanka Caafimaadka _ Warbixinta Ogolaashaha _IWM:
_ Qorsheynta Waxbarash
IWM:
_
Waxaan ogolahay isla markaan heshiis ku ahay bayaanka kor ku xusan.
Saxiixa Waalidka:
Taariikh:
Warqadani waxay waalidka ogeysiinaysa in diiwaanka arqayga kor ku xusun ay gudbindoonan:
(Magaca Iskoolka)
Saxiixa Wakilka Nidaamka Iskoolka:
_
1 of 1
Taariikh:
Somali: Your Rights as Parents Regarding Special Education
NIDAAMKA WAABIXINTA EE ISKOOlKA DEGMADA XUQUUQDA WMlJDKA-WAXBARASHADA GAR AHAANEED
Haddii aad tahay waalidka i1maha Joo soo gudbiyey waxbarashada gaar ahaaneed ama hadaba waxbarashaden gaar ahaaneed ka faa'udeysanaya. Waxaa lagama marmaan ah in aad ogaataan xuquuqada waalidka iyo i1muhu leeyihiin 00 ay idiin difaacayaan gobolka ama shareiga-dawlada dhexe. Waa in aad garataan xuquuqda aad leedihiin.
QORML-DIIWAN/Q(X)A8ADA: (RECORDS)
1.) Waalidku wuxu xuquuq u leyahay baaridiyo dib-u hubin ama dib-u baarid diiwaanada
waxbarasheed ee ku saa~n aqoonsiga, qiimeynta, meelayn waxbarasheed. iyo waxbarasho
bilaash ah 00 ku meel-gar ah 00 deg-deg ah, kadib marka waalidku codsado, kulan IEP ama
dhageysiga ku hore, codsiga weelidka 45 maalmood kadib.
2.) Waalidku wuxu awood u leeyahay in uu wakiisho qaf dib-u baadhadiiwaanada.
3.) Waalidku wuxu xuquuq u leyahay in wakaaladu siiso koobiga diiwaanada. Si ay awood buuxda
ama xuquudooda baarista iyo ka baaraandagid u helaan.
4.) Wakaaladu waa in ay tixgelin siiso xuquuqda waalidka ee ah baarista iyo dib-u baarista diiwaanka
ardayga ilaa ay dhacdo in wakaalada lagu Ia taliyo in uuna waalidku Ia hayn awood mark a Joo
ee90 shareiga gobolka.
5.) Waalidku waxa uu xuquuq u leyahay baarista iyo dib-u baarista warbixinta waxbarasho ee Ia
xidhiidha i1imihiisa haddii ay tahay mid ama Iaba iyo wixi kabadan.
6.) Waxa kale 00 xuquuq u leh in uu diiwaankan hayo wakaalad dadweynaha u dhexeysa taasoo
waalidka, maamulku iyo shaqaalahocid amntani khusayso 100 fasaxo in ay diiwaanka heli karaan.
Waa in ay qoraan qaybaha magacooda, taariikhda 100 ogolooday iyo ujeedda Ioogu ogolaaday ku
carnal foolka diiwaanka.
.
7.) Waxay wakaaladaha arrintani khusayso, haybin karaan, curin karaan ama soo xiggan karaan
warbixin bilaash ah.
8.) Waalidku waxaa laga yaabaa in ay bixiyaan lacaq si dy u helaan diiwaanka koobiyadiisa haddii an
sharcigu dUdayn.
9.) Waa in Ia ogeysiiyo qaybahooda iyo meelaha diiwaanada lagu kaydiyo, daryelo ama wakaalada ku
carnal fasha.
10.) Waxaad xuquuq u ledahay in aad fa'ah faahin waydiisato qodab kastoo ka mid ah diiwaank guud.
11.) Waalidku wuxu xuquuq u leyahay haddii diiwaanka ardaygu qaldan yahay, ama shareiga lid ku
yahay in uu codsado sixid ama hagaajin: Wax ku darid ama wax ka badelid qoraal hore ama
sharei qornaa.
12.) Waxa kale 00 waalidku xuquuq u leyahay in uu ogeysiiyo diidmadiisa haddi aan codsiga diiwaan
sixid 100 hogaansanin waalidku wuu diidi karaa dhageysiga.
13.) Wakaaladu waxay xuquuq u ledahay in ay waqti go'an ku sixdo diiwaanka ama ku diidaan.
14.) SOO kale waa in Ia ogeysiiyo wakaalada haddi ay go aansato dhageysi sharei ah in uu khaJad
yahay ama lid ku yahay xuquuqda ardayga, waxay codsan karaan in diiwaanka dib-Ioo saxo.
15.) Waalidka waa in Ia ogeysiiyo xuquuqdooda ah in ay wedhahood coddeystaan sababta ay uga
horjeedaan 9O'aanka wakaalada ee ah dhageysi-kulan isla markaanaleh dib-u sixid diiwaankuu rna
baahna.
16.) Xuquuqda ah in fasiraada waalidka Ia diiwaan geliyo inta Ioolanku taagan yahay.
17.) Xuquuqda ah in waalidka fasiraadiisa shaaca laga'qaado, haddi ay dhacdo in diiwaanka Iagu
Iooltamayo shaaca laga qaado.
1 of 5
Somali: Your Rights as Parents - Regarding Special Education, page 2
WARBIXINTA QARSOOOIGA AH: (CONRDENnALITY OF INFORMATION)
1.) Xuguuqda xadaynta diiwaanada i1mahaaga taaso ah in Iaga mamnuco cid kasta diiwaanadan in ay
arkaan.
2.) Xuquuqda ah in Iagu soo ogeysiiyo laguna siiyo koobiyada warbixinta ilmahaaga intan faylka Ia baabi'in ka hor.
3.) Xuquuqda ah in Iagu sheego cidclii warbixintan 100 gudbiyey. 4.) Xuquuqda dib-u baarista iyo helitaanka dhamaan wakaaladihii i1mahaagu raadsanayey sma 100
ogoJaaday in uu galo.
QlIMEYN KA MADAXBANNAAN: (INDEPENDENT EVAlUATION)
1.) Xuquuqda raadinta qiimeye madaxbannaan 00 aqoonsi u leh imtixaanada. 2.) Xuquuqda ah in Ia helo qiimeyn madaxbannaan 00 mid dad-weyn sma hay'ad madaxbannaan,
taasoo Iagu raadinayo meelaynta waxbarasho ee ugu haboon. 3.) Waa in Ia helo qiimeyn biJaash ama Iacag yar. 4.) Xuquuda ah in guddi kale ooqiimeyn ah Ia raadiyo kaasooka maldax-bannaan ka hay'ada
waxbarashadda 00 haddii ay baahi irto Iacagta qiimeynta dawladu bixiso. Laakin wakaalada waxbarashadu waa in ay markasta ku taliso qiimeynta biJaashka ah. 5.) Xuquuqda in Ia helo qiimeyn madaxbannaan 00 bilaash ah marka codsigu ka yimmaado xildhibaanka hogaaminaya dhegeysiga shirciga ah. "Qiimeyntani" waa in ay waafaqsantahy xeerka qodabka ah 300.530-300-534 ka sifaynaya xalada i1maha ee waxbarashadagar ahaaneed.
Qiimeyntan 00 mid dad gar ah Iaga qaado 00 an ahayn imtixaanka, caadiga ah. "Qiimeynta
waxbarasho ee madaxbannaan 00 dadweyne masuul ka yahay." Waxay tahay mid wakaaladu wada bixindoonto ama an waalidka Iacag aan ugu fadhiyin.
OGEYSIIS: (NOTICE)
1.) Waa in aad ogeysiiso isla markaan hordhgtid kulan kasta inta ayna wakaaJadu bodelin sma diidin aqoonsiga, qiimeynta, meelaynta ama waxbarashada bilaashka ah ee ku meal gaadhka ah.
2.) Ogeysiisku waa in uu yahay qoraal. Afka aha (SOMALI) ama afafka kale ee too isticmaaJ
isgaadhsiinta, si guud ahaan dadweynuhu u fahmi karo.
3.) Ogeysiisku waa in uu caddeyo taladaada, ah faah-faahi sabata aad u go'aansatay taladan iyo
waxaad talooyinka kale ku diidan tahay.
4.) Waa in Is is ogeysiiyo habka ama dariiqada qiimeyn kasta Iagu gaadhay, imtixaanada, diiwaan ama
warbixinta guud ee wakaaladu go'aamisay ama sababta aad ku diidaysid.
5.) Waa in ad caddaysid arimaha kale ee wakaaladu go'aansatay ee sad u aragtid in aylid ku yihiin
qiimeynta guud ee waxbarasho. 6.) Waa in aad joogto kulamada guddiga waxbarashada gar ahaaneed gorsheya (IEP). 7.) Waalidku wuxu xuquuq u leyahay in Ia siiyo ogeysiis: Taaso sharaxaad buuxda ka bixineysa habka
iyo hannaanka ilaalinaya waalidka danihiisa.
8.) Xuquuqda Waalidka: Kaaso afkiisa hooyo ama afaf kale 00 is-gaarsiin ayna u qomeyn, wuxu xaq
u leyahay in afkiisa Ioogu turjubaano. Kadib waa in uu caddeyo, si qoraaJ ah in uu fahmey
ujeeddada ama dulucda hadal 00 baahidiise Ia xaqatirey.
0Ga..AANSHO: (CONSENT)
1.) Waxaa waajib ah in uu jiro ogoJaansho ka hore inta ayna dhicin qiimeynta ugu horeysa ee ardayga
Iagu meelayndoono.
2.) Meelaynta bilowga ah ee waxbarashadda gsar a~need inta an Ia go'aamin, waan in uu jiro
ogoJaansho.
'
3.) Xuquuqda ah in Ia faahfaahiyo ujeeddada 100 codsaday ogoJaanshaha diiwaanka iyo IWM. Tasso
ah in 100 fasaxo ciddi u baahan 00 dhan.
4.) Xuquuqda tir-tirid qodabka ogoJaansho waqti kasta.
2 of 5
Somali: Your Rights as Parents Regarding Special Education, page 3
5.) Wakaadu waxay xuquuq u ledahay horay u wadid, ogolaansho Ia-aanti, dhageysi si 100 gaadho qiimeynta ama maelaynta hore. Waxaan ka ahayn meelaynta iyo qiimeynta hore, godabka ogolaanshushu shuruud uma ah waalidka ama ardayga danihiisa. -Ogolansho-: (B)Waalidka waa Ia ogaysiiyo dhammaan arrimaha 100 raadsanyo ogolaansho, afkiisa Iogu sheego ama hab kale 00 isgaadh siineed; (J)Waalidku waa in u fahmo isla markaana ogolaado, si qoraal ah fulinta iyo hergalinta animaha ogolaanshiisa 100 raadsanyo, iyo diiwaanada 100 ba-han yahay iyo (X) Waalidku waa in uu ogyahay in qodbka ogolaansho waxa caadi ah 00 markii 100 baahdo awoods laga baabi'in karo.
DHEGAYSI: (HEARINGS)
1.) Waxaad xuquuq u ledahay in aad oodsatid guddi dhexdhexaad 00 dhegaysl, siiba dhegaysi
maxkamadeed kaaso wakaalada wax ka su'aalidoon habka iyo nidaamka maelaynta iyo qiimeynta
waxbarasho ae i1mahaaga. Waxa kale 00 Ia su'aali kara hanaanka waxbarashada ku mael gaad ka ah ae dadweynaha.
2.) Waxa kale 00 waalidku xuquuq u leyahay in 100 shego in uu hen karo Ia taliye dhinaca shireiga 00
bi-laash ah ama qiime jabsn ah iyo wixi kale ee kaalmo uu baahan yahay. (Tusaale ahaan marks
waalidka iyo wakaalad dood dhextaalo waalidku waa in heli qof shireiga aqoon u leh). 3.) Waalidku wuxu xuquuq u leyahay in u oodsado dhegaysi sharei ah 00 ay 800 qaban qaabiso
wasaarada waxbarashada ee gobolka.
4.) Waalidku wuxu xuquuq u leyahay in uu codsado gudoomiye dhegaysi 00 dhexdhexaad ah 00 an ka
tirsaneyn wakaalda waxbarashada ae degmada.
5.) Waalidku wuxu xuquuq u leyahay in uu ogaado magacda mudanayaasha dhegaysiga, isla
markaana waa in uu helo warbixin caddaynaysa in ay dadkani aqoon iyo waayo aratinimo u leyihiin
dhegaysiga shareiga, habkiisa iyo hannaanleusa gar ka ah.
6.) Waalidka iyo ciddi kalaba waxay xuquuq u leyihiin in ay Ia taliya yeshaan aqoon u leh arrimaha
laga hadlayo.
7.) Waxaad xuquuq u ledahay in uu i1mahaaga shirks ka qayb gelo.
8.) Dhegaysiga sharciga ah waa in uu dadweynaha u furan yahay.
9.) Waxa waalidku ama ciddii kaleba xaq u ledahay in ay kannaan caddeyn toods iyo markhaatigooda
kulanka ama dhegaysiga.
'
10.) Waxa waalidka ama ciddii kaleba xaq u ledahay in ay ka mammnuuodo ama dii-di karaan
dhegaysiga arrin an Ia soo ban-dhigin shan maalmood ka hore inta an dhegasiga Ia qaban.
11.) Waalidka ama ciddii kaleba waxay xaq leyiiin in si qoraal u helaan diiwaanada ka 800 baxa
dhegaysiga shirciga ah.
12.) Waalidka iyo ciddii kalaba 3waxay xaq u leyihiin in ay helaan qoraal warbixin ah iyo qoraal
9O'aanka ka soo baxa dhegaysiga sharciga ah 45 maalmood kadib marks guddiga waxbarashada
ee degmadu helaan codsiga hore ee dhegaysiga ku saabsan. Laakin mudanaha dhegaysigu wuxu
awood u leyahay in uu dib ud dhigo codsl kasta waqti su'gan.
