1. What specific rights do immigrant students have when it comes to accessing special education services in North Carolina?

Under federal and state laws, immigrant students in North Carolina have the same rights as non-immigrant students when it comes to accessing special education services. These rights include:

1. Identification: Immigrant students have the right to be evaluated for special education services if they are suspected of having a disability.

2. Individual Education Plan (IEP): Immigrant students who are found eligible for special education services have the right to receive an IEP, which outlines their specific special education needs and the support and services that will be provided to meet those needs.

3. Free Appropriate Public Education (FAPE): Immigrant students with disabilities have the right to receive a free appropriate public education, which includes access to necessary special education services and accommodations.

4. Non-Discriminatory Evaluation: The evaluation process to determine a student’s eligibility for special education services must be non-discriminatory, meaning it cannot be based on language barriers or cultural differences.

5. Qualified Interpreter: Immigrant parents have the right to request a qualified interpreter during IEP meetings or other meetings related to their child’s special education needs.

6. Language Supports: Immigrant students who are English language learners (ELLs) or limited English proficient (LEP) must be provided with appropriate language supports and accommodations in order for them to understand and participate in their educational program.

7. Informed Consent: Before any evaluations or changes in placement can occur, written informed consent must be obtained from the parent or guardian of an immigrant student with a disability, unless there is evidence that they cannot be located or do not have legal authority to make decisions for their child.

8. Accommodations on Standardized Tests: Immigrant students with disabilities may be eligible for accommodations on standardized tests, such as extended time or language assistance.

9. Access to Services regardless of Immigration Status: Immigration status should not prevent an immigrant student from receiving needed special education services that they are entitled to under federal and state laws.

10. Due Process: Immigrant students have the right to due process, which includes the right to a hearing and the right to appeal decisions related to their special education services.

It is important for immigrant families to be aware of these rights and advocate for themselves and their children if they are not being provided with the appropriate support and services. Parents can reach out to their child’s school or contact the North Carolina Department of Public Instruction for more information about special education rights for immigrant students.

2. How does the process for identifying and evaluating a student for special education services differ for immigrant students in North Carolina?

The process for identifying and evaluating a student for special education services in North Carolina is the same for immigrant students as it is for all other students. The Individuals with Disabilities Education Act (IDEA) requires that all students, regardless of their immigration status, have equal access to a free and appropriate public education.

However, language barriers and cultural differences may affect the identification and evaluation process for immigrant students. It is important for school districts to provide accessible communication options, such as interpreters or translated documents, in order to effectively communicate with parents of immigrant students.

Additionally, some immigrant students may have experienced trauma or interrupted education in their home country, which can impact their learning and behavior. School districts should be aware of these potential factors when developing an Individualized Education Program (IEP) for an immigrant student.

Furthermore, the evaluation process may take longer for immigrant students due to potential language barriers and the need for additional assessments to determine eligibility for special education services.

Overall, while the process may differ slightly due to unique circumstances that immigrant students may face, they are still entitled to receive the necessary supports and accommodations through special education services in North Carolina.

3. Are school districts in North Carolina required to provide translation or interpretation services for meetings related to special education services for immigrant students?

Yes, school districts in North Carolina are required to provide translation and interpretation services for meetings related to special education services for immigrant students. This is outlined in federal and state laws, such as the Individuals with Disabilities Education Act (IDEA) and the Equal Educational Opportunities Act (EEOA). These laws require schools to provide effective communication for parents who have limited English proficiency, including translation of documents and interpretation at meetings.

4. Is there a designated specialist or coordinator for assisting immigrant students with special education needs in North Carolina?

Yes, the North Carolina Department of Public Instruction has a designated specialist for assisting immigrant students with special education needs. This position is filled by the Program Manager for English Learners with Disabilities, who works closely with local school districts to ensure that immigrant students with special education needs are appropriately served.

5. How are language barriers addressed when developing individualized education plans (IEPs) for immigrant students in North Carolina?

