Foundations of Exceptional Student Education · 3 min read
State of Florida Regulations · Ethical and Professional Standards
Florida Statutes and State Board Rules
Florida implements IDEA through Florida Statutes Chapter 1003 and State Board of Education Rules Chapter 6A-6. Florida uses the term "exceptional student education" (ESE) rather than "special education."
Florida ESE Eligibility Categories
Florida's Rule 6A-6 categories parallel the IDEA categories under Florida names (e.g., E/BD, InD, ASD, DHH, VI, dual-sensory impairment, language impairment, speech impairment, developmentally delayed) and add state-specific categories:
- Gifted (Florida includes gifted under ESE umbrella)
- Hospital/Homebound
- Note: dual-sensory impairment is Florida's term for the IDEA category deaf-blindness, not an additional category.
Florida's Multi-Tiered System of Supports (MTSS)
Florida requires implementation of MTSS (formerly Response to Intervention) as a problem-solving framework before referral for ESE evaluation in most cases.
MTSS Tiers
| Tier | Who | What It Looks Like | Progress Monitoring |
|---|---|---|---|
| Tier 1: Core | All students (most should succeed here, about 80%) | High-quality, differentiated core instruction and universal screening | Screening about three times a year |
| Tier 2: Supplemental | Students not meeting benchmarks (about 15%) | Small-group, standards-aligned intervention added to core | Every few weeks (commonly every 2–4 weeks) |
| Tier 3: Intensive | Students not responding to Tier 2 (about 5%) | Individualized, more frequent and intensive intervention | Weekly or more often |
Exceptional Student Education Procedures
Parents may request an evaluation at any time. MTSS data inform the evaluation, but a school cannot use MTSS to delay or deny an evaluation when a disability is suspected.
Council for Exceptional Children (CEC) Ethical Principles
CEC establishes professional standards for special educators. Ethical principles guide decision-making and professional conduct.
Core Ethical Principles
Confidentiality and Privacy
Special educators must maintain confidentiality of student information. Information should be shared only with those who have legitimate educational need to know. Written consent is required before sharing information with outside agencies.
Best Practices:
- Store records securely
- Discuss students only in private settings
- Obtain consent before sharing with outside parties
- Use pseudonyms or identifiers when discussing cases for training
- Limit electronic communications containing student information
Professional Boundaries
Special educators maintain appropriate professional relationships with students and families. This includes avoiding dual relationships, maintaining objectivity in decision-making, and separating personal opinions from professional recommendations.
Advocacy Responsibilities
Special educators serve as advocates for students with disabilities. Advocacy includes ensuring students receive appropriate services, promoting inclusive practices, educating others about disability issues, and supporting student self-advocacy.
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