13.) Waalidka iyo ciddl kalaba waxay caq u leylhiln In mudannaha dhegayslga sharclga ah ogeysiiyo
9O'aanka, haddii-aysan cidna daCWO-,axkamadeed 00 shacbi ah 800.
14.) Waxaad xaq u leedahay dhegaysi sharci ah ama codsasho dacwadaada dib 100 qaado-oo waalidka
iyo i1mahaba 100 qabto waqti, iyo meel ku habboon kulanka.
15.) Waalidka ama qolooyinka kale haddi ay cabasho ka qabaan sarkaalka dhegaysiga go'aankiisa,
waxay xaq u leyihiin in ay dacwadooda u gudbiyaan dawlada gobolka ama dawlada dhexe ee
dalka.
16.) Wuxuu i1mahaagu xaq u leyahay in uu dugsiga lagu qumeyey joogo inta arrimaha dhegaysiga iyo
dacwadu dhammaanayso. Haddil ayna waalidka iyo wakaalada waxbarashadu isku afgaran in
ardaygu ka joog dugsiga.
17.) Wuxuu aradygu xuquuq u leyahay in Iagu meelayo dugsi waxbarasho Uaa arrimaha dacwooyinku
dhammaanayaan. Haddii codsigu yahay kil ugu hoteyey ee aradayga dugsiga Ioogu ogoIaanlahaa.
18.) Oodabka bad-baadada i1maha Iaxaadka Ia. (P.L. 99-372 [20 U.S.C. 1415 (e) (4) B Haddii waalidku
arrintan dacwada ah ku guulaysto wuxu xaq u leyaha in 100 celiyo lacatii ku baxday abukaataha
ama Iooyarks iyo kharash kii kale ee kaga baxay maxkamada. kharashkan maaha in dowlada
gobolku ama ta dhexe bixiso ma'aha.
Somali: Your Rights as Parents Regarding Special Education. page 4
QlIMEYNTA LOO MAAAYO: (EVALUATION PROCEDURES)
1.) Shaqsigu wuxu xaq u leeyahay inuu helo waxbarashada uu u baahanyahay.
2.) Xaq na u yeesho in uu helo guddi qiimeysa aqoonna u Ieh meelaha laga yuban yahay in uu
i1muhu ka curyaansan yahay.
3.) Xuquuqna u leh baadhitaan meelaha i1mataaaga ka liito.
.
4.) Xaqna u yeesho in lagu sameyo baadhtaan guud oysameyen dad aqoon yahan ah.
5.) Waa in habab kala duwan loa addegsado sidii loa gaadh lahaa waxbarashada ku habboon
i1mahaaga.
6.) Waa in i1mahaaga lagu qiimeyoafkiisa hooyo.
7.) Sadexdii sanaba waa in Ia sameyo qiimeyn.
8.) Sadex sana ka.hore waa in qiimeyn Ia sameyo haddii waaJidka ama macaJinka i1mahaagu soo
codsado.
DEEGAAN XADIDAAD UGU YAR: (lEAST RESTRICTIVE ENVIRONMENT)
1.) Waa inaad lagu dadaalo siddi ardaygu waxbarashadiisa ugu qaad lahaa cureurta an celada lahayn. 2.) IImahaagu wuxu xaq u leyahay in uu waxbarashadiisa ku qaato deegaanka caadiga ah i1aa ay
caddaato in ilmuhu waxbarasho gaar ahaaneed u bashan yahay mooye. Ardayga waxaa dugsiga deegaanka ee caadiga ah laga badeli kara kadib marka Ia caddayo in u laxaad layahay ama iin layahay. 3.) Ardaygu wuxu xaq u leyahay in si ay badeJaad ardayga u noqoto deegaan xadidaada ugu yar. 4.) Ardaygu wuxu xaq u leyahay in uu helo kaalmo waxbarasho iyo qalab dheeraad ah si uu dugsiga caadiga ah wax uga barto. 5.) Wuxu ardagu xaq u leyahay in dugsiga uu dhigto lagu meelayo haddi una wax cilad ah lahayn. Haddii ayna waxbarashada gasr ahaaneed u dhajin wuxu ardaygu xaq u leyahay in uu ka qayb qaato waxbarashada dheeraadka ah sieJa atletikada, ciyaarah, ururadda gasr ahaaneed iyo wixi Ia mid ah.
WAAUDKA DAWlADU XUSHO: (SURROGATE PARENTS)
Haddii ilmaha waalidka dhalay an Ia qoon meel u ku sugan yahay. Waxaa wakaalada dadweynaha waajib ku in ay i1maha waalid dawli ah u magacaabaan.
Wakaalada dawliga ah waa in waalidkan u doortan si sharciga gobalka waafaqsan. Waa in uuna waalidku noqon mid dawlada u shaqaya. Saababta 00 ah qofkan waxa Ia dieJayaa in ay eexasho timmaado.
Waalidka dawligu waa qotka i1maha xilkusa 00 han qaadaya sida aqoonsiga, qiimeynta, iyo meelaynta warbarasheed ee i1maha iyo waliba sidii uu i1muhu ku heli laha waxbarasho dadweyne 00 ku mil gsad ah kuna haboon ilmaha.
GABAGABO: (CONClUSION)
Haddii ad tahay waalid i1mo iin waxbarasho Ish. Adiga iyo ilmuhu waxaad Iedihlin xuquuqo farabadan isla markaana waxaa Is socda waajibaadyo gsar ah. Nidaamka dugsiga waxa waajibaad ku ah in uu ilaaliyo xuquugdaada. Dhinaca kale was in aad adiguna isku daydaa in aad nidaamka dugsiga Is socooI siisid arrimaha ardayga waxbarashadiisa khusaya. Adigana waxa kalo fagugu Is tallnayaa in sad dugsiga ka kalmaysid ka qayb gelka shirarka qorsheynta waxbarashada gsar ahaaneed iyo in adiga iyo dugsigu xidhiid joogta ah ad leedihiin. WDdi talo ah ee dhinac waxbarashada ee i1mahaaga was in sad fa socod siisa maamulaha dugsiga ama xidhiidhiyah8 W8.J'barashada gaarika ah. Haddii ad u baahan tahay xidhiidh dheeraad ah 00 kaalmo ah. Waxaad Is kulmi karta danaha arday iyo ururka waaJidka ku waaso ku siin kara wixi kaalma ah ee ad u baahan tahay. Waxaa kale 00 ad Is xidhiidh karta waxbarashada gobolka ee jorjiya iyofama guddiga tilmaanta (Hoose Eeg). Hase yeesha marka hare waxaa waajib ah in aad fa hadasho macalinka i1mahaaga, maamulaha dugsiga, xidhiidhiyaha
waxbarashada gsar ahaaneed ama maamulka dugsiga.
Somali: Your Rights as Parents - Regarding Special Education, page 5
Iskoolka waxu u abuuran yahay in uu caruurta konyo Iyo sidi ay u naqon Ia haayeen dad xilkasah si tan !yo yoolka uu dugsigu hiigsanayo 100 gaadh waa in waalidka kalin libaax ka qaato.
Haddoo ad keceshahay in xuquuqahan lags siiyo fahfaahln dheeraad ah. Waxaad Ia xidhlidhl karta
maamulaka waxbarashada gaar ahaaneed ee degmada,
,ama The Georgia
Department of Education, Division for exceptional Students, 205 Butler Street, S.E., Atlanta, Georgia
30334-5060, Telephone Number: 404 656-3963, the GLRS Direction Service (1-800-282-7552).
Waxaa aqbalaye qorsheeynta waxbarashada gaar ahaaneed xafiiskooda Iyo wasaarada warbarashada ee marayanka taariikhdu markay ahayd.
SPANISH
'::-6.
INFORMACION DEL SISTEMA ESCOLAR LOCAL Autorizaci6n para la Evaluaci6n del Estudiante
Estimado padre 0 tutor de
~~---
(nombre)
(Fecha)
nos ha recomendado que su
(nombre)
(cargo)
hijo(a) sea sometido(a) a una evaluaci6n de tipo individual, con objeto de ayudar a satisfacer
sus necesidades de la mejor manera. Esta evaluaci6n sera realizada por el Grupo de Apoyo a
Estudiantes 0 por alguna otra entidad capacitada.
En caso de que usted necesite informaci6n adicional, la escuela de su hijo(a) Ie dara mayores detalles sobre la evaluaci6n, y aclarara sus dudas sobre las razones par las que creemos que su hijo(a) necesita estos examenes.
Si usted esta de acuerdo en que su hijo(a) sea sometido(a) a la evaluaci6n, podra soticitar informaci6n sobre la hora exacta y el lugar en que se realizara. Ademas, podra comentar sobre los resultados de la misma, dentro de los siguientes treinta dfas habiles, despues de presentado el examen. Asimismo, se Ie invitara a una reuni6n en la que se trataran dichos resultados. EI programa escolar de su hijo(a) continuara sin cambio alguno, hasta que se /leve a cabo la reuni6n.
La evaluaci6n individual puede incluir examenes en las siguientes areas: visi6n, oldo, habilidades motoras, aspectos sociales/emocionales, aprovechamiento, aspectos de lenguaje y dicci6n u otras. En la informaci6n anexa, se incluye cada una de estas areas, asf como sus derechos como padre 0 tutor en relaci6n con los procedimientos de autorizaci6n y evaluaci6n.
Firme en la parte de abajo, haciendonos saber si usted esta de acuerdo en que se hagan los
examenes a su hijo, y devuelva esta carta a
. Si en las
(nombre)
siguientes dos semanas no recibimos esta carta, nos comunicaremos con usted para conocer
su decisi6n.
Gracias per su cooperaci6n.
Atentamente,
(nombre)
(cargo)
Sf, estoy de acuerdo en que el Sisfema Escolar No estoy de acuerdo por las siguientes razones:
evalue a mi hijo. _
(Firma del padre 0 tutor) .Anex~
(Fecha)
INFORMACION DEL SISTEMA ESCOlAA LOCAL
Areas Comunes de Evaluaci6n
Las areas de apreciaci6n que se mencionan mas adelante, son ejemplos de aquellas que mas comunmente se tratan en la evaluaci6n de las capacidades de un estudiante. Esta Iista no incluye todas las areas que deben evaluarse, ni tampoco se evaluaran todas las que aparecen en dicha lista. EI evaluador eligira examenes especfficos, adecuados para la edad, grado y habilidades ffsicas del estudiante. A los padres se les proporcionara informaci6n especffica sobre los examenes que se hayan utilizado, en cuanto se revisen los resultados, y en cualquiera de las reuniones subsecuentes con el Comite del Programa Individual de Educaci6n Especial. Algunos examenes seran conducidos unicamente por evaluadores especialmente capacitados. EI termino evaluaci6n psicol6qica abarca una apreciaci6n general que puede incluir examenes en varias de las areas que se mencionan a continuaci6n:
V1SION.- Examen de la vista para determinar la agudeza visual del estudiante. En caso de indicarse examenes adicionales, se recomendara que un medico especialista revise al estudiante para una evaluaci6n mas detallada. Es probable que se seleccionen otros examenes (aprovechamien-to, psicol6gicos, etc.) para que el problema visual no sea considerado como un impedimento, 0 bien podran posponerse hasta que se corrija el problema visual.
0100.- Examen audiometrico para determinar la agudeza del oldo del estudiante. Este examen pude incluir una audiometrfa de pureza de tone u obstrucci6n. En caso de indicarse examenes adicionales, se recomendara que el estudiante sea revisado por un medico especialista, y se seleccionaran otros examenes (aprovechamiento, psicol6gico, etc. ) con el fin de que el problema de oldo no sea considerado como un impedimento.
APROVECHAMIENTO.- Estas pruebas pueden ser en grupo 0 individuales y determinan el nivel de funcionamiento academico del estudiante. Algunas de las areas que pueden incluirse son: expresi6n oral, comprensi6n oral, expresi6n escrita, habilidades de lectura basica, lectura de comprensi6n, calculo matematico y razonamiento matematico.
HABIUDAD MOTORA.- EI examen incluye la evaluaci6n del desarrollo del sistema motor, incluyendo la capacidad de realizar tareas escolares funcionales y las deficiencias que se hayan experimentado, en las actividades ffsicas relacionadas con el programa escolar.
CAPACIDAD INTELECTUAL- Incluye un examen individual de capacidad intelectual general. Estos examenes se utilizan para medir los diferentes tipos de habilidad tales como comprensi6n, percepci6n visual y auditiva, memoria visual y auditiva, vocabulario, etc. Los resultados de estos examenes, son necesarios para participar en algunos de los programc.s de educaci6n especial.
LENGUAJEJDICCION.- EI examen abarca la evaluaci6n de la articulaci6n del estudiante, asi COmo su lenguaje, fluidez, voz, y un mecanism%ral adecuado. Para el estudiante con problemas de habla, la evaluaci6n explorara sistemas de comunicaci6n alternativos.
SOCIOIEMOCIONAL- Examen sobre la habilidad de interactuar adecuadamente en ~ituaciones diarias, dentro del cfrculo familiar, la escuela y la comunidad. Las pruebas pued~n Incluir formularios, entrevistas a los padres y/o maestros, as! como apreciaci6n de los trabaJos
-~ 2
escritos de los estudiantes y observaci6n del estudiante en clase. Se incluyen algunas
pruebas como medios posibles de apreciaci6n de areas determinadas que preseman problema.
VQCACIONAL - Se examinan faetores relacionados con el area vocacional. Pueden incluirse
evaluaciones de capacidad academica, destreza manual, de oficina (por 10 regular se incluye la velocidad y exaetitud en la informaci6n), razonamiento mecanico, razonamiento espacial,
carreras de interes y habilidades motoras funcionales.
TECNICAS DE APRENDIZAJE/HABIUDAD DE COMPRENSION.- Este tipo de examenes evaluan las areas de aprendizaje que pueden ser beneficas para la determinaci6n de las necesidades de adaptaci6n en los diferentes salones de clase.