When developing individualized education plans (IEPs) for immigrant students in North Carolina, language barriers are addressed through various strategies and accommodations. These include:

1. Assessing language proficiency: The first step in addressing language barriers is to assess the student’s proficiency in English and their native language. This allows the IEP team to determine the level of support and accommodations needed.

2. Utilizing interpreters: If a student is not proficient in English, an interpreter may be used during the IEP meeting to ensure effective communication between all parties involved. This can also help the student participate fully in their IEP development.

3. Providing translated documents: All relevant documents, including the IEP itself, should be provided in the parents’ native language to ensure they understand the content and can contribute effectively to the process.

4. Using culturally sensitive assessment tools: It is important for IEP teams to use assessment tools that are culturally sensitive and take into account the student’s cultural and linguistic background.

5. Incorporating family input: Parents play a vital role in the development of their child’s IEP, regardless of any language barrier. Efforts should be made to involve them throughout the process and encourage open communication.

6. Implementing appropriate accommodations: Accommodations such as bilingual aides, translated materials, or modified instructional strategies may be necessary for students with limited English proficiency to access their education.

7. Offering ELL (English Language Learner) services: Students who are identified as English Language Learners may receive additional support through ESL (English as a Second Language) instruction or other specialized programs designed to help them acquire English proficiency.

8. Encouraging peer interactions: Classroom settings that promote peer interactions can facilitate language acquisition for immigrant students by providing opportunities for social interaction and practice using English with native speakers.

Overall, addressing language barriers when developing IEPs for immigrant students involves a collaborative effort between teachers, school personnel, and families to ensure that the student’s needs are met and they have equal access to education.

6. Do parents of immigrant students have the same rights as other parents when it comes to making decisions about their child’s special education services in North Carolina?

Yes, parents of immigrant students in North Carolina have the same rights as other parents when it comes to making decisions about their child’s special education services. The Individuals with Disabilities Education Act (IDEA) guarantees the right for parents to be fully informed and involved in all aspects of their child’s special education program. This includes the right to be part of the decision-making process for evaluating their child, developing an Individualized Education Program (IEP), and determining appropriate educational services for their child. Additionally, schools are required to provide resources and information in a language and format that is accessible to parents who may not speak English or have disabilities that affect communication.

7. Are there any specific culturally relevant resources or supports available for immigrant families navigating the special education system in North Carolina?

Yes, the North Carolina Department of Public Instruction offers a variety of culturally relevant resources and supports for immigrant families navigating the special education system. These include:

1. “Bridging Cultures: Tools for Empowering Diverse Families in Special Education” – This resource provides information on how to involve and support diverse families in their child’s education, including families from minority and immigrant backgrounds.

2. “Parent’s Guide to Special Education” – This guide is available in multiple languages, including Spanish, Vietnamese, Chinese, Arabic, and Somali. It provides an overview of the special education process and important information for parents of children with disabilities.

3. Interpretation Services – The Department of Public Instruction offers interpretation services to help bridge communication barriers between educators and families who speak different languages.

4. Multicultural Resource Center – The Multicultural Resource Center provides materials and resources specifically designed to assist students with disabilities from diverse backgrounds.

5. Language Assistance Programs – Some school districts offer language assistance programs for parents, such as translated documents or bilingual facilitators at Individualized Education Program (IEP) meetings.

6. Parent Training and Information Centers (PTIs) – PTIs provide training and support to parents of children with disabilities, including those from immigrant communities.

7. Community-based organizations – Many community-based organizations provide advocacy and support services for immigrants navigating the special education system, such as Legal Aid NC or Disability Rights North Carolina.

Additionally, some school districts may have dedicated staff or programs that specifically serve immigrant families with children who have disabilities. It is recommended that families contact their local school district to inquire about these resources and supports.

8. How are service providers trained to work with culturally and linguistically diverse (CLD) students who also have special needs in North Carolina?

