Full-time Special Education Teacher

For loans made on or after 7/23/92

To be considered for this type of partial cancellation, the borrower must meet all criteria listed under General Information plus the majority of the students being taught must be infants, toddlers, children, or youth with disabilities* as defined in section 672(2) of the Individuals with Disabilities Education Act**.

 

Eligibility and Rates

Eligible Loans Federal Perkins Student Loan
Maximum % 100% of original principal loan amount plus any interest that may have accrued during the year
Maximum Years 5 years
1st & 2nd Year % 15% of original principal loan amount plus any interest that may have accrued during the year
3rd & 4th Year % 20% of original principal loan amount plus any interest that may have accrued during the year
5th Year % 30% of original principal loan amount plus any interest that may have accrued during the year

 
*Infants, toddlers, children, or youth with disabilities (for loans made on or after 7/23/92):

Infants and toddlers with disabilities: Infants and toddlers from birth to age 2, inclusive, who need early intervention services for the following specified reasons as defined in section 672(1) of the Individuals with Disabilities Education Act**:

  • they are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: cognitive development, physical development, language and speech development, pyschosocial development, or self-help skills; or
  • they have a diagnosed physical or mental condition which has a high probability of resulting in developmental delay.

The term infants and toddlers with disabilities may also include, at a state's discretion, individuals from birth to age 2, inclusive, who are at risk of having substantial developmental delays if early intervention services are not provided.

Children and youth with disabilities: Children and youth from ages 3 through 21, inclusive, who require special education and related services because they have disabilities as defined in section 602(a)(1) of the Individuals with Disabilities Education Act**. Section 602(a)(1) defines "handicapped children" as children who are mentally retarded, hard of hearing, deaf, speech or language impaired, visually handicapped, seriously emotionally disturbed, orthopedically impaired, or other health impaired children or children with specific learning disabilities who by reason thereof require special education and related services.

**Individuals with Disabilities Education Act (revised 07-94)

Section 602 (a)(1) - The term "handicapped children" means mentally retarded, hard of hearing, deaf, speech or language impaired, visually handicapped, seriously emotionally disturbed, orthopedically impaired, or other health impaired children with specific learning disabilities who by reason thereof require special education and related services.

Section 672 (1) - The term "handicapped infants and toddlers" means individuals from birth to age 2, inclusive, who need early intervention services because they -

  1. are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures in one or more of the following areas: Cognitive development, physical development, language and speech development, psychosocial development, or self-help skills, or
  2. have a diagnosed physical or mental condition which has a high probability of resulting in developmental delay.

Such term may also include, at a State's discretion, individuals from birth to age 2, inclusive, who are at risk of having substantial developmental delays if early intervention services are not provided.

Section 672 (2) - "Early intervention services" are developmental services which -

  1. are provided under public supervision,
  2. are provided at no cost except where Federal or State law provides for a system of payments by families, including a schedule of sliding fees,
  3. are designed to meet a handicapped infant's or toddler's developmental need in any one or more of the following areas:
    1. physical development,
    2. cognitive development,
    3. language and speech development,
    4. psychosocial development, or
    5. self-help skills,
  4. meet the standards of the State, including the requirements of this part,
  5. include -
    1. family training, counseling, and home visits,
    2. special instruction,
    3. occupational therapy,
    4. physical therapy,
    5. case management services,
    6. medical services only for diagnostic or evaluation purposes,
    7. early identification, screening, and assessment services, and
    8. health services necessary to enable the infant or toddler to benefit from the other early intervention services,
  6. are provided by qualified personnel, including -
    1. special educators,
    2. speech and language pathologists and audiologists,
    3. occupational therapists,
    4. physical therapists,
    5. phychologists,
    6. social workers,
    7. nurses, and
    8. nutritionists, and
  7. are provided in conformity with an individualized family service plan adopted in accordance with section 677.

Section 672 (3) - The term "developmental delay" has the meaning given such term by a State under section 676(b)(1).

Section 672 (4) - The term "Council" means the State Interagency Coordinating Council established under section 682.

Section 676 - Definition of "Lead Agency" -

  1. In General - A statewide system of coordinated, comprehensive, multidisciplinary, interagency programs providing appropriate early intervention services to all handicapped infants and toddlers and their families shall include the minimum components under subsection (b).

  2. Minimum Components - The statewide system required by subsection (a) shall include, at a minimum -
    . . .
    1. a single line of responsibility in a lead agency designated or established by the Governor for carrying out -
      1. the general administration, supervision, and monitoring of programs and activities receiving assistance under section 673 to ensure compliance with this part,
      2. the identification and coordination of all available resources within the State from Federal, State, local and private sources,
      3. the assignment of financial responsibility to the appropriate agency,
      4. the development of procedures to ensure that services are provided to handicapped infants and toddlers and their families in a timely manner pending the resolution of any disputes among public agencies or service providers,
      5. the resolution of intra- and interagency disputes, and
      6. the entry into formal interagency agreements that define the financial responsibility of each agency for paying for early intervention services (consistent with State law) and procedures for resolving disputes and that include all additional components necessary to ensure meaningful cooperation and coordination

Weber State UniversityOgden, Utah 84408

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