OTROS.- En el proceso de evaluar el nivel de conocimiento del estudiante, el evaluador puede hacer, uso de examenes adicionales, con el fin de obtener un mejor entendimiento de sus necesidades de aprendizaje.
INFORMACION DEL SISTEMA ESCOLAR LOCAL Aviso Reuni6n del Comita de Ubicaci6n dentro del
Programa Individual de Educaci6n Especial
Tipo de Reuni6n:
- - - - - Preliminar
_____ Revisi6n
Estimado padre 0 tutor de
(Fecha) _
(nombre)
Ubicaci6n dentro del Programa Individual de Educaci6n Especial lIevara a cabo una reuni6n
en relaci6n con su hijo(a)
en
_
(Estudiante)
EI dfa ----:O=~~--- a las
(Fecha)
(Hora)
(Escuela) , al Comite da
EI prop6sito de la reuni6n sera revisar toda la informaci6n acumulada que ayude a determinar el programa mas adecuado y 10 menos Iimitado posible dentro del medio ascolar de su hijo(a). Si lIegamos a considerar que su hijo(a) requiere de algun tipo de educaci6n especial, se Ie asignara dentro de un Programa Educativo Individual. Sa considerara la etapa de transici6n para aquellos estudiantes de 16 arios 0 mas que presanten algun impedimento. Las recomendaciones para su ubicaci6n dentro del programa de educaci6n especial y/o servicios relacionados, se basaran en el Programa Educativo Individual.
A esta reuni6n asistiran las siguientes personas:
Nombre
Cargo
Se recomienda que usted participe en esta reuni6n del comita y, si 10 desea, puede hacerse
acompariar de otra persona, para 10 cual es necesario que nos avisa tras dras antes de la
reuni6n. En caso de necesitar mayor informaci6n 0 desea cambiar la facha y/u hora, puede
comunicarse con
al
0 con la directora de la escuela 0 la
maestra de su hijo.
Atentamente,
(Nombre)
(Cargo)
Marque la respuesta que corresponda y devuelva esta forma a:
_
_ _ Asistire a la reuni6n para
_
(Estudiante)
_ _ No asistire a la reuni6n, y tengo entendido que puedo solicitar una copia de las
recomendaciones del comita.
- - - - - - - - - - - Firma: (Padre 0 tutor)
(Fecha)
INFORMACION DEL SISTEMA ESCOlAR LOCAl
Carta a los padres que no asistieron a la Reuni6n Preliminar del Comite de Ubicaci6n dentro del
Programa Individual de Educaci6n Especial
(Fecha)
Estimado padre 0 tutor de -----0:---:--0:----(nombre)
Sentimos mucho el que usted no haya podido asistir a la reuni6n del Comite de Ubicaci6n
dentro del Programa Individual de Educaci6n Especial
el dfa - -(Fe-ch-a) - - - -
Anexo encontrara copias de las minutas de la reuni6n, que describen los puntos que se
trataron, y la informaci6n que se utiliz6 para tomar las decisiones. Nuestra recomendaci6n
final para
~-----
es la siguiente: (Estudiante)
A. _ que continue en su programa escolar actual. En caso de que sean necesarias otras acciones. deberan manejarse a traves del Grupo de Apoyo a los Estudiantes de la escuela local.
B. _ _ que participe en el (los) programa(s) de educaci6n especial que sa
menciona(n) en la forma de autorizaci6n para los padres 0 tutores. Fue necesaria obtener
un Programa de Educaci6n Individual que cubre todas las necesidades del estudiante. Firma
la autorizaci6n para saber cual es su decisi6n sobre la asignaci6n de su hijo(a) en el
programa, y devuelvala a
en
_
Nombre)
(Escuela)
Si no tenemos respuesta en dos semanas, nos comunicaremos con usted para saber cual es su decision.
En caso de que no este usted de acuerdo con esta recomendaci6n 0 si tiene alguna
pregunta, comunfquese con nosotros para programar, si es necesario. otra reuni6n. Si
desea hablar mas ampliamente sobre estos resultados. par favor comunfquese con
_ _ _ _ _ _ _ _ _ _ _ _ _ _al
_
(Nombre/Cargo)
(Numero de Telefono)
Agradecemos el apoyo que nos brinda para satisfacer las necesidades especiales de su
hijo.
'
Atentamente.
(Nombre)
ANEXOS
(Cargo)
INFORMACION DEL SISTEMA ESCOLAR LOCAL
Autorizaci6n de los Padres a Tutores Ubicaci6n en el Programa
Par media de la presente, hago constar que es de mi conocimiento que durante la reuni6n
del Comite para ubicaci6n dentro del Programa Individual de Educaci6n Especial. celebrada
el dfa
, se recomend6 que
(Fecha)
(Estudiante)
participe en el (los) siguiente(s) programa(s) de educaci6n especial:
Asimismo, queda entendido que esta recomendaci6n cubre todas las necesidades de conformidad can el Programa Educativo Individual designado para mi hijo.
_ _ Si, estoy de acuerdo en que asista al programa. _ _ No estoy de acuerdo en que asista al programa par las
siguientes razones:
.(Firma del Padre a Tutor)
(Fecha)
Se anexa copia de los Derechos de los Padres can respecto al Programa de Educaci6n Especial.
Para usa exclusivo del Sistema:
Fecha de Nacimiento:
_
FTE #:
_
Spanish: Prior Notice for Reevaluation INFORMACION DEL SISTEMA ESCOLAR LOCAL
Aviso de Reevaluaci6n
Escuela: - - - - - - - - - - - - - - - - Fecha: - - - - - -
Estimado padre 0 tutor de (Estudiante)
La evaluaci6n de aquellos estudiantes can alguna deficiencia 0 incapacidad, debe realizarse
por 10 menos cada tres arios, con el fin de determinar las necesidades y condiciones para
poder continuar en el programa especial. La evaluaci6n puede incluir examenes en las siguientes areas: visi6n, ordo, habilidades motoras, capacidad inteleetual, areas socio/emocionales, aprovechamiento, lenguaje/dicci6n u otras. Sa anexa la explicaci6n de cada una de elias.
EI resultado de la evaluaci6n se Ie dara a conocer en una reuni6n con el Comite de Ubicaci6n dentro del Programa Educativo Individual de Educaci6n Especial. EI programa educativo de su hijo(a) no podra ser modificado antes de la reuni6n del Comite.
Se anexa una copia de los Derechos de los Padres 0 tutores con respeeto al Programa de
Educaci6n Especial.
'
Ate:1tamente,
Anexos
(Nombre) (Cargo)
INFORMACION DEL SISTEMA ESCOLAR LOCAL AVISO
Junta de Mediaci6n
(Fecha)
Estimado padre 0 tutor de
_
(Estudiante)
---------------- EI Sistema Escolar
ha salicitado una junta de
mediaci6n con usted, el dfa _~=-
en
~-~~---. EI
(Fecha)
(Direcci6n)
prop6sito de esta junta es para tratar las necesidades educativas de
-----
(Estudiante)
y dar la oportunidad de reunirnas en forma informal y resolver las diferencias acerca del
Programa de Educaci6n Especial propuesto. Su asistencia a esta junta no es obligatoria, y
puede usted optar por el derecho que tiene de solicitar una audiencia. La junta de
mediaci6n no interferira con las fechas del proceso de la audiencia.
Si aSllo desea, puede hacerse acompariar por una persona a la junta de mediaci6n, dando aviso con anticipaci6n. 'AI final de la junta, ambas partes firmaran la resoluci6n par escrito a que haya IIegado. Se anexa una copia de los derechos del padre 0 Mar.
Durante el desarrollo de cualquier procedimiento administrativo 0 judiciaJ, relativo a una queja, a menos que el sistema escolar y los padres del estudiante acuerden 10 contrari0 , el estudiante causa de la queja, se mantendra dentro de su programa educativo actual.
Si la queja se relaciona con la solicitud para admisi6n inicial a la escuela publica, el estudiante. con el consentimiento de los padres, sera colocado en el programa de la escuela publica hasta que el procedimiento lIegue a su termino.
Quedo en espera de tener la oportunidad de reunirnos can usted y hablar sabre las necesidades de su hijo.
Atentamente,
(Nombre)
" (Cargo)
INFORMACION DEL SISTEMA ESCOLAR LOCAL AVISO DE AUDIENCIA
(Fecha)
Estimado padre 0 tutor de
_ (Estudiante)
Debido a la solicitud de
(Nombre del padre u Oticina Publica)
se ha programado una audiencia con el prop6sito de evaluar si la decisi6n del Comite de
Ubicaci6n dentro del Programa Individual de Educaci6n Especial
de
es la adecuada para el programa de educaci6n
(Sistema Escolar)
de su hijo(a). La audiencia se lIevara a cabo dentro de los siguientes 20 dras despues de
haberse recibido la solicitud por escrito y se efeetuara el
en
(Fecha)
_______- - - - - - - - - y se iniciara a las
_
(Direcci6n)
(Hora)
Como padre 0 tutor
, usted podra revisar las copias de la
informaci6n sobre su hijo(a). proporcionada por el sistema escolar 0 su personal, incluyendo
todos los examenes 0 informes que sirvieron de base para su integraci6n dentro del
programa.
La persona que conducira la audiencia (Autoridad escolar), debera considerar evaluaciones medicas, psicol6gicas 0 educacionales independientes. reaJizadas por una persona legalmente autorizada, las cuales seran presentadas como evidencia.
Usted podra ser representado, a su costo, por un consejero u otra persona en cualquier momenta del proceso de la audiencia.
La audiencia mencionada sera en privado, salvo que usted solicite 10 contrario. Sin embargo, a solicitud de usted 0 del sistema escolar y con la aprobaci6n de la persona encargada de conducir la audiencia, podrfa estar presente el abogado del sistema escolar 0 personal designado para este efeeto.
Ambas partes podran presentar testimonios 0 evidencias a la persona que conducira la
Audiencia y tendran la oportunidad de requerir la presencia de testigos e interrogarlos
durante el proceso, (todo el proceso sera grabado). La persona encargada de conducir la
audiencia tiene la autoridad de confirmar 0 rechazar las decisiones de las partes
interesadas.
.
Durante el proceso administrativo 0 judicial relacionado con una queja. el estudiante permanecera dentro del programa educativo asignado, salvo que el sistema escolar 0 los padres del estudiante determinen 10 contrario.
Si la queja se refiere a la solicitud de admision a la escuela publica, el estudiante, con el consentimiento de sus padres, sera asignado en un programa de escuela publica hasta el t~rmino del proceso.
La persona encargada de conducir la audiencia enviara por escrito, a usted 0 al
Departamento de Educaci6n local y dentro de los siguientes 25 dfas, la decisi6n tomada. Esta decisi6n estara basada unicamente en la evidencia que se presente durante la
audiencia e inclufra el resumen de esta y los fundamentos tomados en cuenta para la
decisi6n final.
La decisi6n final, sin la identidad del evaluado, sera enviada al Consejo Estatal de Educaci6n
Especial.
Atentamente,
(Nombre y cargo)
, -; ........
INFORMACION DEL SISTEMA ESCOlAR LOCAL Aviso/Autorizaci6n para Proporcionar Informaci6n
Por este medio doy mi consentimiento para que:
proporcione la informaci6n confidencia/ de:
Nombre completo del estudiante: - - - - - - - - - - - - - - - - Fecha de nacimiento: - - - Escue/a: - - - - - - - - - - Grado:
A la persona (s) 0 Instituci6n:
Sin embargo la persona 0 institucion que reciba la informacion que a continuaci6n sa detalla, no podra proporcionarla a terceros sin la correspondiente autorizaci6n:
Autorizaci6n de Documentos
La informaci6n anterior se proporciona por la siguiente raz6n:
Formatos de Autorizaci6n
_ _ Fines Educativos
_ Evaluacion Psicol6gica
_ _ Otros:
_
_ Notas sobre ubicaci6n
dentro del programa especial
IFSP/IEP/Revisi6n anual
_ Expediente Medico
_ Informe de selecci6n para el programa
_ Otros:
_
Manifiesto haber leido y no tener dudas de 10 anterior.
"
- - - - - - - - - Firma del PadrelTutor: Firma:
Fecha:
~
~_
Informo que he proporcionado la informacion sobre el estudiante arriba mencionado a:
(Sistema Escolar) Firma: --~R-ep-re- sen-ta- nte=E-sc-ola-r ---
Fecha:
_
INFORMACION DEL SISTEMA ESCOLAR LOCAL
DERECHOS DE LOS PADRES EN RELACION AL PROGRAMA DE EDUCACION ESPECIAL
Como padre de un estudiante asignado para recibir el beneficia del programa de educacion especial, la ley Estatal a Federal Ie otorga, a usted y a su hijo(a), ciertos derechos que a continuacion se mencionan:
ANTECEDENTES:
1.) Antes de cualquier audiencia a reunion del Comite de Educacion Especial Individual, los padres tendran derecho a revisar los antecedentes escolares relacionados con identificaci6n, evaluacion, ubicacion y educacion escolar gratuita, dentro de un perfodo no mayor de 45 dfas.
2.) Los padres podran nombrar un representante para que en su nombre revisen antecedentes.
3.) Derecho a solicitar de las autoridades escolares, copia de los antecedentes en caso de que de no recibirlas, no pudiera ejercer su derecho a revisar estos antecedentes.
4.) Las autoridades escolares daran por hecho que los padres tienen derecho a revisar los antecedentes de su hijo(a) salvo que exista algun impedimenta legal.
5.) Los padres podran revisar unicamente la informacion relativa a su hijo(a) en los casas en que los antecedentes se incluya aotros estudiantes.
6.) Los padres podran solicitar a las autoridades escolares que mantengan informacion de todas aquellas personas 0 instituciones que han tenido acceso a los antecedentes del estudiante, incluyendo nombre, fecha y razon por la que fue autorizado el acceso a los antecedentes (sin incluir la informacion de los propios padres a autoridades escolares).
