Coordinated Services
MASE supports a thorough review of
the roles and responsibilities of all public departments which provide services
to children with disabilities.
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MASE believes that schools
improve educational outcomes for students with disabilities, and when other
public agencies fulfill their statutory roles and responsibility for this
population positive outcomes are enhanced. |
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MASE believes that school
district responsibilities for the provision of transition services should be
limited to the attainment of educational outcomes that lead to a diploma. |
MASE supports the clarification of educational standards and expectations that lead to a diploma.
MASE
supports legislation that clarifies when and how graduation expectations can
be reasonably modified for students with disabilities.
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MASE believes that
non-education agencies can play a larger role in ensuring self-sufficiency
of individuals with disabilities by providing adequate funding and
non-school supports outside of the school day. |
MASE supports the creation of standards under which county representatives
would be empowered to authorize the expenditure of
funds to serve students at the time of the IEP
meeting or other school based meeting.
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MASE believes that due
process procedural requirements should be the responsibility of the
Minnesota State Academies as the serving district. |
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MASE believes mental
health services for children are neither adequately funded nor consistently
supported by the counties and state. |