Special education services are required by the Federal Individuals with Disabilities Education Act, which was reauthorized in 2004. On the state level, special education services are governed by the Indiana Administrative Code commonly referred to as “Article 7” and were reauthorized in August 2008.
The cornerstone of both federal and state law is that each student with a disability is entitled to a free appropriate public education (FAPE). This means that special education and related services are to be provided to students with disabilities at no cost to the parent, in conformity with an individualized education program (IEP) that complies with federal and state requirements, in the least restrictive environment (LRE) and in such a manner that provides the student with equal opportunity to participate in services and activities that are available to all students.
A child or student three (3) years of age, but less than twenty-two (22) years of age with a disability may be found eligible for special education and related services in one or more of the following thirteen (13) disability categories:
Eligibility determinations are specific to each child:
If a child has a disability that adversely affects educational performance, that child is eligible for special education services under IDEA. If a child has a disability that does not adversely affect educational performance, the child is not eligible for special education services under IDEA, but may be entitled to protections under ADA Section 504.
If you suspect a child or student may need our services:
Central Education Center
389 E. Jackson St
Martinsville, IN 46151
The purpose of Navigating the Course: Finding Your Way through Indiana’s Special Education Rules is to provide an overview and a practical resource to help parents, advocates, school personnel, and students understand the requirements of Indiana’s special education rules 511 IAC 7-32 through 47. It is intended to serve as a companion guide and is not a substitute for the special education rules.
Understanding the provisions or rules helps parents, advocates, school personnel, and students work together more effectively. When positive relationships are established between the parent and the school, students with disabilities receive a better education and leave school better prepared to succeed as adults.