7.) Los padres podran obtener la informacion sin ningun costo. 8.) Las autoridades escolares podran cobrar por la expedicion de fotocopias, salvo que el
cobra por estas copias afecte su derecho a obtener la informacion. 9.) Los padres tendran el derecho de estar informados sobre el lugar en donde se conserve
la informacion obtenida. 10.) Los padres tendran el derecho a solicitar explicacion sobre cualquier punta tratado en los
antecedentes. 11 .) Los padres tendran derecho a solicitar correccion de los antecedentes si estos son
imprecisos 0 violan la intimidad u otros derechos del estudiante. 12.) Los padres deberan ser avisados si la autoridad decide no corregir los antecedentes, y en
su caso, tendran derecho de solicitar 0 negarse a una audiencia. 13.) Los padres podran autorizar a las autoridades educativas a decidir si corrigen la
informacion dentro de un tiempo razonable despues de haberse solicitado. 14.) Los padres tendran derecho a ser informados si las autoridades determinaron, en
audiencia, que la informaci6n contenida en los antecedentes es incorrecta 0 viola los derechos del estudiante, y tendran derecho a que se realice la correcci6n. 15.) En caso de no estar de acuerdo con la resolucion de la audiencia, los padres tend,'an derecho a que se incluya en los antecedel')tes, una nota que contenga las razones par las que dichos padres consideren que los antecedentes deben ser corregidos. .16.) Los padres tendran derecho a que su nota de explicacion permanezca en los antecedentes en tanto se conserve abierto el expediente. 17.) Los padres tendran derecho a que su nota de explicaci6n se haga del conocimiento de la autoridad que intervenga en el caso.
1/5 Revised 5/96
CG"Jr ....:;::,\.. '--'iA~uAO Or:: c..A ii~rCM~\i1A,-" ~ .
Ti No permltlr que se divulgue la informacion de los antecedentes.
2.) Que se les informe y proporcionen copias, antes que se destruya cualquier InformaCion contenida en el expediente de su hijo.
3.) Ser informados sobre las personas a las que se les proporcionaron los antecedentes. 4.) Revisar y recibir copias de toda la informacion que se envfe a otras instituclones en
donde su hijo(a) pudiera ser inscrito(a).
EVALUACION INDEPENDIENTE
1.) Obtener una evaluaci6n independiente realizada por una persona capacitada.
2.) Que la evaluaci6n sea obtenida a traves de fondos publicos 0 fondos privados, considerados durante las reuniones en donde se tomaron las decisiones para la instrumentaci6n del programa 0 en la audiencia en la que se consider6 la educaci6n publica gratuita necesaria.
3.) Ser informados sobre la posibilidad de obtener una evaluaci6n independiente a bajo costa o en forma gratuita .
4.) Obtener una evaluaci6n independiente gratuita, en caso de no estar de acuerdo con la evaluaci6n inicial, la cual se lIevara a cabo bajo el criterio de la autoridad publica que realiza la segunda evaluaci6n, incluyendo el lugar de dicha evaluacion. Sin embargo. la autoridad publica podra iniciar una audiencia para demostrar que la evaluacion inicial es apropiada.
5.) A una evaluacion independiente gratuita cuando esta ha side requerida a traves de una audiencia. La palabra "evaluacion" significa los procedimientos utilizados de acuerdo con los preceptos 300.530-300.534 que determinan si un nino presenta un impedimento 0 deficiencia, y la naturaleza y grado de educacion especial que necesita. Asimismo, comprende los procedimientos utilizados en forma selectiva con un nino individual y no incluye los examenes basicos administrados 0 los procedimientos utilizados con todos los ninos en una escuela;grado 0 clase. La "Evaluacion Educativa Independiente" es un examen conducido por una persona capacitada ajena a la autoridad publica responsable de la educacion del nino. "Evaluacion Educativa Independiente Gratuita" significa que la autoridad publica paga el costa total de la evaluacion 0 asegura que la evaluacion sea proporcionada sin costa alguno.
AVISOS:
1.) Recibir aviso por escrito y estar presente en todas las reuniones antes de que las
autoridades inicien 0 cambien (0 5e rehusen a iniciar 0 cambiar) la identificacion,
evaluacion, ubicacion 0 condiciones de una educacion publica gratuita adecuada.
2.) Recibir el aviso escrito en su idioma natal, 0 a traves de otro medio de comunicacion.
siempre que sea comprensible para el publico en general.
3.) Recibir el aviso describiendo los procedimientos a seguir, explicando el motivo de esta
propuesta, y describiendo las alternativas consideradas, as! como la razon para el
rechazo de otras.
4.) Recibir el aviso de cada uno de los procedimientos de evaluacion, examen, registro 0
informacion que la autoridad educativa haya utilizado como base para cualquier accion
tomada.
5.) Recibir una descripcion de cualquier otrofactor que sea relevante para las propuestas de
la autoridad educativa.
6.) Estar presente en todas las reuniones del co mite de educacion especial.
7.) Recibir el aviso que incluya una explicacion completa de todos procedimientos de
seguridad accesibles a los padres.
2/5
Revised 5/96
S.} Reclblr aVlsu en su Idlama natal a par C:"'a<1,""d meaiC ccmprenSiOlt::. ~ _
_
escrito la prueba de que se cum plio con este requisito.
AUTORIZACIONES:
1.) Dar su autorizacion antes de que su hijo(a) sea sometido a una evaluacion para una ubicacion provisional dentro del programa de educacion especial.
2.) Dar su autorizacion antes de que su hijo(a) sea ubicado en el programa de educacion especial.
3.) Obtener una descripcion sobre el motivo por el que se solicita una autorizacion, incluyendo (si es el caso) la informacion que se proporcionarfa a terceras personas, as! como el nombre de la persona 0 autoridad que la solicita.
4.) Revocar la autorizacion en cualquier momento. 5.) La autoridad educativa tendre. derecho, en ausencia de una autorizacion de los padres, a
una audiencia que determine si el estudiante debe ser evaluado 0 ubicado provisionalmente. A excepci6n de la evaluaci6n para una ubicaci6n provisional 0 inicial, la autorizacion de los padres no es requisito indispensable para que los padres y el estudiante reciban el beneficio del programa. "Autorizacion" significa que: a).- Los padres han sido-avisados en su idioma natal y que comprenden los motivos por los que se requiere su autorizacion; b).- Los padres entienden y dan su consentimiento escrito para el desarrollo de las actividades para las que se les solicit6 su autorizaci6n, describiendo dicha actividad y (si es el caso) la informacion que podre. ser proporcionada a terceras personas, aSI como el nombre de estas; c).- Los padres estan conscientes de que su autorizacion es voluntaria y que podre. ser revocada en cualquier momento.
AUDIENCIAS:
1.) Solicitar la intervenci6n de un mediador y/o una audiencia para aclarar la resolucion
tomada por la autoridad educativa en cuanto a la identificacion, evaluacion 0 ubicacion de
su hijo, 0 para aclarar las disposiciones de una educaci6n publica gratuita adecuada.
2.) Ser informado de cualquier servicio legal gratuito 0 de bajo costo (por ejemplo un
especialista en alguna de las areas
evaluadas, que puede fungir como
testigo durante la audiencia cuando los padres requieren informacion 0 cuando el padre 0
la autoridad educativa inicia una audiencia).
3.) Una audiencia conducida por una autoridad educativa estatal.
4.) Que la audiencia sea presidida por un oficial ajeno a la autoridad publica relacionada con
la educacion de su hijo, 0 con algun interes profesional 0 personal en elestudiante (aun
cuando este oficial sea pagado por la autoridad publica, no significa que sea empleado
de dicha autoridad).
5.) Una lista de personas que serviran como oficiales en la audiencia, incluyendo informacion
sobre los antecedentes de cada una de estas personas.
6.) Que ambas partes puedan ser acompariadas en la audiencia por un consejero y/o
personas con conocimientos especiales 0 capacitacion en problemas de incapacidades 0
deficiencias.
7.) Que su hijo(a) este presente.
8.) Que la audiencia este abierta al publico.
9.) Que ambas partes puedan presentar evidencias y requerir la asistencia de testigos para
interrogarlos.
"
10.) Que ambas partes prohiban la introduccion de cualquier evidencia que no haya sido
dada a conocer con una anticipacion minima de cinco dfas.
3/5
Revised 5/96
11.) Que ambas partes reciban por escnto U otro medio, la mmuta detallada de la auoler,C.6 12.) Que ambas partes obtengan por escrito los resultados y decisiones dentro de los
siguientes 45 dias despu8s de que la autoridad educativa haya recibido la solicitud inlclal de una audiencia, a menos que cualquiera de las partes haya solicitado una prorroga. 13.) Que ambas partes obtengan una decision final en la audiencia, a menos que una de las partes promueva un juicio civil. 14.) Tener la audiencia 0 apelacion a una hora y lugar convenientes. 15.) Que las partes interesadas apelen a la decision de la audiencia promoviendo una accion civil en una corte estatal 0 federal. 16.) Que su hijo(a) permanezca en el lugar escolar que ocupa hasta terminar con los procedimientos de la audiencia y apelacion, a menos que los padres y la autoridad educativa acuerden \0 contrario. 17.) Que su hijo(a) sea ubicado(a) en el programa de escuelas publicas, si la queja incluye una solicitud de inscripcion, hasta que se terminen los procedimientos relacionados con la audiencia. 18.) Bajo la Ley de Protecci6n a los Menores Incapacitados, P.L. 99-372 [20 U.S.C. 1415 (e)(4)(B)], los padres que obtengan una decisi6n favorable de la corte, podran recuperar los gastos realizados por honorarios de abogados de conformidad con la orden de la corte.
PROCEDIMIENTOS DE EVALUACION:
1.) Tener una evaluaci6n completa e individual de las necesidades educativas del estudiante.
2.) Obtener una evaluaci6n realizada por un grupo multidisciplinario que incluya por 10 menos un especialista con conocimientos en el area del posible problema detectado.
3.) Obtener un examen para el estudiante en todas las areas relacionadas con el posible problema detectado.
4.) Que estos examenes sean praeticados por especialistas. 5.) A tener una segunda opini6n en la determinaci6n del programa educativo adecuado
para su hijo. 6.) A que la evaluaci6n se realice en el idioma natal de su hijo(a) a cualquier otro medio
comprensible. 7.) Obtener una nueva evaluaci6n cada tres anos. 8.) Tener una nueva evaluaci6n antes de tres anos si usted 0 el maestro de su hijo(a) 10
solicitan.
LUGAR APROPIADO 1.) Tener a su hijo(a), hasta donde sea posible, en clases de educaci6n regular. 2.) Solicitar que su hijo(a) permanezca en clases regulares, a menos que sea necesario
que sea puesto en una clase 0 escuela especializada (el nino sera removido solamente en caso de que no obtenga el aprovechamiento requerido dentro de las clases regulares). 3.) Tener la posibilidad de lugares alternativos con el fin de que el ser quitado de su clase regular, no constituya una situaci6n negativa. 4.) Tener acceso a servicios adicionales tale's como sal6n can materiales apropiados 0 clases transitorias acordes a las necesidades del estudiante, can el fin de que pueda permanecer en sus c1ases regulares.
4/5 Revised 5/96
5.) Tener acceso a la escuela regular que Ie corresponde a menos que el programa ae educaci6n individual recomiende 10 contrario, as! como poder participar en las actividades no academicas como deportes, recreos, descansos y grupos especiales de interes.
TUTORES:
Ante la imposibilidad de localizar a los padres, 0 de que el nino se encuentre bajo la tutela del estado, las autoridades, podran asignar una persona para que actue como tutor.
La autoridad podra seleccionar al tutor de cualquier forma permitida por la ley del estado siempre que esta persona no sea empleado de la propia autoridad educativa 0 que tenga alguna relaci6n que pudiera interferir con los intereses del nino que representa, y que tenga conocimiento y capacidad de asegurar que podra representarlo adecuadamente.
EI tutor podra representar al nino en todo 10 relacionado con identificaci6n, evaluaci6n y ubicaci6n dentro del programa educativo y la impartici6n de una educaci6n publica apropiada.
CONCLUSIONES:
Tanto los padres como los ninos con alguna incapacidad 0 deficiencia tienen derechos y responsabilidades. EI sistema escolar es responsable de salvaguardar sus derechos y, a su vez, usted debera mantener al sistema escolar informado sobre todo aquello que afecta la educaci6n de su hijo(a). Asimismo, se requiere que usted ayude a la escuela, asistiendo a las conferencias del programa educativo individualizado y manteniendo una comunicaci6n constante. Siempre que tenga dudas acerca de la educaci6n de su hijo(a) es importante que 10 mencione al director de la escuela 0 al coordinador de educaci6n especial. En caso de necesitar entrar en comunicaci6n con otras personas del sistema escolar, existen grupos de padres de quienes podra obtener ayuda. Tambien podra comunicarse al Departamento de Educaci6n de Georgia, y al "GLRS Direction Service" (Ver siguiente parrafo). Ante todo usted debe hablar con el maestro de su hijo(a), el director 0 los coordinadores de Educaci6n Especial. Las escuelas existen para ayudar a que 105 ninos lIeguen a ser adultos competentes, pera para esto las escuelas necesitan la ayuda de 105 padres para lograr sus objetivos.
Si usted desea mayor explicaci6n sobre estes derechos, puede comunicarse con el Director
de Educaci6n Especial,
0 al "Georgia Department of
Education, Division for Exceptional Students, Suite 1952, Twin Towers East, 205 Butler St.
S.E., Atlanta, Georgia, 30334-5060, Telefono (404)656 3963, 0 la "GLRS Direction Service"
(1800-282 7552).
Aprobado por la Oficina de 'Programas de Educaci6n Especial, E.U.A. Departamento de Educaci6n. 23 de diciembre de 1993.
