SB0175S03 | Special Education Least Restrictive Requirement Amendments

Description
General Description: 

This bill amends provisions related to the delivery of special education services in public schools.

Highlighted Provisions: 

This bill amends provisions related to the delivery of special education services in public schools.

Bill Details
Bill Number: 
SB0175S03
Year: 
2021
Status: 
Senate/ filed
Last Action: 
Mar 05, 2021
Sponsor
Senator
Jacob L. Anderegg
Republican - District 13
Fiscal Note
Fiscal Note Amount: 
$0
None
View Fiscal Note
Utah PTA Response
Utah PTA Position
Oppose
Utah PTA Resolution: 
EDU 2017-1 | High Expectations for Students with Disabilities (retired)
Impact on Children: 

This would create two standards for special ed services, a state standard and a federal standard. This would make it confusing and difficult for LEAs to serve students effectively. It would allow GenEd services to count as specially designed instruction and would allow SpEd funding to pay for the teacher and/or para. This would not require that the student receive the services and supports on the IEP in addition to the gen ed services when placed in a regular class. This bill wants to give the extra WPUs currently allotted to SpEd students to the LEAs for doing nothing extra except holding the IEP meetings and possible "monitoring" the students.

Commission: 
Education
Utah PTA Public Policy Program
National PTA and Utah PTA Resolutions: 

Resolved, that Utah PTA and its constituent associations support funding for ongoing pre-service training and professional development for all teachers regarding adapting instruction to meet the needs of students with disabilities in the general education classroom; accommodations that improve access to the general curriculum; and high expectations for all students with regards to both behavior and academics; and be it further Resolved, That Utah PTA and its constituent associations support schools in implementing best practices in meeting the needs of diverse students through such practices as Universal Design for Learning (UDL), Multi-Tiered System of Supports (MTSS), and inclusion to support instruction from a Core content expert, and access to accommodations including assistive technology for students with disabilities;