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Special Education Referral and Assessment
Transcript of Special Education Referral and Assessment
A psychologist, counselor, and principal meet with the students general education teacher to discuss what the problem is, the severity of the problem, and the persistence of the students difficulty.
The process includes reviewing past report cards, achievement test scores, classroom work, and attendance records.
Based on the screening process, the intervention assistance team will decide if a student is in need of a full special education assessment. This is required by IDEA before any student can be provided with the needed special education services. Screening Multidisciplinary Team A team of teachers, specialists, administrators, and parents who assess a students individual needs. The team determines the students eligibility for special education, and develop the IEP (Individualized Education Programs) Can request and give permission for individual testing of their child.
Be informed, in writing, about the special education procedures.
Have their child tested in the language they know best.
Be full members of the multidisciplinary team.
Have their children receive a free public education
Have their children in the least restricted environment for learning.
Have access to child's education records within 45 days of a request.
Be informed of all of their child's progress. Parent Rights Assessment Components Students must be evaluated to determine the area of disability:
Vision and hearing
Individual achievement test
Social and behavioral skills
And other areas depending on circumstances Assessment Procedures IDEA outlines general procedure that must be followed so that the evaluation is not discriminatory:
1. The assessment must be valid and reliable and must be free of racial or cultural bias
2. The assessment must be administered by a professional
3. Any assessment used must take into account the possible impact of the suspected disability Decision Making Within 60 days of parents consent for the evaluation and after a student's comprehensive assessment is completed, the multidisciplinary team must meet to make three important decisions:
1. Whether the student has a disability
2. Whether the disability adversely affects education performance
3. Whether the student's needs can be addressed through special education Preparing for IEP If students are eligible for special education, they prepare on the Individualized Education Program
This document summarizes all information gathered concerning the student, and sets the expectations of what the student will learn over the next year, and prescribe the types and amount of special services the student will receive. Individuals with Disabilities Education Act (IDEA) Federal law first established in 1975 that protects the educational rights of children from birth to 21 with disabilities
Contains core principles to ensure educational right to students with disabilities and their parents
Principals include Zero Reject Free Appropriate Public Education (FAPE), Least Restricted Environment (LRE), nondiscriminatory evaluation, parent and family rights, and procedural safeguards. Placement Decisions What is the setting in which the student will be educated?
Full-time participation in general education classrooms
Combos of general education classrooms and special education classrooms
Or full-time special education classrooms depending on students needs. Monitoring Students with Disabilities Special education decision making process does not end with placement
IDEA includes a set of procedure for monitoring students progress after special education services have been implemented to ensure the placement remains appropriate Annual Review Must be at least once a year
General education teachers, special education teachers, and school district administrators meet with parents to review IEP
Give an update about the students learning progress, and set goals for upcoming year Three-Year Evaluation IDEA takes into account that students with disabilities change over time
At least every three years, the student with a disability is reassessed using many of the same procedures as the initial assessment
What behaviors should you look for in your classroom that would indicate that the child should have a screening process for learning disabilities? Do you feel parents have enough rights or not enough rights? Why is it important to reevaluate students after three years?