5/5 Revised 5/96
VIETNAMESE
TIN WC Ht rn6NG TRUONG HQC DIA PHUONG
Cha M~ Ch~p Thu~n Cho Troic Nghi~m Ngay:
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Kfnh gUi cha m~ hay giam h~ lu~t dinhlcha m~ thay th~ cua hQC sinh
_
Con cua 6ng Sa da dll~ (T~n)
, (Chtl'c v':l)
_
dlla t~n va dll~ Toan Trc;1 Giup HQC Sinh, ho~c mt ngu?m khac thfch hc;1P, ~ nghj cho tr~c nghi~m.
sap Chung. toi mu6n x~p tr~c nghi~m ca nhan d~ thu th~p th~m tin ttl'c ngo h~u dap U'ng nhu c~u cua
con 6ng Sa m~t cach t6t hon.
N~u 6ng Sa mu6n hoi di~u gl v~ t~ sao chung toi cam th~y con cua ~ Sa cln dll~ tr~c nghi~m, ho~c mu6n bi~t chi tj~t hem v~ vi~ tr~c nghi~m, xin hay gc;>i d~n tn/dng cua con 6ng Sa.
. N~u 6ng Sa dong y cho ti~n hanh vi~c tr~c nghi~m, 6ng Sa c6 th~ xin bi~t ro ngay gid va ndi se ti~n
-- hanh. Cng Sa se c6 dip thao lu~n k~t qua trong vong 30 ngay di hQC sau cu(K: tr~c nghi~m. 6ng Sa
se cung se dll~ mdi d~n budi hc;>p d~ thao lu~n nhting di~u tim ra. khong c6 thay d6i gl troog
chlldng trinh hc;>c cua con 6ng Ba cho toi khi da hc;>p.
se trac nghi~m ca nh~n trong cac lanh vl!c sau day: thli mat, tai, d~ng tac, xa h~i/clm xuc, trinh d,
phat ngon/ngon ngti ho~c thtl' khac. C6 kem theo d~y td giai thfch cac lanh vl!c n~. Cling gUi kern
cae bang k~ quy~n lc;1i cua cha m~, cho th~y 6ng Sa c6 nhUng quy~n Ic;1i nh~t dinh v~ thu t':lC ch~
thu~n va trac nghi~m.
Xin 6ng Sa hay ky t~n dlloi d~y cho bi~t 6ng Sa c6 &>ng y cho trcic nghi~m hay kh&lg va gm I~ thll
nay cho
. N~u 6ng Sa khong gm I~ thl1 nay trong vang hai
tuan, chung t6i se lien I~c d~ bi~l Y6ng Sa.
Xin cam dn Sl! hc;1P lac cua 6ng sa..
Krnh thll,
rr~n)
(Chtl'c Vl:I)
_
_ C6, tOi chap thu~n cho H~ Th6ng Tn/dng HQC .'
_ Khong, tOi khong dong y vi cac l'i do sau d~y:
(Chti ky cua cha m~/giam h~/cha m~ thay th~ )
dc nghi~m con toi. _
(Ngay)
we TIN
H~ TH6NG TRUONG HQC DIA PHUONG
cac l3nh Vlfc ThttiSng Hay DttCJC Trcic Nghi~m
Nhling fanh vt!c trac nghi~m li~t k@ dttdi d~y la di~n hinh cho vi~ danh gia kha n~ng cua mQt hc;x:
sinh. Danh sach khOng bao gom tat cl mQil~h vl!c c6 th~ dU'Qc danh gia, va cung khong phcii tat ca
se se lanh vl!C li~t k@ ~u dU'Qc danh gi.t Trek nghi~m vi@n l'fa chQn nhling bai trac nghi~m nao xet se thay thrch hc;:sp nhat vdi tueSi, Idp vakha n~g th~ x.lc cua hc;x: sinh. Cha m~ dU'<;k: bi~t tin tu-c ra
rang v~ cac bai trac nghi~m dU'<;k: dung khi duy~t I~ k~t qua trac nghi~m va ~i mQi budi hQp cua Uy
Ban Giao Dl;Ic D~c Bi~t. C6 mQt 56 bai trac nghi~m chi c6 th~ thl!c hi~n bdi nhling vi giam khao da
trac dU'c;:sc d~c bi~t huan luy~n, chung nh~ ho~c c6 du di~u ki~n v~ phU'dng di~n nao d6. Danh ttl
ngbiern tam Iy c6 nghia la mQt qua trinh danh gia c6 th~ gom c6 bai trcic nghi~m v~ mt 56 cac l:inh
vl!c dU'di d~y:
nil GIAe - Kham mat d~ xac dinh mu-c tinh vi thi giac cua hc;x: sinh. N~u can khcim nghi~m th~m,
hc;x: sinh c6 th~ dU'c;:sc chi d~n chuy~n gia nhan khoa d~ danh gia ti~p. N~u thay c6 v~ ~ v~ thi giac,
nhling bai trac nghi~m khac (nhU' v~ trinh dq, tam Jy, v.v.) se dU'<;k: chQn Ic;x: c6 tfnh cach khOng bat Ic;:si cho ngU'ai c6 thi giac kem, h~c fa cac bai trac nghi~m nay se dU'<;k: diSi I~ cho d~n khi VMl ~
mat da dU'c;:sc giai quyet.
rnlNH GIAe - Kham do lU'ang tai nghe d~ xac djnh mu-c tinh vi ttJfnh giac cua hc;x: sinh. Vi~ kham
nay c6 th~ bao gom ky thu~t do lU'ang bang am thanh ddn thuan h~c tra khang fun thanh. N~u dn
kham nghi~m th~m, hc;x: sinh c6 th~ dU'Qc chi d~n chuy@n gia thfnh khoa hay y khoa. N~u thay thfnh
giac kern, nhling bai tr~ic nghi~m khac (nhU'v~ trlnh dQ, tAm Jy, v.v.) se du'<;k: chQn Ic;x: c6 tfnh each
khOng bat Ic;:si cho ngU'di thrnh giac kem.
TRINH o - Cac bai trac nghi~m nay c6 th~ ap dl;lng ca nhAn hay ~ th~, h~u xac djnh trinh d
hc;x: ~p hi~n nay cua hc;x: sinh. C6 th~ gom cac lanh vl!c sau d~y: phat bi~u n6i; khci n~g nghe
hi~u; phat bi~u viet; tai n~ng dc;x: ca.n ban; khci nang dQC hi~u; tfnh toan toan hQC va Ii lu~ toan hQC.
DONG TAe - Trac nghi~m c6 th~ gom vi~ xac djnh st! phat tri~n khci n~ng cli dQng thO so va tinh vi cua hc;x: sinh, k~ ca kha nang thi hanh nhling cOng vi~ thiet thlfc trong hQC ~, va mQi sl! yeu kem nh~n xet thay trong nhling h~t dQng th~ xac li~n quan d~n chU'dng trlnh giao dl;lC.
TRi KH6N - Trac nghi~m ca nhan v~ trf khOn t6ng quat. Nhling bai trek nghi~m nay dung d~ do Iltdng nhi~u lo~ kha nang ki~n thu-c, nhU' la am hi~u, nh~ dinh bang mat va tai, trf nhd bang m~t va tai, ttlVlfOg, v.v. Ket qua cua cac bai trac nghi~m lo~i nay la dln thiet d~ dlt<;k: vao mt 56 chU'dng
trinh giao dl:lc d~c bi~t.
PHAT NG6N I NG6N NGV - Trac nghi~m cung gom c6 danh gia hc;x: sinh v~ phat am ra ran&
ngOn ngli, mu-c hru loat, giQng n6i, va mu-c thoa dang cua be? may phat am. DeSi vdi cac hc;x: sinh
khOng dung tieng n6i, se trac nghi~m bang nhling phU'dng phap danh gia I~ khac.
cae lanh Vlfe Thll~ng Hay DlI~ Trae Nghi~m Trang 2
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xA HII cAM XUC - Cung danh gia hQC sinh v~ khci n~ng tllang tae thfeh dang trang mQi h~
eanh hang ngay trong gia dlnh, tnfdng hQC va e~ng d~ng. Treic nghi~m e6 th~ g<>m danh saeh nhling vi~ e~ lam, tham van voi eha m~ va / ho.tle giao vi~n, eung nhll nhling bai lam ~g gi~y but eho
hQC sinh, va quan sat hQC sinh trong lop hQC. Cung e6 th~ g<>m mt sO bai trae nghi~m e6 trnh caeh
dlf doan eho mt 56 mnh vlfe kem kha n~ng.
NGANH NGH~ - se xem xet cae y~u t6 li~n quan d~n trlnh de> nganh ngh~ dl1Q<: dlf doan. cae
l3nh vt!e danh gia e6 th~ gbm cae n~ng khi~u hQC~, mlfe kheo tay, khci n~g bi~n ehep (nh~t la 16<:
de> va mlfe ehfnh xae ella khci n~ng nh~n dinh), Iy lu~n may m6c, ty lu~n kh6ng gian, cae quan ~m
v~ st! nghi~p va nang khi~u dC)ng tae tht!e dl:mg.
eAC PHONG eACH HQC T~P / KHA NANG NH~N lliUC - Trae nghi~m I~ nay xem xet cae
di~m m~h va di~m y~u v~ hQC t~p ella tU'ng ea nhan, se e6 th~ giup feh d~ xae djnh nhling st! thfeh
ling din thiet trong lop hQC.
LlNH TINH - Trong qua trinh do 111dng cae di~m m~nh va di~m y~u ella mt hQC sinh, trae nghi~m vi~n e6 th~ e~n phai dung d~n nhi~u bai trae nghi~m th~m d~ hi~u ra han cae di~m ~h va nhu
e~u v~ hQC t~p ella hQC sinh.
,ttc:-2 Meeting
we TIN
H~ n-t6NG TRUONG HQC DIA PHUONG
Vl etnd,;;ese
ThOng Bao BuOi H9P cua Uy Ban X~p D~t Giao Dl:'c D~c Bi~t
BUOihQpl~: ____ Khdi~u
_ _ _ _ Duy~t I~i
Ng~y:
_
Kfnh gUi cha m*: I gicim hQ phap dinh I cha m*: thay th~ cua
Se c6 bueSi hQp cua Uy Ban X~p O~ Giao Dl:Ic O~c Bi~t vlv con cua 6ng B~ I~
_-
~
v~o ng~y
_
_
gid
_
Ml:Ic dfch bueSi hQP se la d~ duy~t I~i t~t cci tin tuc thrch h<;,p v~ con Ong Ba va d~ xac <frnh me?t
chlfang trlnh thfch hQP v~ moi trlfdng giao dl:lc h~ ch~ t6i thi~u cho con Ong B~. N~u con 6ng Ba
du di~u ki~n d~ dlf<;'C hlfdng cac dich Vl:I giao dlJc d~c bi~t, mt Chlfang TrInh Giao DlJc ca Nhan
(JEP) se dlfQC d~t ra. 06i voi hQC sinh c6 kha nang y~u k~m, 16 tuOi trd I@n, se bAn b~c nhii'ng djch v~ chuy~n t;~p. cac em nghj x~p d~t giao dl:lc d~c bi~t v~ I h~c dich Vli Ii@n h~ se can cu tr@n IEP.
Nhling nglfdi c6 t@n dlfdi day da dlf<;'C mdi d~n dt! buOi hQp:
no
Chli'c yu
Chung toi kh~n khoan rnai 6ng B~ d~n tham dlf budi hQP n~y cua uy ban. Ong B~ c6 th~ dan theo
m(>t d~ tam nhan n~u rnu6n. TrU'ang h<;,p d6, yeu cau 6ng Ba thong bao ba ng~y tntck butSi hQp.
N~u 6ng Sa mu6n biet th@m chi tiet v~ bueSi hQP ho~c mudn thay dOi ng~y gid hQP, xin hay gQi
_ _ _ _ _ _ _ _ d 56
, ho~c Ii@n I~c vdi giao vi@n hay hi~u tnldng cua
con 6ng Sa.
Kfnh thlf,
(T@n)
-',(ChuCVli)
._ _
Xin danh d~u v~o mQt khoan v~ gUi I~i dan n~y cho
_
_ Toi se den dt! budi hQP cho: (HQC sinh)
_
em _ Toi se khong dt! budi hQP v~ toi hi~u r~ng tOi dlfQc phep xin mQt ph6 ban cua cac nghj cua
uy ban.
Ky t@n:
Ng~y:
_
(Cha m*: I Giam he? I Nglfdi thay th~
a. TIN WC H~ TH6NG TRUONG HQC DJA PHUONG
That GUi Cha M~ Kh~ng ~n O'! H9P Sd Khdi X~P D~ IEP
Ngay
_
Kfnh gUi cha m~ I giarn hQ phap djnh I cha m~ thay th~ cua hc;x: sinh
_
Uy Chung toi tik rang 6ng Ba d~ khong th~ d~n dlf buc1i hQP cua Ban X~p D~t cho ChU'c:Jng Trinh
Giao OI:'C Ca NhAn (lEP) giao dl:'c d~c bi~t, d~ hQP ngay
. Kern theo dAy la ph6
ban bi~n bcin bu6i hQP, trong d6 mO ta cac khoan chQn Ilia rna chung toi d:I thao lu~n va cac tin tuc
chung tOi d~ dung d~ di d~n quy~t djnh. Cuoi cung, chung tOi d:I ~ xu:lt cho
_
A. _ _ ti~p tl:'C chU'dng trinh hc;x: t~p hi~n nay. N~u can cU'u xet di~u gi, n~n thong qua Toan H6 Trc;1 HQC Sinh (THll-iS) ~i trU'ilng hc;x: dia phU'dng.
