Fall 2026 SOWK 587 Week 04 - School and Special Education Laws and Policies

Slide 1
A classical building facade with columns is highlighted by sunlight. Text overlays read: 'School and Special Education Laws and Policies, Fall 2026, SOWK 587, Week 04.' Jacob Campbell, LICSW at Heritage University is noted.

Fall 2026 SOWK 587 Week 04 - School and Special Education Laws and Policies

title: Fall 2026 SOWK 587 Week 04 - School and Special Education Laws and Policies date: 2026-09-14 15:47:06 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 587 presentation_video: > Embed Code description: >

Social workers frequently are placed in settings serving students with disabilities and need to understand and interface with special educational services. Having specific knowledge regarding special education law, how services are provided to students, and the nuanced needs these students have is an essential aspect of school social work and being a professional transitioning into and partnering with schools. Week four is asynchronous with readings from the textbook and Washington’s K-12 education oversight body. Students will engage in forums and a quiz exploring special educational law. There is also a lecture video on implementing services in Washington State.

The agenda is as follows:

  • Week four course plan
  • General overview of special education
  • Referral process for special services
  • Positions and roles
  • Mandated reporting

The learning objectives for this week include:

  • To gain knowledge regarding the legal landscape regarding disability services within a school setting
  • To have an understanding of the obligations schools have to serve students with special needs
  • To articulate ethical decision making
Slide 2
The slide presents an 'Agenda' for a course on special education services in schools, detailing topics like 'referral process' and 'mandated reporting.' It includes 'Learning Objectives' for understanding legal and ethical considerations.

Agenda and Learning Objective: How Does Special Education Services Work in Schools

The agenda is as follows:

  • Week four course plan
  • General overview of special education
  • Referral process for special services
  • Positions and roles
  • Mandated reporting

The learning objectives for this week include:

  • To gain knowledge regarding the legal landscape regarding disability services within a school setting
  • To have an understanding of the obligations schools have to serve students with special needs
  • To articulate ethical decision making
Slide 3
**Object:** Course plan slide **Action:** Lists requirements **Context:** Educational presentation Text includes: 'Week Four Course Plan: What You Need to Do,' instructions to 'Read Chapter 4' on special education, 'Review OSPI's Procedural Safeguards,' and make 'At Least 3 Replies across any forum.'

Week Four Course Plan

Content

W-04 A-01: Asynchronous Participation and Engagement

The expectation is that each of your replies will be substantive and provide meaningful perspectives, contributing to the forum’s conversation and scholarship. They can relate to the prompts or build on conversations shared by peers. There are three forums for this week, and you are expected to make at least 3 replies across any of the forums and read all of your peers’ replies. These forums include the following:

  • Students review real-world due process hearing decisions from OSPI to better understand the legal and policy frameworks guiding special education disputes.
  • In School Law and Decision Making, students identify potential ethical dilemmas in school settings and explore how to apply ethical frameworks to guide decision-making.
  • The Chapter 4 discussion encourages students to reflect on IDEA 2004’s impact, family involvement, remote learning, and school social work practices, drawing from case examples and self-reflection prompts in the textbook.

Along with your forum replies, you have a quiz this week (see W-04 Quiz Regarding Understanding Special Education Law) based on this week’s Notice of Special Education Procedural Safeguards for Students and Their Families reading.

Slide 4
**Object:** Presentation slide**Action:** Lists legal foundations**Context:** Focuses on special education laws, mentioning the 'Americans With Disabilities Act,' 'Individuals With Disabilities Education Improvement Act,' and 'Washington Administrative Code.' Footer includes name, title, and course details.
  • Americans With Disabilities Act
  • Individuals With Disabilities Education Improvement Act
  • Washington Administrative Code (Chapter 392-172A): Rules for the Provision of Special Education to Special Education Students

[Content Note] ✅ Competency A

Slide 5
Slide with text explaining special education concepts. Main points: it's a continuum of services, defined by the type of instruction, and involves specially designed instruction. Decorated with stars. Important text:- 'A service, not a place...'- 'Special education is not a classroom, it is a continuum of services.'- 'Special education is defined by the type of instruction the student gets, not where the instruction occurs.'- 'Special education is specially designed instruction which is defined as: a change in the teaching strategies and methods used in order to differentiate material for students.'Footer mentions Jacob Campbell, Ph.D., LCSW at Heritage University, and 'Fall 2026 SOWK 587.'