Service providers in North Carolina are trained through a variety of avenues to work with culturally and linguistically diverse (CLD) students who also have special needs. This includes training programs, workshops, conferences, and ongoing professional development opportunities.

1. Cultural Competency Training: Many service providers receive training on cultural competency, which focuses on developing an understanding of different cultures and how to effectively work with individuals from diverse backgrounds. This training may cover topics such as cultural sensitivity, bias awareness, and strategies for building relationships with CLD students and families.

2. Special Education Training: Service providers who work with CLD students who also have special needs are required to have specialized training in special education. This training covers the legal requirements for providing services to students with disabilities, evidence-based practices for supporting these students, and how to create Individualized Education Programs (IEPs).

3. English Language Learner (ELL) Training: Providers who work specifically with ELLs receive specialized training on how to support language development and academic achievement for students learning English as a second language. This may include instruction on second language acquisition theories, effective instructional strategies for ELLs, and culturally responsive teaching practices.

4. Collaboration and Consultation Training: In addition to specific content knowledge related to CLD students with special needs, service providers also receive training on collaboration and consultation skills. This includes strategies for working effectively with families from diverse backgrounds, collaborating with other professionals, and leveraging community resources.

5. Ongoing Professional Development: Service providers in North Carolina are required to engage in ongoing professional development throughout their careers. This can include attending conferences or workshops focused on serving CLD students with special needs or participating in webinars or online courses that address specific cultural or linguistic groups.

Overall, the goal of these various forms of training is to equip service providers with the knowledge and skills they need to effectively support the academic success and overall well-being of all CLD students, including those with special needs.

9. Does the state offer any additional funding or resources specifically for supporting the unique needs of immigrant students with disabilities in North Carolina?

There are a few resources available for supporting the unique needs of immigrant students with disabilities in North Carolina:

1. English Learner Support Services: The North Carolina Department of Public Instruction offers resources and support services specifically for English language learners (ELLs) with disabilities. This includes guidelines for evaluating and identifying ELLs with disabilities, as well as strategies for providing appropriate accommodations and modifications to support their learning.

2. Migrant Education Program: The state also has a Migrant Education Program that provides services to migrant students with disabilities. This program offers academic support, supplemental instruction, and other specialized services to assist these students in meeting their individual education goals.

3. Exceptional Children Division: The Exceptional Children Division within the Department of Public Instruction has specific resources and guidance for serving students with disabilities who are English language learners or from immigrant families. This includes information on cultural competency, best practices for educating culturally diverse students, and resources for dual language learners.

4. Office of Equity Affairs: In an effort to promote equity and address disparities among students, the North Carolina Department of Public Instruction has an Office of Equity Affairs that provides support to schools in addressing the unique needs of immigrant students with disabilities. This office works closely with districts to provide resources and technical assistance when needed.

5. State-funded Programs and Services: Some state-funded programs, such as preschool programs, also provide services specifically for immigrant children with disabilities.

6. Required Language Access Services: Under federal law, schools must provide effective communication and access to services for families with limited English proficiency (LEP). This may include translation services and interpretation during meetings related to a student’s Individualized Education Program (IEP) or other educational plans.

Overall, while there is no specific funding allocated solely for supporting the unique needs of immigrant students with disabilities in North Carolina, there are resources available through various state programs to help ensure that these students receive appropriate support and accommodations in their education.

10. Is there a process in place to ensure that cultural biases do not impact the identification and placement of immigrant students into special education programs in North Carolina?

Yes, there are several processes in place to ensure that cultural biases do not impact the identification and placement of immigrant students into special education programs in North Carolina.

1. Referral Process: The first step in identifying a student for special education services is through the referral process. This process is initiated by parents, teachers, or other school personnel who have concerns about a student’s academic or behavioral progress. Referrals are then carefully evaluated based on objective criteria and not cultural biases.