B. __ tharn gia (cac) chU'dng trinh giao dl:'c d~c bi~t li~t k~ tr~n til cha m~ ch~ thu~n cho x~p
d~t dfnh kern. MQt IEP d:I dU'c;1C d~t ra, trong d6 mO lei ta-t ca cac dich vI:' dn thi~t d:I dU'c;1C xac
djnh. Xin Dng Ba ky t~n vao til cha m~ ch~ thu~n x~p d~t drnh kern d~ cho chung tOi bi~t
quy~t dinh cua Dng ~a va gUi tra I~i cho
~ tntdng
N~u chung tOi khOng dU'c;1C hoi dap cua Dng Ba trong vong hai tulln I~, chung tOi se Ji~n I~ vdi Dng
Ba d~ bi~t quy~t djnh cua Dng Ba.
Dng Ba c6 th~ dong yhay kh&lg dong yvdi di~u chung tOi ~ xu~t. N~u 608 Ba c6 gi dn hoi,
chung tdi se vui long n6i chuy~n vdi 6ng Ba h~c t6 chuc bueSi hQP khac. Xin hay g9i (T~n va chuc
VI:')
d 56 di~n th~
_
n~u Dng Ba muon thao lu~n th~rn v~ v:ln ~ nay.
Xin cam dn Dng Ba hc;1P lac vdi chung tOi d~ giup dap U'ng nhu du cua con Dng Ba.
Kfnh thU',
T~n: -------------
Chuc VI:':
_
Ofnh kern v~ ki~n
-;, '~
TIN rue H~ rn6NG TRUONG HQC VIA PHUONG
eha M~ eh~p Thu~ eho Xlp ldp
Nay chung thvc rAng tdi hi~u ~ng t~i bu6i hc;>p cua Uy Ban X~p D~t cho Chltc:mg Trinh Giao D~c ca
Nhan (IEP) giao dl:'c d~c bi~t hc;>p vao ngay
, Uy Ban da. <m xu1t cho hQC sinh
_ _ _ _ _ _ _ _ _ _ dltf:1C tham gia cac Chltdng trinh I dich v~ giao d~c d~c bi~t sau day:
.TOi hi~u rang ~ xu1t nay gorn c6 tat ca cac nhu cau v~ dich vlJ dltQC xac dinh trong fEP cua con t6i.
_ _ _ _ _ C6, tOi dong y vdi vi~ x~p d~t nay. _ _ _ _ _ KhOng, tOi khOng dong y vdi vi~ x~p d~t nay vI cac Iy do sau day:
Cha m~ I giam h I ngltdi thay th~ ky t~n:
_
Ngay:
_
Kern thee day mc}t ban Quy~n lQi cua Cha M~ trong Giao D\lc D~c Bi~t.
Danh cho H~ Thong Trltdng HQC dien vao:
Ngay sinh:
_
FTE #:
_
ruc TIN
H~ TH6NG TRUONG HQC DIA PHUONG
Bao Tntdc Vi~ Tai Trac Nghi~m
Tnfdng:
_
Ngay:
_
Kfnh gm cha m~ I giam hQ I ngU'di thay th~ cha m~ cua h9C sinh
_
HQC sinh c6 kha nang y~u kem din dU'c;fC tai tr~c nghi~m ft nha't ba n~ mQt Pcln h~u d~ xac djnh cac
nhu diu hi~n t~i va xet xem c6 du di~u ki~n d~ dU'c;fC ti~p tl}C x~p d~t hay khdng. Tai tr~c nghi~m se
bdi nhling nhan vi~n chuy~n nganh va c6 th~ bao g<>m cac lanh vl!c sau day: thi giac, thfnh giac, kha
nang cd dQng, trf khdn, x~ hQi I cam xtic, trlnh dQ, phat ngOn I ngOn ngfr, v.v. C6 drnh kem theo day
bang giai thfch cac lanh vl!c nay.
6ng Ba se dU'<;$c mdi den dl! bu6i hc;>p d~ thao lu~ k~t qua. se khdng c6 thay ddi gl trong chU'dng trinh hQc ~ cua con 6ng Ba cho d~n khi nao c6 bu6i hQp cua Uy Ban X~p D~t I ChU'dng TrInh Ciao
Dl}c Ca Nhan.
Kem theo thU' nay la ban Quy~n l<;$i cua Cha M~ trong Ciao Dl}c D~c Bi~l
Kfnh thU',
T~n: --------------
Chti'c vI.}:
_
Dfnh kem vc'ln kin
rue TIN
Ht rn6NG TRUONG HQC DJA PHUONG
ThOng Bao D~n XEp T.Ji Dja Phltdng
Ng~y
_
Krnh gm cha m~ / giam h / cha ~ thay thE cua hQC sinh
_
H~ Th6ng Tntdng HQC Qu~n
y@u du Ong B~ dEn dl{ bu6i hQP dan x~p vao ngay
_____ ~i dia chi
. Ml}c drch cua bu6i hQp la d@ thao lu~n cac
nhu diu giao dl}c cua
va d~ c6 dip g~ nhau khOng chrnh thuc d@ giai
quy~t cac di~u khac bi~t v~ cac dich Vl} giao dl}c d~c bi~t dU'QC ~ xu~t. Ong Ba khOng nha't thi~t
phcii tham gia dan x~p, c6 th~ bO qua thu tl}c nay va y@u diu mt bu6i th~m v~n. Vi~ dan x~p se
khong anh hU'dng d~n cac gidi h~n thdi gian cho thu tl}C th~m v~n.
Dng Ba c6 th~ d~n theo mQt ngU'di d~ tam nhan d~n budi hQp d~n x~p. N~u Ong Ba dinh d!n theo
ngU'di nao, xin hay bao tntdc chung toi bi~t. Mt ban thoa thu~ chung se dU'QC thao ra, se dU'QC hai
~n ky ten, va phAn phat cho hai ~n khi k~t thuc budi dan x~p. ~t ban cac quy~n IQi cua cha ~
dU'~ kern theo.
Trong thdi gian dang ti~n hAnh rnQi nghi thuc hanh chanh h~c tU' phap li@n quan dEn mt V&:l khi~u
ca n~i, trll khi h~ th6ng lntdng hQC IAn cha rn~ cua hQC sinh d~ng ylAm khac, hc;>c sinh Ii@n h~ trong
se Vii khi~u n~i ti~p t&:lC hQC ~ thea sl{ xEp d~ hi~n hanh cua n6.
NEu di~u khiEu n~ lien quan dEn ddn xin nh~p hQC cBu ti@n vao lntdng hQC cOng I~, hQC sinh se, vdi sl{ d?>ng ycua cha rn~, dU'QC x4fp vao chU'dng trinh hQC lntdng cOng I~ cho d~n khi mQi nghi
thuc da hoAn ~t.
Chung toi r~t mong dQi dip dU'QC hQp vdi Dng Ba v~ cac nhu diu giao d&:lc cua con Ong B~. N~u c6 dieu gi rnu6n hoi trU'd<: ngay hc;>p, xin hay cho chung tOi bi~t.
Krnh thU',
.' T@n:
_
ehuc Vii:
_
we TIN
Ht TH6NG TRVONG HQC DIA PHVONG
Th6ng Bao Th~ v~ T~ Dja Phltdng
Ngay
- - -. _ Tie.3.
_
Kfnh gUi cha m~ { giam h { cha m~ thay th~ cua hQC sinh
_
Do st! y~u c~u cua : (T~n cha m~ h~c cd quan cong quy~n)
, mt budi
th~m van da dllc;1C dlf djnh vdi mt vi~n chuc th~m van vung, m~c drch la d@ danh gia muc thrch hQP
Uy cua quy~t djnh cua Ban X~p D~t {IEP Giao D~c D~c Bi~t cua H~ Th6ng Tntdng HQC
_
_ _ _ _ _ li~n quan d~nchlldng trinh hQC t~p dllQc <m xu~t cua hQC sinh
_
Budi th~m van phcii tht!c hi~n trong vong 20 ngay lich tll' khi nh~n dllQC Idi y~u du vi~t, va se dllQc
xuc ti~n vao ngay
t~i dia chi
_
va bat dau luc
gid.
Voi tll cach la cha m~ cua
, Ong Ba c6 th@ xem xet vao nhUng luc hQp
Iy ph6 ban cua ~t ca tai li~u Ii~n quan d~n con Dng Ba, da dllQc phat tri~n bdi h~ th6ng trlldng hQC
ho~c d~i di~n h~c nhAn vi~n, va gom c6 ~t cl cac bai trac nghi~m h~c bao cao lam do ban coo
Idi em xuat x~p d~t nay.
Vi~n chuc thfun van vung phai xet d~n mQi slf danh gia ri~ng tll v~ y khoa, ~ Iy h~ giao d~c cua
nglldi kham nghi~m c6 chung thlfc hay b~g hanh ngh~, rna c6 th~ dllQC dlta ra lam bang chung.
Hdn mia, Ong Ba c6 th~, n~u tt! chiu phf tdn, dllQc d~ di~n bdi tr~ng sll hay nglldi nao khac vao ~t
kY giai do~n nao cua qua trtnh thfun v~n.
Budi th~m van n6i tr~n se kfn, khong c6 cOng chung tham dlf, trU' khi 6ng Ba y@u du vi@n chuc thfun
van vung cho cong chung vao tham dt!. Tuy nhi@n, trong tntdng hQp d6, nglldi d~ di~n cua h~ th6ng trlldng hQc, cac nhAn vi~n thrch hQP cua hi dong giao d~c dia phlldng, va cac ngudi khac
dltQc h~ thong tntdng hQc ho~c 6ng Ba y@u c~u va dllQc vi@n chl1'c th~ v~ wng ch~ thu~, se cfj
th@ hi~n di~n.
ca hai ~n c6 th~ dU'a ra nh~n chUng h~c v~t chUng wdc vi~n chuc th~m van vung va cl hai ~n se
dltQc dip hoi cung nhAn chung. lu~t phap cho phep mOi ~n dllQC gm trat doi h~c bat buQc ',hAn
chUng d~n dlf budi hQp theo dung thu t~c. MQinghi thuc se dllQc ghi I~ tr@n ~g h~c phllong ti~n
khac thfch hQP. Vi~n chuc thAm v3n vung c6 th~m quy~n xa~ dinh hay bclc bO quy~t dinh cJa ~t eci
cac ~n trong cuc.
Trong thdi gian dang ti~n hanh mQi nghi thuc hanh chanh h~c tll phap Ii~n quan d~n mt v~ khi~u
n~i, trtt khi ca h~ th6ng tntdng hQC 11n cha m~ cua hQC sinh dong y lam khac, hQC sinh li@n h~ trong vl:I khi~u n~i se ti~p t~c hQC ~ theo st! x~p d~ hi~n hanh cua n6.
.:
!
ThOng Sao Th~m V~n T~i Oia Phttong Trang 2
'-. 2Sc
se, N~u di~u khi~u n~i li~n quan d~n dc," xin nh~ hQC emu ti~n vao trtf()ng hQC cOng I~, hQC sinh voi sl{ d~ng ycua cha m~, dlt~ x~p vao Chltdng trinh hQC tnt()ng cOng I~ cho d~n khi mQi nghi
thuc da hoan tat.
Trong yang 25 ngay lich sau khi hoan ~t vl:l tham va:n, quy~t djnh vi~t cua vi~n chlfc thAm va:n vung
se dlJ'c;JC gm d~n 6ng Sa va hQi d~ng giao dl:lc dia phttdng. Vi~n chlfc thAln v~ vung c6 th~ chcip
thu~n cho gia h~n ri~ng bi~t nhling th()i h~ nay n~u c6 sl{ y~u du cua b~ IcY ~n nao.
Quy~t dinh vi~t cua vi~n chlfc th~m va:n vung se chi c~n clf duy nha:t tr~n mQi bang chU'ng dlta ra t~ buc1i thcim va:n va se gom c6 ban t6m Ilt~ buc1i th~m va:n va nhling I()i ~ nghi Cl:l th~ h~u thu~n cho
cae ty do dlta den quyet dinh.
Cac di~u tim thay da viet ra ho~c quyet djnh cua vi~n chlfc thAm vfn vung phcii dU'~ chuy~n d~n cho Nh6m Cd Van Ti~u Bang v~ Ciao Dl:Ic D~c Bi~t sau khi d~ huy be) lTlQi tin tlfc c6 th~ dtt~ cci
nhan nh~n ra.
Kfnh thtt,
T~n: --------------
Chuc vl:l:
_
Nay cho phep:
we TIN
H~ TH6NG TRUONG HQC DIA PHUONG
Thang Bao I eho Phep Trao lin Talc
dU'Q<: trao cae lai li~u tll m~t Ii@n quan d~n:
T@n hQ ~y du cua hQC sinh:
Ngay sinh:
_ Trltdng:
Cho:
_
_
Ldp:
_
vdi sl/ thoa lhu~n r~ng nglldi dllQC nh~n tin tuc nay se khOng trao I~ eho mt nglldi thl1' ba ~u
khOng c6 sl/ chap thu~ thfch dang.
Cac tai lieu dl1~ traQ I~i:
Ly dQ de trao I~i:
_ cae td ch~ thu~
__ Trek nghi~m tam Iy
__ H~eh dinh giao dl;le
Linh tinh:
_
__ X~p d~t/Bi@n ban giao dl;le d~e bi~t
_ 'SFP/'EP/Duy~t I~ hang nam
__ Tai li~u y khoa
Bao cao du di~u ki~n
_ Linh tinh:
_
Tai hi~u ro va de>ng y vdi di~u n6i d tr@n.
Chfr ky cua cha m~/giam h/cha m~ thay th~: _~
_
Ngay: -.....,0---------
Day la d~ bao cao vdi cha m~ ring tOi da trao I~ cae ta.i Ii~u thuc hQC sinh n6i tr@n cho:
H~ Th6ng TnJ'dng HQC
_
Chfr ky cua nglldi d~ di~n H~ 1116ng TrllCJng HQC:
Ngay:
_
Ri;""
.r:: _
TIN we H~ rn6NG TRUONG HQC DIA PHUONG
Quy~n l{li Cua Cha M{! Trong Gi40 Ovc Die Bi~
Vdi hI cach I~ cha m~ cua cua mt hQC sinh da dU'QC ~ xu~t httong cac djch Vl:I giao dl:lc d~c bi~t h~c dang dtt~ httong cac l<;1i rch giao dl:lc d~c bi~t, 6ng 8~ V~ dU'a con c6 nhling quy~n l<;1i nh~t dinh dttc;k: lu~t tii!u bang V~ li~n bang che chao Chung tOi mu6n 6ng 8~ dttc;k: bi4!t v~ cac quy~n IQi
nay.
