I support the proposed changes designed to align Virginia's regulations with Federal regs.  While I understand that some parents believe that this may somehow diminish their input into the process, my own experiences (30+ years) in schools has seen a shift from a law designed to protect children from being labeled with a disability to one were some parents demand services for children whose educational needs should be met in the regular education program.  Too many children are found eligible for special education services, and once these programs are in place, they remain for their entire school lives, even when educational progress is on par with non-disabled peers.  I have been in meetings when parents cried when the eligibility team suggested that a child may not need special education services.  These were not tears of joy because their child had progressed to the point they were no longer disabled, but because they felt some special services would not be provided.  Of course it is not always just parents demanding services.  Teachers sometimes want service to relieve them of the burden of having to differentiate instruction.  These regulations should strengthen the Child Study process so real, ongoing strategies are introduced in the regular education classroom that are given time to work and modified as needed BEFORE a child is referred for special education services. 

There are children who are in need of extensive, direct special education services whose needs may not be met because there are so many children identified for services whose needs should have been met by a well-designed regular education program.   Like it or not, all educational services are competing for the same pot of tax dollars, and funds spent on one program or child can mean less for others.  We need to ensure that those children most in need, have the services they deserve.

I hope that in concert with the proposed changes,  and the current effort by Virginia to look at the over identification of children, there would be an effort to provide funding and resources to help regular education teachers address the needs of children who may have mild disabilities, but with reasonable classroom accommodations can make progress in the general education program.  There should also be a strong parent education component. Parents need to have a better understanding of what they can expect from a well-designed general education program.