Maine Special Education Regulations, Chapter 101, govern the provision of equal educational opportunities for all Maine students with disabilities between the ages of 5 and 20 enrolled in the schools.  Each school unit must ensure that students with disabilities are provided a free appropriate public education (F.A.P.E.) in the least restrictive educational alternative, per state regulations as well as the federal Individual with Disabilities Act (P.L. 105-17, 20 U.S.C. 1401 et seq.).                  Maine School Administrative District # 71 offers a continuum of special education services, supportive services, and placements to meet the needs of students with disabilities in accordance with both Federal and State laws and regulations.  This continuum in the school district includes placements in regular classes, resource classes and self-contained classes.                 The following overview of the special education process comes directly from the Maine Special Education Regulations, Chapter 101:                 Special Education Process: An Overview                 The special education process for which school units are responsible has several components.  In brief, the process includes a child find process to determine which students may have disabilities that would require referral to a Pupil Evaluation Team (P.E.T.).  A second phase includes more individualized evaluations of each referred student and a discussion of the evaluative and other data by the P.E.T. composed of school staff and parents.  Other persons who have knowledge of the student may be invited to attend the P.E.T. meeting at which it is determined:                       A.  Whether the student is a student with a disability in need of special educational services;                             and                       B.  What special education and supportive services are appropriate for the student's educational needs.                  Once these determinations are made, the Pupil Evaluation team shall write an Individual Educational Program (I.E.P.) for the student.                  The provision of a free appropriate public education and the placement of the student shall be made according to the provisions of the I.E.P.  The I.E.P. shall be developed and placement shall be made in accordance with the principle of the "least restrictive educational alternative" (see Part II).                  The special education process affords special rights to students with disabilities and their parents through "due process" protections.  A parent must be involved in the evaluation, identification, development of the student's Individual Educational Program and the placement of the student in a special education placement.  If the parent does not agree with the proposed or refused evaluation, identification, program or placement, the parent may request mediation, file a complaint or request a due process hearing (see Part 13, "Dispute Resolution Procedures").