A service not a place

Special education is a service, not a room in a school…

  • Special education is not a classroom, it is a continuum of services
  • Special education is defined by the type of instruction the student gets, not where the instruction occurs
  • Special education is specially designed instruction which is defined as:

a change in the teaching strategies and methods used to differentiate material for students (aka differentiated instruction)

Slide 6
Slide titled 'Important Terms in Special Education' with bullet points explaining:- **Free and Appropriate Public Education (FAPE):** Program for individualized student needs at no family cost.- **Specially Designed Instruction (SDI):** Customized instructional activities for disabilities.- **Family Educational Rights and Privacy Act (FERPA):** Law protecting student record privacy, granting access rights. Includes footer with Jacob Campbell, Ph.D., LICSWA, Competency A, Fall 2026 SOWK 587, Heritage University.

Important Terms in Special Education

When thinking about Special Education services, a couple of terms are essential to understand.

  • Free and Appropriate Public Education (FAPE): A program designed to meet the student’s individual needs at no cost to the family.
  • Specially Designed Instruction (SDI): Organized and planned instructional activities, which adapt, as appropriate, the content, methodology, or delivery of instruction, to address the unique needs resulting from a student’s disability.
  • Family Educational Rights and Privacy Act (FERPA): A federal law that protects the privacy of student education records. It grants students and parents the right to access these records and restricts schools from disclosing personally identifiable information without consent.

[Content Note] ✅ Competency A

Slide 7
A presentation slide illustrates a colorful stack of books on the left. The slide provides information about the 504 Plan. A 504 plan is an accommodation for students to access educational programs like non-disabled peers. To qualify, disabilities must impact progress and require accommodations. Jacob Campbell, Ph.D., LICSW at Heritage University.

504 Plan: Explanation & Eligibility

A 504 plan is an accommodation plan that allows a student access to his/her educational program to the same extent as non-disabled peers.

To be eligible, a student must have an identified disability that:

  • Adversely impacts educational progress
  • Requires accommodations to mitigate the inequity in their access to their educational program
Slide 8
Slide text explains 'What is an IEP?' An Individualized Education Program defines student performance levels, goals, accommodations, least restrictive environment, and transition plan after age 16. Presented by Jacob Campbell, Ph.D., LICSW.

What is an IEP?

An IEP stands for Individualized Education Program. Any student who has a disability and qualifies for SDI must have one of these. It basically lays out what the school will do for the child.

  • Defines the student’s present levels of performance in areas of eligibility
  • Outlines measurable goals and objectives in all areas of eligibility
  • Describes the accommodations and modifications the student requires
  • Identifies the least restrictive environment (LRE), how much time the student will spend in special ed and general ed settings, and who is responsible for the implementation of services and tracking of progress
  • Defines a transition plan and course of study after age 16
Slide 9
**Slide Title: 'Qualification for Services: What Does it Take?'**Object: TextAction: Describes criteriaContext: Qualifications for special education, outlining requirements for students to be eligible under IDEA. Highlights need for an identified disability, adverse educational impact, and specially designed instruction. Additional note mentions that merely having a disability is insufficient for eligibility.Lower Text: Jacob Campbell, Ph.D. LICSW at Heritage University, Fall 2026 SOWK 587.

Qualification for Services: What Does it Take

There are a couple of requirements that allow a student to be able to qualify for services.

A student eligible for special education must:

  • Have an identified disability (in one of 14 categories) that…
    • Autism
    • Deafblindness
    • Deafness
    • Developmental delay
    • Emotional/behavioral disability
    • Hard of hearing
    • Intellectual disability
    • Multiple disabilities
    • Orthopedic impairment
    • Other health impairment
    • Specific learning disability
    • Speech or language impairment
    • Traumatic brain injury
    • Visual impairment including blindness
  • Adversely impacts their education progress and
  • Requires specially designed instruction (SDI)

A student can have a disability and not meet the other 2 tiers, therefore, not be eligible for special education services under IDEA.

Slide 10
**Object**: Slide with text.**Action**: Lists concerns.**Context**: Educational presentation.**Text**:- Title: 'Typical Referral Concerns: Frequent Needs of Students'- Points: 'Academic delays of ~2 or more years despite average capabilities/cognitive skills and multiple interventions over time'; 'Lack of progress within an intervention when peers are making consistent progress'; 'Attention or behavior results in significant academic delays or lack of access to instruction'; 'Social skill or behavior delays result in underperformance or inability to benefit adequately from instruction.'- Footer: 'Jacob Campbell, Ph.D. LCSW at Heritage University, Fall 2026 SOWK 587.'

