Documents & Resources
Beacon Charter Schools
Congress enacted IDEA based on its finding that “disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.”
Individuals with Disabilities Education Improvement Act of 2004
The U.S. Department of Education issues federal regulations for implementing IDEA and to govern the Assistance to States for Education of Children with Disabilities Program and the Preschool Grants for Children with Disabilities Program. These rules are published in Part 300 of the 34th Code of Federal Regulations (34 CFR).
Assistance to States for the Education of Children with Disabilities
Rhode Island establishes state regulations for implementing IDEA. These rules are designed to ensure a free, appropriate public education for children with disabilities, protect the rights of children with disabilities and their parents, assist agencies to provide for the education of children with disabilities, and to assess and ensure the effectiveness of these efforts. The RIDE Office of Student, Community and Academic Supports oversees these state regulations.
Rhode Island Board of Education Regulations Governing the Education of Children with Disabilities
See additional standards for meeting Rhode Island Regulations
Rhode Island Guidelines for Implementing Child Outreach Screening
State Criteria for Determining Specific Learning Disabilities
According to the federal government, an LEP/EL is an individual:
(A) who is 3 to 21 years of age; and
(B) who is enrolled or preparing to enroll in an elementary or secondary school; and
(C)(i) who was not born in the United States or whose native language is a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual -
(i) the ability to meet the State’s proficient level of achievement on State assessments described in Section 111 (b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society
The links below will lead you to additional information about English Language Learners:
Know your rights!
This notice is the state’s model form for explaining parents’ rights under special education law and regulations. Federal and state regulations require schools to provide you with such a notice containing a full explanation of your rights in special education.