2. Multi-Tiered System of Support (MTSS): North Carolina follows the MTSS framework to provide early intervention and support for all students, including immigrants. This framework allows for evidenced-based interventions to be implemented for struggling students at different levels, reducing the need for inappropriate referrals to special education.

3. Culturally Competent Evaluations: When evaluating an immigrant student for special education services, evaluators must take into consideration their cultural background and make efforts to understand their language and cultural norms. This ensures that any potential barriers or biases are addressed during the evaluation process.

4. Use of Culturally Sensitive Assessment Tools: In North Carolina, assessments used for identifying students with disabilities are required to be culturally sensitive and unbiased. This includes taking into consideration linguistic and cultural differences when administering tests.

5. Personnel Training: Teachers and other school personnel receive training on cultural competency, which helps them better understand diverse cultural backgrounds and avoid making biased decisions impacting immigrant students’ placement.

6. Parental Involvement: Parents of immigrant students are encouraged to actively participate in the referral process and collaborate with school staff during evaluations to ensure their child’s needs are accurately assessed.

7. Interpreter Services: To ensure effective communication between parents of immigrant students and school staff, interpreter services are provided as needed during meetings related to special education evaluations or placements.

8. Review Process: Any decisions taken regarding identification and placement must go through a review process involving multiple stakeholders, including parents, educators, and outside experts. This ensures that decisions are made based on objective information and not influenced by any cultural biases.

9. Ongoing Monitoring: Even after a student is placed in special education programs, there are processes in place to ensure that cultural biases do not impact their services. Regular monitoring and reviews are conducted to ensure the appropriateness of placement and any necessary changes are made in consultation with families.

10. Complaint Procedures: Individuals who suspect cultural biases have played a role in the identification or placement of an immigrant student can file complaints with the North Carolina Department of Public Instruction’s Exceptional Children Division. These complaints are thoroughly investigated, and if bias is found to be involved, appropriate corrective action is taken.

11. Are there any waivers or exemptions available for certain requirements related to special education services for recent immigrants who may not have formal documentation yet, such as an Individualized Family Service Plan (IFSP) or IEP?

It is ultimately up to the individual state or local education agency to determine if any waivers or exemptions are available for special education services for recent immigrants without formal documentation. However, under the Individuals with Disabilities Education Act (IDEA), all students with disabilities are entitled to a free and appropriate public education, regardless of their immigration status. Schools must also provide evaluations and develop Individualized Education Programs (IEPs) for eligible students, even if they have not received formal documentation. It is recommended that recent immigrants without formal documentation speak with their local school district administration to discuss their situation and possible options for receiving special education services.

12. How does transportation assistance factor into providing equitable access to special education services for immigrant students scattered throughout rural areas of North Carolina?

Transportation assistance can play a significant role in providing equitable access to special education services for immigrant students in rural areas of North Carolina in several ways:

1. Access to Special Education Programs: Many rural areas in North Carolina lack specialized programs and services for students with disabilities, making it difficult for immigrant students with special needs to receive the necessary support. Providing transportation assistance can help these students access specialized programs located in other areas, allowing them to receive the appropriate education they need.

2. Access to Bilingual/ESL Programs: Immigrant students who are English Language Learners (ELLs) may have difficulty accessing bilingual or English as a Second Language (ESL) instruction in their local schools due to limited resources. By offering transportation assistance, these students can attend schools that offer the necessary language support while also receiving special education services.

3. Removing Barriers: Lack of transportation is often cited as a major barrier for immigrant families when it comes to accessing education services. By offering transportation assistance, this barrier can be removed, ensuring that all students have equal access to education opportunities.

4. Increased Parent Engagement: Transportation assistance can also lead to increased parent engagement and involvement in their child’s education by allowing them to accompany their child on the bus ride or attend meetings at the school. This can create a more inclusive and supportive environment for both the student and their family.

5. Promoting Inclusion: Transportation assistance can help promote inclusion by allowing students with disabilities and ELLs to attend schools that are more diverse and have a higher population of immigrant students. This exposure can foster understanding and acceptance among peers from different backgrounds, creating a more inclusive learning environment.