Typical Referral Concerns

  • Academic delays of ~2 or more years despite average capabilities/cognitive skills and multiple interventions over time
  • Lack of progress within an intervention when peers are making consistent progress
  • Attention or behavior results in significant academic delays or lack of access to instruction
  • Social skill or behavior delays result in underperformance or inability to benefit adequately from instruction
Slide 11
A pink clipboard lists educational factors, including English proficiency, attendance, environmental issues, instructional adequacy in reading/math, and interventions. Title: “Considerations What Do Schools Look At?” Text credits Jacob Campbell, Ph.D.

Considerations must be given to…

  • Limited English proficiency
  • Lack of attendance over time/numerous absences
  • Environmental issues (often associated with attendance or frequent school changes)
  • Exposure to adequate instruction in reading and math
  • Interventions provided prior to referral
Slide 12
A winding road curves through the image. Text reads: 'Who Makes Them,' explaining anyone can refer for special education services if beneficial. Title: 'The Road to Referrals.' Jacob Campbell, Ph.D. LCSW at Heritage University.

The Road To Referrals: Who Makes Them

Anyone can make a referral for special education services if they believe the student would benefit from a more specialized instructional program than can be provided in the general education setting

Slide 13
A slide titled 'The Road To Referrals' explains the process of referring students for special education. Text in green and red boxes highlights submitting referrals in writing and the preferred contact as school administrators or psychologists.

The Road To Referrals: What Is the Process

Anyone can make a referral for special education services if they believe the student would benefit from a more specialized instructional program than can be provided in the general education setting

A referral must be submitted in writing to the building or district level

Best person to send the referral to is the building administrator and/or the school psychologist

Slide 14
**Object:** Presentation slide **Action:** Displays referral process **Context:** Educational environment**Text:**- 'At the Referral: The teacher presents the data they have collected on: - Interventions that have been attempted, - How long they were attempted, and - Results of the interventions.'- 'Based on this, the referral team makes a determination on a special education evaluation.'- 'Other data shared includes: - Absence profile - Assessment information from student track - Primary language - Discipline history - Health - Academic history'Jacob Campbell, Ph.D. at Heritage University, Fall 2026 SOWK 587.

At the referral team meeting

The teacher presents the data they have collected on:

  • the interventions that have been attempted
  • how long they were attempted and
  • results of the intervention.

Other data shared includes:

  • absence profile
  • assessment information from student track
  • primary language
  • discipline history
  • health
  • academic history

Based on this information the referral team makes a determination as to whether to proceed with a special education evaluation or if more information is needed.

Slide 15
**Object:** Timeline chart **Action:** Lists requirements after an official request **Context:** Includes steps for evaluation consent and IEP development, emphasizing it's not a quick process.**Text:**- **Title:** Timeline- **Subtitle:** What Are the Requirements after an Official Request- **25 school days:** Time for decision on evaluation and inform parents.- **35 school days:** Time to complete evaluation after consent.- **30 calendar days:** Time to develop initial IEP for special education eligibility.- **Red Circle:** 'So… an evaluation is not a quick process'- **Footer:** Jacob Campbell, Ph.D. LCSW at Heritage University, Fall 2026 SOWK 587.

Timeline: What Are the Requirements after an Official Request

25 school days
The amount of time the team has to meet to decide if an evaluation is going to occur, inform parents of the decision, and obtain consent to evaluate

35 school days
The number of days from the date of consent that a team has to complete an evaluation if one is recommended.

30 calendar days
The number of days a team has to develop an initial IEP if the student is found to be eligible for special education services.

Slide 16
The slide presents 'Eligibility Categories & Programs,' detailing '14 Eligibility Categories' and '13 Special Service Programs' offered in Pasco, including health, emotional/behavioral, and behavior programs.

Eligibility Categories & Programs: What is Offered in Pasco

In Washington State, there are 14 different eligibility categories that people might receive special services support based on.

