This module is designed to make the user aware of issues regarding Non-public schools and special education in Indiana. Users will gain awareness of how special education planning districts are organized and how that organization and how that organization may effect the communication between public special education programs and non-public schools. In addition, users will understand state special education regulations regarding non-public schools, funding issues, and dispute resolution for students with disabilities unilaterally placed in non-public schools by their parents.

Users will be able to:

1. Describe how the organizational structure of the special education planning district may effect communication with non-public schools regarding students with disabilities.
    
2. Explain the responsibilities of the special education planning district regarding the identification of students with disabilities and the provision of special education services to students with disabilities in non-public schools.
    
3. Explain how funding is provided for special education and related services for students with disabilities unilaterally placed in non-public schools by their parents.
    
4. Describe how disputes regarding the identification, evaluation, and provision of special education and related services for students with disabilities in non-public schools are resolved.

Standard #1: FOUNDATIONS
Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.

Performances: 3. conducts educational and other professional activities in compliance with federal, state and district laws, policies and procedures.

Knowledge: 3. understands state and federal regulations, local level policies and procedures, and due process requirements as they relate to assessment, eligibility, and placement of students with exceptional needs.

Standard #10: COLLABORATION
The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students’ learning.

Knowledge: 8. knows the roles and responsibilities of professional groups and referral agencies in identifying, assessing, and providing services to students.

Dispositions: 1. values collaborative relationships

• 4. values the role of stakeholders in the design, implementation and review of individualized educational plans.
   
• 6. is receptive to new ideas that enhance student learning

1. Study narrative section and visit web sites contained within the text.
    
2. Participate in online discussion with other users.