Overall, transportation assistance plays a crucial role in ensuring that immigrant students with special needs have equitable access to education opportunities. It helps bridge the gap between available resources and student needs while promoting diversity and inclusivity within schools.

13.Are charter schools and private schools held accountable for providing appropriate accommodations and supports to eligible CLD/immigrant students with disabilities in accordance with federal laws like IDEA, Section 504, ADA, etc., in addition to state laws and regulations in North Carolina?

Yes, charter schools and private schools are held accountable for providing appropriate accommodations and supports to eligible CLD/immigrant students with disabilities in accordance with federal laws like IDEA, Section 504, ADA, etc., as well as state laws and regulations in North Carolina.

Under federal law, charter schools that receive funding from the U.S. Department of Education are required to comply with the Individuals with Disabilities Education Act (IDEA) in providing special education services to students with disabilities. This includes ensuring that eligible CLD/immigrant students with disabilities receive appropriate services and accommodations to address their unique needs.

Similarly, private schools that receive federal funds or participate in certain federal programs are also subject to the requirements of Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act (ADA), which prohibit discrimination against individuals with disabilities. This includes providing appropriate accommodations and supports to eligible CLD/immigrant students with disabilities.

In addition to these federal laws, North Carolina has its own state laws and regulations governing the provision of special education services and accommodations for students with disabilities. Charter schools and private schools operating in North Carolina must comply with these state laws and regulations when serving CLD/immigrant students with disabilities.

If a charter school or private school fails to provide appropriate accommodations and supports to an eligible CLD/immigrant student with a disability, they may be held legally accountable through a formal complaint process or legal action. Therefore, it is important for these schools to understand their legal obligations and ensure compliance with all applicable laws and regulations when serving this population of students.

14. Are there any initiatives or partnerships between the state’s special education and immigration offices to ensure immigrant students receive timely services and supports in North Carolina?

It does not appear that there are any specific initiatives or partnerships mentioned between the state’s special education and immigration offices in North Carolina. However, both offices work together to ensure that all students, including immigrant students, have access to appropriate educational services and resources.

The North Carolina Department of Public Instruction (NCDPI), which oversees special education services in the state, has a Multicultural Education/ESL section within its Exceptional Children Division. This section works to support school districts in meeting the needs of culturally and linguistically diverse students, including those who are English language learners (ELLs) or immigrants.

Additionally, the Office of Charter Schools at NCDPI has a webpage on “Serving English Language Learners (ELLs),” which outlines resources for charter schools to support ELLs and their families. This includes information on legal requirements, language proficiency assessments, and parent engagement strategies.

The North Carolina State Board of Education also has policies in place to address the needs of immigrant students in the state. Policy IEC-R: Enrollment Options for Immigrant Students specifies that all students regardless of immigration status have the right to enroll and receive equal educational opportunities in the public school system.

Furthermore, NCDPI participates in a statewide initiative called “Supporting English Learners’ Success” (SELS), which is a partnership with community organizations, universities, and other stakeholders aimed at improving outcomes for ELLs in North Carolina. While this initiative does not specifically focus on special education services for immigrant students, it does provide guidance and resources for schools on meeting the needs of diverse student populations.

In summary, while there may not be explicit partnerships between the state’s special education and immigration offices, there are various efforts underway to support immigrant students’ educational needs through collaboration between different departments and agencies within North Carolina.

15. Do school districts in North Carolina have a protocol for addressing the unique cultural and linguistic needs of immigrant students with autism, learning disabilities, emotional/behavioral disorders, etc. within their special education programs?

Yes, according to the North Carolina Department of Public Instruction, school districts in North Carolina must follow federal and state laws and regulations for providing special education services to all students, including immigrant students with disabilities. This includes implementing appropriate programs and supports that address the unique cultural and linguistic needs of these students within their special education programs. School districts must also conduct evaluations and develop individualized education plans (IEPs) that take into consideration a student’s culture, language, and background in order to provide appropriate supports and accommodations for their disability. Additionally, schools are required to provide qualified interpreters or other language assistance services if necessary for communication between parents/guardians and school staff during IEP meetings or other school-related events.

