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The Special Education Process

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Kim McNamara

on 28 July 2015

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Transcript of The Special Education Process

The Special Education Process
Evaluation
-must assess the child in all areas related to the child's suspected disability
-team looks at evaluation results
Eligibility Determination
IEP: Individualized Education Program
An IEP is developed
Annual IEP Review
Re-evaluations occur at least once every 3 years or more often if conditions warrant or the child's parent or teacher asks for one.
Referral
Who can refer a child?
Teacher
Parent
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Identification
Child Find
Districts must identify, locate, and evaluate all children with disabilities residing within the district

Child Find systems may include public health fairs, screenings at the school, newspaper or radio ads

*IDEA has requirements for child find
Child Find
*once parental consent for evaluation is received...
districts have 90 calendar days to complete evaluations and if eligible develop an IEP and provide services
-decide if child is eligible using state mandated criteria
-decide if child requires special education
-determine educational need (s)

IEPs are the foundation of special education and the IDEA
They are legal documents that guarantee students a specified program
IEPs are written documents that provide or offer FAPE
Under the IDEA, IEPs have many requirements
Present levels
A statement of the child’s present levels of academic achievement and functional performance, including
-How the child’s disability affects the child’s involvement and progress in the general education curriculum
For a preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities
Measurable annual goals
Including academic and functional goals designed to…
-Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum
-Meet each of the child’s other educational needs that result from the child’s disability
Progress reporting
How progress will be measured and
when and how progress will be reported
Statement of Services
A statement of special education services and related services and supplementary aids and services to be provided to the child and..
A statement of program modifications or supports for school personnel that will be provided to enable the child to…
Advance appropriately toward attaining goals
To be involved in and progress in general education
To participate in extracurricular and other nonacademic activities
And to be educated and participate with other children with disabilities and nondisabled children

Details of Services
the projected start date for the beginning of services and modifications, along with the frequency, location, and duration of those services and modifications
LRE
An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class
Assessment
A statement of any individual appropriate accommodations that are necessary
If alternate assessment, a statement of why the child cannot participate in the regular assessment
Secondary Transition
the first IEP to be in effect when the child is 16…
Appropriate measurable post secondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills

IEP is reviewed ANNUALLY or more often if parent or teachers ask for a review. If necessary, changes are made
goals
progress
parent input
teacher input
team meets
Re-evaluations
does child continue to be a child with a disability?
what are educational needs?
Exit
1. parent (or student at age 18) withdraws consent
5 most common reasons students exit
2. student graduates with a high school diploma
3. student ages out "...if less than 22 on July 1 of the school year" (4AAC 52.090).
4. student transfers to another school
Referral
A statement of the child’s present levels of academic achievement and functional performance, including
-How the child’s disability affects the child’s involvement and progress in the general education curriculum
For a preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities
Present Levels
LRE

An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class

-Does the placement have harmful affects on the child?
-Is the student able to be satisfactorily educated in the regular education environment for the whole day?
Assessment
A statement of any individual appropriate accommodations that are necessary
If alternate assessment, a statement of why the child cannot participate in the regular assessment
Measurable Annual Goals
Including academic and functional goals designed to…
-Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum
-Meet each of the child’s other educational needs that result from the child’s disability
Progress Reporting
How progress will be measured, in addition to when and how progress will be reported
*at least as often as peers
Details of Services
the projected start date for the beginning of services and modifications, along with the frequency, location, and duration of those services and modifications
Program Supervision:
Under AK law, special education programs provided to a child by a regular education teacher or paraprofessional must be reviewed on-site by the certificated special education teacher responsible for the child's program.
The child's IEP team shall make an individualized determination of the frequency of on-site supervision for each program which has to be
at least once every month
unless the IEP team determines that less frequent on-site supervision for that program is sufficient to provide a FAPE to the child.
Cannot be less than than once every three months
.
*Same goes for
related service providers
Statement of Services
A statement of
-special education services and related services and supplementary aids and services
-program modifications or supports for school personnel that will be provided to enable the child to…
Advance appropriately toward attaining goals
To be involved in and progress in general education
To participate in extracurricular and other nonacademic activities
And to be educated and participate with other children with and without disabilities
Secondary Transition
The first IEP to be in effect when the child is 16…
Appropriate measurable post-secondary goals based upon age-appropriate transition assessments related to training, education, employment and independent living skills where appropriate
*any person who knows the student and is concerned for the student's well being
IEP Team
regular education teacher
parents
at least 1 sped teacher
district representative
A representative of the public agency who--
(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
(ii) Is knowledgeable about the general education curriculum; and
(iii) Is knowledgeable about the availability of resources of the public agency.
district representative
regular education teacher
for “…the determination of--
(i) Appropriate positive behavioral interventions and supports and other strategies for the child; and
(ii) Supplementary aids and services, program modifications, and support for school personnel consistent with § 300.320(a)(4).”
person who can interpret evaluation results
if appropriate, the child
additional agencies
(usually require parent consent)
Transition plans must take into account the child's preference and interests
Transition plans must include transition services (including courses of study) needed to assist the child in reaching those goals
Evaluation Summary
and Eligibility Report
Now you have an ESER, then what?
LRE Considerations
Can the regular education teacher be excused?

If the child is, or may be, participating in the regular education environment, regular education teachers are a required member of the team. They may be excused for all or part of the meeting with written parental consent and written submission of their input.
State IEP Forms
Questions?
Comments?
5. the team determines that the student is no longer eligible for special education
Least Restrictive Environment
Many districts have a Respone to Intervention (RTI) in place or an informal pre-referral team.




Pre-referral or RTI
Its purpose is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom
before the student is referred to special education.
Student Support Team, Student Centered Team, etc.
*note: RTI cannot be used to delay or deny a special education evaluation
14 Eligibility Categories



Cognitive Impairment
Specific Learning Disability
Emotional Disturbance
Deafness
Hearing Impairment
Deaf and Blind
Orthopedic Impairment
Visual Impairment

Speech/Language Impairment
Other Health Impaired
Multiple Disabilities
Early Childhood Dev. Delay
Autism
Traumatic Brain Injury
*Best practice--regular education teachers are present throughout the meeting
observations of academic, social, and behavioral strengths and needs
Your input is valuable!
rich amount of knowledge about curriculum, the day to day workings of the classroom, type of instruction provided, pace of instruction, and state testing standards
accurate accounting of the types of services, adaptations, and modifications required to help the student in the general education setting in addition to recommendations and feedback regarding the development of IEP goals
Yours
1. Be well-informed about the student’s IEP—goals, classroom or testing accommodations, and what supplementary aids and services are necessary so the child can access curriculum and make progress
2. Provide modifications/accommodations and services described in IEP
3. If support, materials, or changes are needed communicate with special ed teacher

Tip: Review IEP periodically to refresh memory of details and to assess how well the IEP is addressing the child's needs, progress, and learning.
Ongoing Responsibilities
Ongoing Responsibilities
Special Ed Teacher/School's Responsibility
Ensure that each regular education teacher (as well as other service providers working with the child) has access to the child’s IEP and is informed of his or her specific responsibilities related to implementing the IEP.
Objective
to understand the special ed process and specifically the role of a general education teacher
Example Criteria
To be eligible for special education and related services as a child with a
speech or language impairment
, a child must
-exhibit a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects educational performance;
-require special facilities, equipment, or methods to make the child's educational program effective;
-be diagnosed by a physician, a speech-language pathologist, or a speech-language therapist as speech or language impaired; and
-be certified by the group established under 4 AAC 52.125(a) (2) as qualifying for and needing special education services;
Team of parent and "qualified professionals"
Full transcript