The two that are most relevant to you are:

  • Other Health Impairment
  • Emotional/ Behavioral Disability

In the Pasco School District, there are 13 Special Service Programs…

These range from various supports from minutes in a resource room to a comprehensive program like the Bridges Behavioral Program that I assist with…

List of Eligibility Categories

  • Autism
  • Deafblindness
  • Deafness
  • Developmental delay (ages 3 through 9)
  • Emotional/behavioral disability
  • Hard of hearing
  • Intellectual disability
  • Multiple disabilities
  • Orthopedic impairment
  • Other health impairment
  • Specific learning disability
  • Speech or language impairment
  • Traumatic brain injury
  • Visual impairment including blindness

List of Pasco Programs

  • B-3 Program
  • Developmental Pre-School Programs
  • Resource Room
  • Inclusion
  • Self-Contained Programs
  • Life Skills Programs
  • Adaptive Life Skills Programs
  • Career Community Placement
  • Language Preschool Program
  • Autism Pre-School Program
  • Structured Learning Center
  • Extended Resource Room
  • Behavior Programs (BRIDGES)
Slide 17
A silhouette of a person stands with hands on hips, thinking. Text lists: 'Requesting records, Connecting with case manager, Seeing programs firsthand, Participating in meetings, Sharing recommendations.' Title: 'Coordinating Services.'

Coordinating Services: How Outside Services Can Collaborate with Special Education

Having a student’s treatment plan, their parental engagement, and school individualized educational plan working together for a student is the ideal model for working with youth. You all know this, it’s the concept of wraparound. There are a number of ways you can go about coordinating…

  • Requesting records (i.e. IEP, Psychological Testing… etc.)
  • Connecting with case manager (phone, letter, email, school visit)
  • Seeing programs firsthand (schedule and see, brief description of Bridges [seeing interventions being used, time to brainstorm with team… etc])
  • Participating in meetings (IEP meetings, Manifestation Determination Meetings, Conferences, holding wraparound meetings at school… etc)
  • Sharing recommendations (Giving and receiving)
Slide 18
Silhouetted people sit around a table; one stands, addressing others. Bold text reads 'Positions and Roles.' A yellow square appears in the background. Footer: 'Jacob Campbell, Ph.D. LICSW at Heritage University. Fall 2026 SOWK 587.'

Positions and Roles (1 of 2)

School meetings can frequently be attended by a lot of different people and parties with different roles and positions. We thought it might be helpful to talk about who each is and what their role is…

–> Next Slide

Slide 19
Slide showing a list of educational roles, including Student, Parent, Teachers, School Counselor, School Psychologist, Education Specialists, Administrators, Special Services Administrators, Speech Pathologist, Occupational Therapist, Physical Therapist, Nurse, Social Workers. Title: 'Positions and Roles.'

Positions and Roles (2 of 2)

  • Student
  • Parent
  • Teachers (Case Manager, General Education Teacher, Special Education Teacher, Resource Room Teacher)
    • Manage IEPs for special education students
    • Work firsthand with the students so they can provide information about progress, etc
    • Can be the contact for observing or sharing information about a student’s program
    • Can make recommendations for accommodations/modifications for special education students
  • School Counselor
    • 504 plan contact/ case manager
    • May be initial contact regarding a possible referral for special education services
    • May provide individual support but capacity to do so is limited
  • School Psychologist
    • Participate in team decisions regarding referrals and evaluations
    • Case manager for evaluations and liaison to district office and special education teachers
    • Knowledgeable of referral and evaluation rules/regulations
    • Can make recommendations for appropriate programming for students
    • Can help with information sharing between agencies and coordinating observations or meetings regarding support for students
  • Education Specialists
    • Provide support to building special education teams with the implementation and development of appropriate programs to meet the needs of students
  • Building Administrators and Principals
    • Provide on site support to special education programs
    • Provide support to families and agencies as needed
  • Special Services Administrators
    • Oversee special education programs across the district
    • Oversee the development of appropriate special education programs to meet the needs of students
    • Provide compliance and programming support with challenging cases as needed
    • Contact when issues arise that are not being addressed at the building level
  • Speech Language Pathologist
    • Provides related services
  • Occupational Therapist
    • Provides related services
  • Physical Therapist
    • Provides related services
  • School Nurse
    • Administer medications
  • School Social Workers or Mental Health Therapist
    • Coordinates services with outside agencies
    • Knowledgeable about individual student needs
Slide 20
The slide features bold text 'Mandatory Reporting of Child Abuse and Neglect,' listing 'Social service counselors/therapists' and 'School personnel' as key roles. It notes 'Competency A' from Jacob Campbell, Heritage University, Fall 2026.

Mandatory Reporting of Child Abuse and Neglect

Washington State requires that professional school personnel and social service counselors who have reasonable cause to believe a child has suffered abuse or neglect report it to law enforcement or the Department of Children, Youth, and Families at the first opportunity, and no later than 48 hours (RCW 26.44.030).

Among many professions, social workers and school personnel are all mandated reporters

  • Social service counselors/therapists
  • School personnel

Talk about how it looks in school Best practices

[Content Note] ✅ Competency A