16. How is eligibility determined for an immigrant student who may have received limited or no formal education in their home country in regards to special education services in North Carolina?

Eligibility for special education services in North Carolina is determined through a comprehensive evaluation process. This process includes collecting information from various sources and conducting assessments to determine if the student meets the criteria for one of 13 disabilities identified by IDEA (Individuals with Disabilities Education Act).

For immigrant students who may have received limited or no formal education in their home country, the evaluation team should consider any available documentation of the student’s prior educational experiences and accomplishments. They may also consult with experts or use alternative methods of assessment to gather information on the student’s cognitive abilities, academic skills, behavior, and emotional functioning.

The evaluation should also take into account any cultural and linguistic factors that may impact the student’s learning and behavior. The team should work collaboratively with the student’s family and other professionals who have knowledge about the student’s background and experiences to obtain a comprehensive understanding of their needs.

Overall, eligibility for special education in North Carolina is based on whether a student has a disability that requires specialized instruction and support in order to access their education. Limited or no prior formal education does not automatically disqualify an immigrant student from receiving these services. Each case must be evaluated individually to determine if the student meets the criteria for special education services.

17. Are community organizations and advocacy groups involved in the development of policies and procedures related to special education for immigrant students at the state level in North Carolina?

Yes, community organizations and advocacy groups are involved in the development of policies and procedures related to special education for immigrant students at the state level in North Carolina. The North Carolina Department of Public Instruction (NCDPI) has partnerships with several community organizations and advocacy groups to provide support and guidance on policies related to special education for immigrant students.

One example is the NC Justice Center’s Education & Law Project, which works to ensure that every student in North Carolina has equal access to quality education, regardless of their race, ethnicity, or immigration status. The NC Justice Center regularly provides input and feedback on state policies and procedures for special education for immigrant students.

In addition, the NCDPI has a Multicultural Programs Division that works closely with community-based organizations serving immigrant populations to develop policies and procedures that address the needs of these students. They also provide training and resources for educators on how to support culturally and linguistically diverse students with special needs.

Furthermore, the NCDPI has a Special Education Advisory Council, which includes representatives from various community organizations and advocacy groups, such as disability rights organizations and parent advocacy groups. This council advises the state on issues related to special education policy and helps ensure that the voices of diverse communities are represented in decision-making processes.

Overall, community organizations and advocacy groups play an important role in informing state-level policies related to special education for immigrant students in North Carolina. Their involvement helps ensure that these policies are inclusive, responsive to the needs of all students, and promote equitable access to quality education.

18. What additional resources are available for schools with a large population of immigrant students who have disabilities to ensure they receive appropriate interventions and specialized services that meet best practices?

There are several resources available for schools with a large population of immigrant students who have disabilities to ensure they receive appropriate interventions and specialized services that meet best practices. These resources include:

1. Bilingual/ESL Specialists: Many school districts have bilingual or ESL specialists who can help bridge the language barrier for immigrant students with disabilities. These specialists have training and expertise in both special education and second language acquisition, and can provide support to teachers and students in the classroom.

2. Cultural Competence Training: Schools can provide cultural competence training to their staff to increase their understanding of the unique needs and challenges of immigrant students with disabilities. This training can help teachers develop more inclusive and effective instructional strategies for these students.

3. Collaboration with Community Organizations: Schools can partner with community organizations that specialize in providing services to immigrant families, such as refugee resettlement agencies, immigration assistance centers, or local advocacy groups. These organizations can offer resources, support, and expertise in working with immigrant populations.

4. Family Engagement Strategies: School administrators and educators should implement family engagement strategies that are specifically designed to reach out to immigrant families. This may include bilingual newsletters, interpreter services during meetings and conferences, or home visits by school staff who speak the family’s native language.

