Disabilities Benefits for Special Services Disability, July 2008

IPERS provides the security you need through guaranteed benefits. With IPERS, unlike other retirement plans, benefits aren’t tied to the performance of the stock market and you don’t need to be an experienced investor to make your retirement dreams a reality. Your IPERS benefits are only one part of your overall retirement savings. Your total retirement income will come from a combination of your IPERS benefits, social security, personal savings, and any other retirement plan benefits.

Placement of Students Ages 3-21 with Disabilities Under the Individuals with Disabilities Education Act (IDEA): A Policy Discussion, May 2010

The provision of free appropriate public education (FAPE), an Individualized Education Program (IEP), and the least restrictive environment (LRE) have been important cornerstones of educating students with disabilities since the enactment of the Education of All Handicapped Children Act (EAHCA), Public Law 94-142, in 1975, and its subsequent reauthorizations, the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004. It is impossible to consider any one of these cornerstones without the others, when determining an appropriate educational placement for a student with a disability. The Iowa Department of Education has identified several practice issues regarding the interplay between FAPE, LRE, and the IEP in placement decisions for students with disabilities. To that end, this document will provide guidance for administrators of local education agencies (LEAs) and area education agencies (AEAs), as well as IEP teams (or other placement teams) within Iowa LEAs and AEAs when making placement decisions for eligible children with disabilities. This guidance will specifically discuss ten LRE and FAPE placement/program policy questions that have been identified by the Iowa Department of Education as needing attention. The policy discussions are consistent with the legal provisions of the 2004 reauthorization of IDEA (IDEA 2004) and its 2006 final federal implementing regulations issued by the U.S. Department of Education, Office of Special Education Programs (OSEP). This document is also consistent with the Iowa Administrative Rules of Special Education (2007) [hereinafter “Iowa Rules”]. In addition, the term local education agency (LEA) is used interchangeably for school district throughout this document. Prior to the discussion of specific policy questions, a federal and state legal framework for providing FAPE for students with disabilities within the LRE is briefly outlined. Pertinent FAPE and LRE court decisions that impact Iowa LEAs and AEAs are also included within Section II.

Division of Persons with Disabilities Department of Human Rights Strategic Plan, 2002-2005

The Division of Persons with Disabilities exists to promote the employment of Iowans with disabilities and reduce barriers to employment by providing information, referral, assessment and guidance, training, and negotiation services to employers and citizens with disabilities.

Youth Leadership Forum for Students with Disabilities, July 10-July 15, 2011

Five day leadership training program for 10th, 11th and 12th grade high school students with disabilities. Model program sponsored by the U.S Department of Labor Office National Collaborative on Workforce and Disability and developed locally by a collaboration of state and private agencies.

Youth Leadership Forum for Students with Disabilities Responsibilities of Primary Staff Volunteers, July 2011

Adults who can facilitate small group sessions. As a team they will be assigned to one of three small groups to assist students with completion of leadership exercises, facilitate small group discussions and help students develop their personal leadership plan. Responsibilities also include providing supervision, support and guidance to student delegates.

AMCHP Issue Brief: Environmental Scan: State Title V Program Response to Autism Spectrum Disorder and Other Developmental Disabilities, December 2009

The increasing incidence of children identified and diagnosed with Autism Spectrum Disorders (ASD) and other developmental disabilities (DD) poses a major challenge to Title V and other programs as they try to meet the diverse and sometimes complex needs of these children. However, those state that have initiated coordinated efforts to meet the needs of these children cross systems have had the opportunity to form and/or strengthen relationships with new partners. In addition, these coordinated efforts will allow states to develop new policies, programs and financing mechanisms addressing the health of children with ASD, which may also strengthen the system of care for all Children and Youth with Special Health Care Needs.

Iowans with Disabilities, 2006

Demographic snapshot of Census statistics about the Iowa population with disabilities.

Iowans with Disabilities, 2008

Demographic snapshot of Census statistics about the Iowa population with disabilities.

Iowans with Disabilities, 2008

Demographic snapshot of Census statistics about the Iowa population with disabilities.

Iowans with Disabilities, 2011

Demographic snapshot of Census statistics about the Iowa population with disabilities.

Iowans with Disabilities, 2013

Demographic snapshot of Census statistics about the Iowa population with disabilities.

Iowans with Disabilities, July 2016

Demographic snapshot of Census statistics about the Iowa population with disabilities.

Parking for Person With Disabilities, June 16, 2010

Persons with disabilities may find it challenging to fully use and enjoy their dwelling without adequate accessible parking. The State of Iowa has specific laws and regulations regarding accessible parking for persons with disabilities. Iowa Code Chapter 321L (1990); 661Iowa Admin. Code Chapter 18 (321L) (2010). In addition, there are state and federal fair housing laws that prohibit discrimination in parking for persons with disabilities – the federal “Fair Housing Act,” the “Americans with Disabilities Act” (ADA), and the “Iowa Civil Rights Act of 1965.” 42 U.S.C. §§ 3600- 3620; 42 U.S.C. § 12101; and Iowa Code Chapter 216. It may at times be challenging for a housing provider to fully understand and correctly apply all of these laws to their particular off-street parking situations and needs; however, by reviewing these laws and answering certain key questions, this paper will assist providers in achieving greater understanding and help insure greater compliance with these laws.

A Comparative Study: Service Animals and Emotional Support Animals under the Fair Housing Act and the Americans with Disabilities Act & An Overview of Assistance Animal Laws of Select States, April 18, 2010

The Americans with Disabilities Act (ADA) and the Fair Housing Act (FHA) prohibit discrimination on the basis of disability and govern the use of service or emotional support animals in places where pets may not be permitted. However, courts have been struggling with how to define and treat animals that qualify for protection under each law. This has created confusion as to what rights and duties are owed disabled persons and the animals that live with or accompany them. This essay attempts to clarify these two federal laws with regard to service or emotional support animals and the differing parties‘ rights and interests. It also includes an overview of select state laws that govern assistance animals of all types and our recommendations for enhancing the Iowa Civil Rights Act.