TAl LI~U LlJU TRV
1.) Quy~n dttc;k: xem xet va duy~t I~ tai li~u v~ giao dl:lc U@n quan d4!n vi~ nh~n dinh, dAnh gici,
x4!p d~t giao dl:lc, va vi~ cung dp m~t n~n giao dl:lc cOng I~ thrch hQp mi~n pM, khOng bi
ch~ tr~ cach khong dn thi~~ sau khi cha m~ y~u du va tntdc mc;>i cuQc hc;>p li@n quan d~n IEP hay thJm v~, va khong trttdng h<;,p n~o dllc;k: qua 45 ng~y sau khi c6 y@u duo 2.) Quy~n chi dinh nglldi d~i di~n di! duy~t I~i cac tAi li~u.
3.) Quy~n y@u c~u cd quan cung clp ph6 ban cac tai li~u, n4!u ma thi~u ph6 ban nay se
khien cho cha m~ khong th~ thi hAnh quy~n xem xet v~ duy~t I~i ta.i li~u. 4.) Quy~n doi cd quan chap nh~n r~g cha m~ c6 th~ quy~n xem xet va duy~t ~ tai li~u cua
con minh tnt khi cd quan da dll~ thong bao r~g cha ~ khong c6 thfun quy~n thea lu~t ti~u
bang.
5.) Quy~n xem xet v~ duy~t I~ tin tilc li~n quan d4!n con minh,ma thoi, n~u c6 tai Ii~u nao ~m
tin tilc cua nh~u dila tre m~t luc.
6,) Quy~n doi cd quan cOng quy~n duy trl mt bang ItfU ghi I~ cae ngttili n~ dttQC xem eactai
li~u giao dl:lc da thu th~, bao quan, hay sU' dl:lng chi4!u theo di~u nay (ng~ trU'dttQC xem bdi cha m~ va nhan vi~n c6 thcim quy~n cua cd quan tham gia), g~m c6 t!n ngttdi xem, ngay ~ cho xem, va ml:lc drch m~ nglldi d6 da dllQC quy~n sU' dl:lng tai Ii~u. 7.) Quy~n doi cd quan tham gia tim ki4!m h~c tim I~ tin tt1'c mi~n phr.
8.) Cha m~ c6 thi! phai tra m~t I~ phr di! xin ph6 ban tai Ii~u ItfU tn1', n4!u I~ phr d6 khOng c6 tac
dl:lng ngan can cha m~ th,!c thi quy~n xem xet v~ duy~t I~ tai Ii~u. 9.) Quy~n dllc;k: thOng bao ~t ca m9i locP v~ ndi ItfU trtitai Ii~u dang dU'QC cd quan thu th~, bao
quan h~c sU'dl:lng.
kY 10.) Quy~n y@u c~u giai thrch b~ di~u nao trong tai li~u. 11.) Quy~n y~u du tu chinh bat kY tai Ii~u n~o n4!u tai li~u khOng chrnh xac, g3y hii!u Pclrn h * vi
ph~ quy~n tll m~t hay quy~n khac cua dU'a tre. 12.) Quy~n dttc;k: thong bao n4!u bi khttdc ttl"v~ quy~n dttQC dOi thfun van n~u cd quan khOng chju
tu chinh theo nhll y@u diu. 13.) Quy~n doi cd quan quy~t dinh c6 tu chinh ti,n tilc hay khOng trong vang m~t thdi gian phcij
ch~ng sau khi dllQC y@u du.
Trang 1 tr~n 7
Hi~u I,!c ttl" 14-2-94
14.) Quy~n dllQC th()ng bao Mu cd quan quy~t dinh trong me)t bu6i th~ v~ rc1ng tin tac khOng
chfnh xac, gay hi~u PcUn h~c vi ph~ cac quy~n I~i cua dU'a tre v~ quy~n doi tu chinh tAi
li~u.
15.) Quy~n dll~ thOng bao quy~n cua cha m~ dllQC vi~t mt du v~o ta; li~u d~ ph@ blnh tin tl1'c
h* n@u Ifn nhting If do cua cha m~ khOng dbng yvdi cd quan khi cd quan quy~t dinh trong
phl@n th~m vfn ring tin tl1'c khOng c~n thi~t phai dllQC tu chinh.
16.) Quy~n dllQC Ittu gili k)i gicii thrch cua cha m~ d troog tAi Ii~u chU'ng n~o m~ tai li~u dang trong
vong nghi v~ vln con duy tri. 17.) Quy~n cho ti~t Ie) Idi gicii thfch cua cha m~ n~u tai Ii~u dang trong vong nghi v~ dllQc ti~t Ie).
QUY~N nJ ~T TIN WC
1.) Quy~n h~n ch~ cho ai xem cac !Ai Ii~u cua con mlnh b~g each khOng ch~ thu~ cho xem
tai Ii~u.
2.) Quy~n dllc;k: thOng bao v~ dllQc nh~n ph6 ban tntde khi c6 tin tuc gl trong hb Sd cua con
minh bj ti@u huy.
,3.) Quy~n dllQc bi~t tin tuc da dllQC ti~t Ie) cho ai. 4.) Quy~n dllc;k: duy~t I~i v~ nh~n ph6 ban cua ta't ca mQi tin tuc gUi cho mt cd quan khac, ndi
m~ con mlnh mudn xin nh~p hQC ho~c hi du di~u ki~n d~ nh~ hQC.
TRAC NGHI~M RI~NG nJ
1.) Quy~n dll<;k: tr~c nghi~m ri@ng tll bdi mt ~c nghi~m vi@n c6 du tll cacho
2.) Quy~n doi cuC trac nghi~m ri@ng tll, ~t k~ dllQC da; the} bdi c6ng quy hay tll nh~, phcii
dllQC cUu xet ~i eac buOi he}p c6 quy~t dinh v~ x~p d~t ho4c chlldng trinh, hay ~ phi@n thAm
v~ v~ mt n~n giao dl:lc c6ng I~ thfch h~p mi~n phr.
3.) Quy~n dllQC bi~t ~i d3u c6 th~ c6 dllQC cuC ~c nghi~m ri@ng tll kh6ng t6n kem ~ rt t6n
kem. 4.) Quy~n dll<;k: tr~c nghi~m ri@ng tll do cOng quy d~i the} chi~u theo cung nhU'ng ti@U chu~ ~
cd quan cOng quy~n ap dl:lng d~ xin dll(k: cuc ric nghi~m, k~ cci efta di~m cuc ~c nghi~m n~u 6ng B~ khOng dbng y vdi st{ trac nghi~m cua cd quan; tuy nhi@n, cd quan cOng quy~n c6
quy~n khdi Slf mt cuC th~ va:n v~ mt n~n giao dllC c6ng I~ thrch h~p mi~n phr d~ chung
minh r~ng sl/ trac nghi~m cua he} IA thrch h~p. 5.) Quy~n dll<;k: tr~c nghi~m ri@ng tll do cOng quy da; the} ~u cuc tr~c nghi~m dllQC y@u du bdi
me)t vi@n chuc thfun va:n trong mt buOi thcim va:n. "Trac nghi~m" c6 nghia IA cac nghi thuc dll<;k: sU' dllng chi~u theo cac d~n 300.530 - 300534 d~ xac dinh xem dU'a tre c6 bj kha nc1ng y~u kem hay khOng vA tfnh ch~t v~ muc d giao dl:lc d~c bi~t v~ cae dich vII Ii@n h~ mA dU'a tre c~n d~n. Danh tll' nAy c6 nghia IA cac nghi thuc dllQC sa dl:lng mt each che}n IQC cho ca . nhan mt dua tre, vA khOng gbm c6 cac b~i tr~c nghi~m c~ ban ap dllng h~c cac nghi Ull1'c
sa dl:lng cho l~t ca hQC sinh trong mt trlldng,"trinh d h~c Idp. "Tr~c nghi~m giao dllC ri@ng
ttr- c6 nghia la cuC tr~c nghi~m thi hanh bdi tr~ nghi~m vi@n c6 du tll each ma khang IA
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Hi~u Il/C til' 14-2-94
nhan vi~n clla cd quan cOng quy~n c6 trcich nhi~m v~ giao dl)c clla dU'a tn~ duang slf. -rrcic
nghi~m giao dl)c ri~ng tu do cOng quy dai thQ" c6 nghia Ia ca quan cOng quy~n h~c trci 1ft d phf tdn cua cu(K trac nghi~m, h~c n~u khOng thi phcii bao dam ring cha m~ khOng phcii trci
ti~n cho cu(K trac nghi~m.
rnONG BAo
1.) Quy~n dlfc;:k: thOng bao v~ hi~n di~n ~i W cci cac budi hQP tntoc khi Cd quan khoi sl! hay sUa
ddi ( ho~c khuoc ta khoi sl! hay sUa ddi ) vi~ nh~ djnh, dcinh gia, x~p d~t h~c cung d'p
mQt n~n giao dl)c cOng I~p thfch hc;1P mi~n phf.
2.) Quy~n duc;1C nh~ sl! thOng bao bang v~ thlt, bang ti~ng m~ de cua minh, hay phltang cach
tMng tin chfnh n~o khac, 0 mt trlnh d hi~u dltc;1C cho d~ qu~n chung.
em 3.) Quy~n duc;1C gi~y thOng bao d6 mO ta bi~n phap duc;1C xu~t, gicii thfch ra ~ sao n6 duc;1C ~
xu~t, mO ti cac giai phap duc;1C x~t d~n, v~ gicii thfch t~ sao cac gicii phap khac tU bi bac bOo
4.) Quy~n duc;1C thOng bao mQi nghi thrrc danh gia, trac nghi~m, tAi Ii~u luu ~c bcio cao n~o mA
cd quan da dung d~n lAm c~ ban cho mQi bi~n phap do cd quan ~ xu& ho4c lAm din ban
d~ khudc ta.
5.) Quy~n duc;1C mO ta cho bi~t mQi y~u t6 n~o khac c6 Ii~n quan d~n bi~n phap do cd "quan ~
xu~t ~c can ban d~ ttl' khuoc.
6.) Quy~n duc;1C c6 m~t ~i ~t ca cac budi hQp IEP.
.
7.) Quy~n duc;1c nh~n gi~y thong bao gom c6 Sl! gicii thfch cfcly dll cua tat cci cac sl! bao vt trong
nghi thU'c m~ cha m~ dltc;1C huong.
8.) Quy~n cua cha m~, n~u ti~ng m~ de ho~c phltang cach thOng tin khac k~ng phcii Ia ~t
ngon ngii' viet, se duc;1C di~u thOng bao dich ra ~ng mi~ng hay each nao khac dUng tiblg ~
de clla cha m~ ho~c phuang cach thOng tin khaCi quy~n duc;1C hi~u ra ni dung cua ~
thOng bao; v~ quy~n duc;1C c6 bang chUng vi~t cho th~y cac dmu khoan n~y d~ dltc;1C ttU!C
hi~n .
.,
A
CHAPTHU~N
1.) D~nh quy~n ch~p thu~ trude khi bat dlu cu(K trac nghi~m d~ chu~n bi x~p d~t.
2.) D~nh quy~n ch~ thu~n tntde khi c6 th~ x~p d~t Sd khoi v~o giao dl)c d~c bi~t
3.) Quy~n duc;1c bi~t chi ti~t cua sinh h~t dang xin cha m~ chap thu~, k~ cci danh sach cae tai
se Ii~u luu ( n~u c6 ) duc;1C ti~t ', v~ ti~t 1(> cho ai.
4.) Quy~n rut I~ sl! ch~p thu~n b~t cU' luc n~o. 5.) Khi khOng c6 Slf chap thu~n, cd quan c6 quy~n ti~n h~h th~ v~n d~ xac dinh dl1'a con :ua
6ng B~ c6 n~n dltc;1C trac nghi~m ho~c x~p d~t Sd khoi hay khOng. Ng~ traJ'tntc)ng hc;1P danh
gia chu~n bi xep d~t v~ xep d~t sa khoi, c6 th~ khOng din c6 sl! chap thu~ nhlt I~ dml', ki~n
d~ cha m~ hay dU'a tre duc;1C huong phuc 1c;1i. "Chap tht:l~" c6 nghia I~: (a) NgltCJi cba m~ da duc;1C thOng bao dly du mQi tin trrc li~n quan d~n sinh h~t dang xin dltc;1C ch~p thu~ll, bang tieng m~ de cua minh ho~c phlfdng cach thOng tin n~o khaCi (b) Ngltc)i cha m~ hi~u v~ dbng
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Hi~u IlfC tU' 14-2-94
y b~ng Idi vi~t cho phep thl!C hi~n sinh h~t dang xin phep hQ ch~ thu~, v~ va.n tU' ch~
se thu~ mo ta sinh h~t d6 v~ li~t k@ cac tai li~u Ittu n~o (~u c6) dltQC ti~t I cho ai; v~ (c)
Ngltdi cha m~ hi~u r~g SIf ch~ thu~ IA nhi~m y tuy d cha ~ v~ c6 ~ rut ~ ~t cl1luc
n~o.
ll-IA"M VA.,N
1.) Quy~n y~u c~u dAn x~p t~ dia phltdng vM1~c bu6i thAm va'n dung thu tl:lC v~ vo tlt d~ nghi va'n vi~c cd quan nh~n dinh, danh gia h~c x~p d~t cua con Ong B~, ho~c d@ nghi va'n vi~ cd quan cung c~p n~n giao dl:lc cOng I~ thrch hc;Jp mi~n phf.
