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Special Education - Demystifying the Process

Presentation to Argosy LCC students

Liz Angoff

on 10 November 2013

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Transcript of Special Education - Demystifying the Process

Helping students with Emotional Disturbance get to the services they need.
A Special Education Journey
1. A student is struggling.
If needs are severe, a higher level of service may be considered
IEP Team meets to determine eligibility
ERMHS evaluation determines educationally related diagnosis and informs additional mental health needs
IEP Team meets to determine eligibility
IEP meeting is held at least yearly to monitor progress towards goals
IEP Team continues to meet to evaluate service
Students are receiving the services they need for a Free and Appropriate Public Education in their Least Restrictive Environment
2. General Education supports are not enough.
3. The team suspects that the student has a disability that is adversely affecting their academic achievement.
Assessment planned signed
Initial evaluation completed
A referral is made to Special Education
15 days
60 days
Continues with Resource Specialist Program
May include:
Resource Services
Behavior Support Plan
DIS Counseling
Additional general ed or community supports
Educationally Related Mental Health Services
(ERMHS) Referral
60 days
Making progress
Not making progress
Monitor progress towards goals
DATA, DATA and more DATA!
Psychologist must determine the difference between emotional disturbance and social maladjustment.
Different agencies have different ways of talking about student needs.
Behavior is a set of skills. Students make progress when goals are clear, measurable and attainable.
ERMHS Evaluation
Establish medical necessity (eligible DSM diagnosis)
May be conducted by district Social Worker or Psychologist
Annual IEP
Triennial Eval
An evaluation covers all suspected areas of disability
Measures of cognitive ability
Records review including educational and personal history, previous testing and special ed services
Interviews with parents, teachers and service providers including physicians and therapists
Mental Status Exam
Additional testing as needed
Student observations and interview
Measures of academic skills
Measures of adaptive functioning
Measures of behavioral and mental health functioning which may include a functional behavior analysis
Record review and interviews with teachers and caregivers
Classroom observations
Measures of auditory and visual processing, executive functioning, memory, etc.
Team determines the Least Restrictive Environment (LRE)
Team determines services
Resource Specialist services
Behavior Support Plan
Designated Instruction & Services (DIS) Counseling if applicable
Student may continue with outside counseling or support services as well as general education instructional and social-emotional supports
The diagnosis DOES NOT determine placement. The student's needs determine placement.
General Education with modifications or 504
Resource Specialist/DIS counseling
Out-patient Services
Counseling Enriched Special Day Class
School-Based Day Treatment
Non-Public School Day Treatment
Team determines the Least Restrictive Environment
If child is not making progress, additional services within current environment or transfer to a more restrictive environment is considered
If child is making progress, continuation of services or transfer to a less restrictive environment is considered
Least Restrictive Environment is continually monitored
Students are fully re-evaluated every 3 years
Full transcript