5. Access to Interpreters/Translators: Schools should ensure that interpreters or translators are available for communication with parents who do not speak English fluently. This will enable parents to participate fully in their child’s education by understanding the information provided by teachers and school staff.

6. Special Education Liaisons: Some school districts have designated special education liaisons whose role is specifically focused on supporting students from diverse backgrounds who require special education services.

7 Country-Specific Resources: Depending on the student population within a specific school district, there may be country-specific resources available from organizations that cater specifically to the needs of immigrants from certain countries.Educators should research what resources are available for their specific student population.

8. Multi-Tiered System of Supports (MTSS): Schools should implement a multi-tiered system of supports that ensures the needs of all students, including immigrant students with disabilities, are addressed through evidence-based interventions and instruction. This may include early intervention services, targeted academic and behavioral supports, and specialized instruction as needed.

9. Professional Development: School staff can participate in professional development opportunities focused on supporting immigrant students with disabilities. This can help educators gain knowledge and skills related to special education law, culturally responsive teaching strategies, and effective instructional practices for diverse learners.

10. Collaboration with Special Education Professionals: It is important for teachers working with immigrant students with disabilities to collaborate with special education professionals within their school or district. They can provide guidance and support in creating individualized plans and ensuring that appropriate accommodations and modifications are made to meet the unique needs of these students.

19. Have there been any recent changes or updates made to laws or regulations related to providing special education services to immigrant students in North Carolina?

Yes, there have been several recent changes and updates to laws and regulations related to providing special education services to immigrant students in North Carolina.

1. Temporary Protected Status (TPS) – In 2019, the state legislature passed a law allowing individuals with TPS status to be eligible for in-state tuition at North Carolina community colleges.

2. Section 504 of the Rehabilitation Act – In March 2020, the U.S. Department of Education issued guidance clarifying that schools must continue providing special education services under Section 504 to students who are eligible regardless of school closures. This includes immigrant students who may have limited English proficiency.

3. Every Student Succeeds Act (ESSA) – In 2016, ESSA replaced No Child Left Behind as the primary federal education law. Under this law, states are required to develop plans for supporting and improving educational outcomes for all students, including those with disabilities and English language learners (ELLs), which can include immigrant students.

4. Individuals with Disabilities Education Act (IDEA) – The IDEA is a federal law that guarantees services to children with disabilities from birth through age 21. Recently, procedures have been put in place in North Carolina to ensure that language assistance is provided during IEP meetings for ELLs or their families.

5. Title III Funding – Schools receive funding under Title III of ESSA specifically earmarked for supporting ELLs and immigrant students. This funding can be used to provide English language instruction and other support services to meet their unique needs.

Overall, these laws and regulations aim to ensure that immigrant students with disabilities receive equal access to education and necessary support services in North Carolina schools.

20.Are there minimum qualifications or certifications required for bilingual special education teachers working with immigrant students with disabilities in North Carolina?

Yes, all special education teachers in North Carolina are required to have a valid teaching license issued by the North Carolina Department of Public Instruction (NCDPI). In addition to this, teachers working with immigrant students may need additional qualifications or certifications depending on the specific needs of their students. In order to work with English language learners (ELLs), teachers must hold an add-on license in English as a Second Language (ESL) from NCDPI. This can be obtained by completing a state-approved ESL program, which includes coursework and field experiences related to teaching ELLs.

There are also specific qualifications for ESL teachers who work with students with disabilities. These teachers must hold an add-on license in Special Education: English as a Second Language (ESL-S) from NCDPI. This requires completion of a state-approved Special Education-ESL program, which incorporates the knowledge and skills necessary to teach students with disabilities who are also ELLs.

Additionally, bilingual special education teachers must also demonstrate proficiency in the language(s) they will be using to instruct their students. This could include passing a language proficiency exam or providing documentation of being a native speaker of the language.