2.) Quy~n dltC;SC bi~t den mQi dich Vl:l phap ty vA dich Vl:l khac c6 li@n h~, mi~n phf h~c t6n phr
nh~, c6 th@ ki~m dltQC ( tY dl:l nhlt nhA chuy~n gia v~ nhting 11nh t~ng khci na.ng y~u kern, c6
th~ lAm nh~n chUng ~ phi@n th~m va'n, khi cha m~ y@u du tin tl1c h~c khi cha m~ hay cd quan khdi sl! mt cuc th~m v~n). 3.) Quy~n c6 bu6i th~m va'n di~u hAnh bdi cd quan giao dl:lc nhA nltde. 4.) Quy~n doi cuc th~rn va'n dltQC chu to~ bdi mQt vi@n chl1c thAm va'n khong IA nh~n vi~n cua mQt cd quan cOng quy~n c6 li~n quan d~n giao dl:lc cua con Ong BA, ho~c b~ng cach khac trong ngh~ nghi~p hay ca nh~n c6 quan h~ vdi cuc thAm va'n (tuy nhi~n, n~u vi~n chuc th~m va'n chi IA dltQC trei ti~n thiJ lao bdi cd quan d~ phl:lC vl:l trong cuC)c th~ va'n d6, thi di~u nay ri@ng n6 khong khien cho vi~n chuc d6 dltQC xem IA nh~n vi@n cua cd quan). 5.) Quy~n dltc;Jc xem danh sach nhting ngltdi phl:lC vl:llAm vi@n chl1c th~m va'n, gbm c6 slf chUng nh~n khei nang cua tU'ng ngltdi. 6.) Quy~n cua cha m~ h~c cac b@n dltQC c6 va'n vA dltQC dem ~n phi@n th~ va'n ~ SU' v~ nhting ngltdi c6 ki~n thuc h~c hua'n luy~n d~c bi~t v~ cac va'n ~ cua ngl/di khci nang y~u
kern. 7.) Quy~n c6 sl! hi~n di~n cua con 6ng Ba. 8.) Quy~n doi cho cOng chung dltQC vao dlf cUQc th~m v~n. 9.) Quy~n cua cha m~ h~c cac b@n dlt<;k: tntng ra ~ng cd vA d6i chm, chm va'n va cltdng bach
nh~n chUng d~n dlf. 10.) Quyen cua cha m~ h~c cac b@n dlt<;k: ngan ca'm dem den phi~n th~m va'n mQi b~ng chUng
da khong dltQC ti~t IQ rt nh~t nam ng~y tnlde ngay thAm va'n. 11.) Quy~n cua cha m~ h~c cac ben dlt<;k: gilt mQt bi@n bcin nguy~n van cua phi~n th~ van
b~g chli vi~t h~c di~n tti. 12.) Quy~n cua cha rn~ h~c cac b@n dlt<;k: c6 bcin vi~t cae slf~ 11m tMy vA mc)t ban viet quy~t
dinh trong vong 45 ngay sau khi cd quan giao dl:lc dia phltdng nh~ dltC;SC Idi y@u du emu ti~n ve th~ va'n; tuy nhi@n, vien chuc th~m van c6 th~ chap thu~ cho gia h~ m~t thdi h~n nM't
dinh neu c6 ben nao y~u cau. 13.) Quy~ cua cha m~ h~c cac b@n dlt<;k: c6 quy~t djnh cu6i cung do vi@n chuc th~m va'n, tnJ
khi mQt trong cac b@n khdi t6 trude toa an dan slf.
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Hi~u Ilfc til' 14-2-94
14.) Quy~n dU'~ thAm v~n ho4c khang an vao ngay gia va ndi du thu~ ti~n cho Cng Sa va con
Cng Ba.
15.) Quy~n cua cha m~ h04c cac b@n bi thi~t th6i dU'~ khang t6 quy~t djnh cua vi~n chL1'c thAm
v~ bang cach khdi t6 dan slf d toa an ti~u bang h04c Ii~n bang.
16.) Quy~n dU'~ giti con cua Ong Ba ~ mOi tntang giao dl;lC hi~n ~i cho d~n khi mQi nghi thL1'c
tham v~n v~ khang an da hoan ~t, tn:r khi Ong B~ va Cd quan dbng ycach khac.
17.) Quy~n cho x~p dL1'a tre vao chU'dng trlnh tntang hQC cOng ~ cho d~n khi mQi nghi thL1'c da hoan ~t, n~u di~u thU'a ki~n c6 Ii~n quan d~n vi~ xin nh~ hQC dhu ti~n v~o tntang cOng I~.
18.) Chi~u theo D~o lu~t v~ Cac Tre Em Kha N~ng Ylu K~m, P.l. 99-372 [20 U.S.c. 1415(e)(4)(B)],
cha m~ nao th~ng ki~n trong m~t Vl;I th~ v~n dung thu tl;lc hay Vl;I ki~n ~ toa, c6 1M dU'~
,hoan I~i cac t~n thu lao lu~t sU' v~ chi phf theo nhU'toa phan quylt. Thu lao lu~t sU' v~ chi phf trong cac tntang hQp nhU' v~y khOng lh~ do vi~n chl1'c th~ v~ cua vung h04c ti~u bang ban
b6.
cAc TI-iU Tl)C TRAC NGHI~M
1.) Quy~n dU'C;SC c6 cuC?c tr~c nghi~m day du va ca nhan v~ cac nhu diu giao dl;lC cua con Ong Ba.
kY 2.) Quy~n doi tr~c nghi~m phcii dU'C;SC thlfC hi~n bdi mQt d~i da n~g, gbm c6 ft nh~t mQt
chuy~n gia c6 hi~u bi~t trong lanh vlfc dU'~ nghi la bi khci nang y~ k~m.
3.) Quy~n cho con Ong Ba dU'QC danh gia trong ~t ca cac lanh vlfc Ii~n quan d~n kha nang y~u k~m bi tinh nghi.
4.) Quy~n dU'Qc nhting cuQc tr~c nghi~m thrch hQp, thlfc hi~n bdi nhting trek nghi~m vi~n c6 du
khci n~ng. 5.) Quy~n doi dung d~n nhi~u ti~u chuan trong vi~ xac dinh chU'dng trinh giao dl;lC thrch ~p
cho con cua Ong Ba. 6.) Quy~n doi cu~c tr~c nghi~m dU'QC thlfC hi~n bang ti~ng m~ de cua con Ong B~ ~ each
thl1'c thOng tin ri~ng cua n6.
7.) Quy~n dU'Qc tr~c nghi~m I~ ba n~m m~t P.m. 8.) Quy~n dU'Qc tr~c nghi~m I~i trong thai gian rt hdn ba n~, n~u Ong Ba hay th~y giao cua con
Gng Ba y~u duo
MOl TRVONG H~N CH( T61 TI-iltU
1.) Quy~n cho con Cng Sa dU'QC hQC ~p cung vdi cac tre em khOng y~u k~m khci n~g cho dln
ml1'c d~ t6i da thrch ~p.
2.) Quy~n dU'QC giti con Gng Sa lrong moi trU'ong giao dl;lC blnh thU'ong, trU' khi do d~n m~lldp hQc d~c bi~t ho~c trU'ong hQC ri~ng reo ( Chi n~n I~y m~t dU'a Ire ra khoi mlH tntong Idp hQC
binh thU'ong khi m~ trnh ch~t ho4c d~ tr~'1Tl trQng cua khci n~g y~u k~ khi~n cho vi~ hQC
t~p trong Idp hQC binh thU'ong, dung cac khf Cl:' va dich vI:' b6 tuc, cling khOng th~ chu toan
dU'<;1c my man.)
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Hi~u I,!c tU' 14-2-94
3.) Quyen dl/<;k: c6 nhi~u phlfdng cach x~p d9t thay th~ li~n tl:lC, d4! coo st! ra khoi chudng tnnh
giao dl;)c binh thudng c6 th~ la tntdng hQP h~ ch4! t6i thi~u.
.
4.) Quyen dlf<;k c6 nhUng djch vl:l b6 ttic nhlf la phong hQC li~u ho~c hQC t~ di dQng, d4! cho
con 6ng Ba c6 th@ d I~ trong Idp hQC blnh thU'dng.
5.) Quyen dU'<;k: cho con 6ng Ba x~p d~t ~ tnfdng hQC ma n6 dang ra se theo hQC n4!u
khbng bi y~u kem khci nc1ng, tn)' khi chU'dng trtnh giao dl:lc ea nhan cua n6 doi hoi cach s.ip
x~p khac; va quyen tham gia cac dich Vl:l va sinh ho~t phi hQC v~ va ng~ giao trinh, tY dl;)
nhU' cac btia ~, ra Chdi, vi~ c6 v~n, th@ thao, va cac nh6m sO thfch d~c bi~t
CHA M~ THAY THf Mbi cd quan cOng quyen se bao dcim chi djnh me)t ngU'di lam thay t~ cho cha m~ cua me)t daa tre
khi ma khOng Xclc dinh dU'<;k: ai la cha m~ cua dl1a tre; khi Cd quan khOng tim ra cha m~ d dau m9c du da c6 gang dung muc; ho~c khi dua tre dang d dU'di quyen giam he) cua 1i@u Bang chi~u theo lu~t n~u Bang. Cd quan phcii c6 me)t phU'dng phap d@ xac dinh me)t dU'a tre c6 dn cha /m~ thay th~ hay khong, va d@ chi dinh mc?t ngudi lam cha/m~ thay th~ cho dua tre.
Cd quan cOng quy~n dU'<;k: phep chc;m Ilfa mqt ngU'di cha/m~ thay th4! b~ng m<.>i cach dU'<;k: lu~t phap n~u Bang cho phep, nhUllg phai chac chan r~ng nglfdi dU'<;k: ch<.>n lam cha/m~ thay th4! khOng phcii la nhan vien cua me?t cd quan cong quyen c6 vai tro trong vi~ giao dl:lc h~c ch~ nom dU'a lIe,
khOng c6 quyen IQi nao xung de?t vdi quyen I~i cua dU'a tre ma ngU'di d6 d~ di~n Coo, va phcU c6 slf
hi@u bi~t va tai nc1ng du bao dam c6 th@ d~i di~n dung mac cho dU'a. tre. (Me)t ngU'di se khOng bi mat
tU' cach lam cha/m~ thay th~ vdi Iy do la nhan vien cua cd quan n~u chi vl dU'<;k: cd quan trci tien thu
lao d~ phl;)c Vl:l lam cha/m~ thay th~.).
Nglfdi lam cha/m~ thay th~ dU'<;k: d~i di~n dua tre trong m<.>i vi~ Ii~n quan d~n nh~n djnh, dAnh gia, va sap x4!p h<.>c cho dU'a. tre, va sl! cung c~p cho n6 mc?t n~n giao dl:lc cOng I~p thfch h~p mi~n phr.
KfT lU~N
La cha m~ cua mc?t dua tre c6 kha n~g y~u kem, Dng Ba va con 6ng Ba c6 nhieu quyen IQi; va
cung vdi cac quyen I~i nay, cling c6 mc?t 56 trach nhi~m. H~ th6ng nha tnfdng c6 lIach nhi~m bao
v~ quyen I~i cua Dng Ba. ~ phan 6ng Ba n~n c6 gang cho nha trU'dng bi~t eac slf th@ c6 anh hudng d~n vi~ giao dl:lc cua con 6ng Ba. Chung tOi cling khuy~n khfch Dng Ba n!n tr~ giup nha tnfdng
bang cach d~n dlf cac bu6i h<.>p ve ChU'dng Trinh Giao Dl:Ic ca Nhan va b~g each luOn luOn duy tri
cac m6i Ii~n I~c. Khi Dng Ba c6 dieu quan tam gi ve vi~ giao dl:lc cua con Dng Ba, n!n cho hi~u trlfdng trlfdng h~c nglfdi ph6i h~p giao dl;)c d~c bi~t bi~t la dieu quan tr<.>ng. N~u Dng Ba dn dlf<;k: lI~ giup them d~ noi chuy~n vdi ngU'di trong h~ th6ng tnfdng hQC, cling c6 nhUng nh6m cho cha m~ ho~c nhom ung he? c6 th~ giup dU'~. Ngoai ra, Dng Ba cling c6 th@ li!n I~c vdi Be) Giao Dl:Ic Bang
Georgia valh09c sd Di~u Hanh GLRS (GLRS Direction Service) (xem dU'di day). Tuy nhi~n, di~u quan
trqng nha't v~n la 6ng Ba nen n6i chuyn vdi thay giao, hi~u tntdng, ngU'di ph6i h~p giao dl;)c d9c
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Hi~u Il!c tU' 14-2-94
bi~t h~c nhling vi~n chli'c quan trj khac cua nha tru'dng. Nhi~m Vl;J cua cae tnldng hQC la giup tre
em t~g tntdng va phat tri~n thanh nhling ngU'di trU'dng thanh c6 khci n~ng, nhlfng nha tnldng dn st!
tr<;, giup va h<;,p lac cua cac b~c cha m~ d~ hoan thanh m~c drch.
N~u 6ng Ba din dU'<;'C giai thrch th~m bat cli' cac quyen I<;,i nao k~ tr~n, Ong Ba c6 th~ li~n I~c vdi
vi~n dieu hanh giao dl;Jc d~c bi~t dja phU'dng la
, h~c BQ Giao Dt:ec
Bang Georgia, Phan BQ HQC Sinh Khae ThU'dng (Georgia Department of Education, Division for
Exceptional Students), Suite 1952, Twin Towers East, 205 Butler Street, S.E., Atlanta, Georgia 30334-
5060, di~n th~ 404-656-3963, h~e GlRS Direction Service (1-800-282-7552).
8~ Ciao DIIC Hoa Kf/ Vc1n Phong Chuang Tn'nh Ciao DlJc D;c 8i~tph~ chuin, ngay 23-12-1993.
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Hi~u h!e tOO 14-2-94