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Deciding When a Need Is a Disability

Deciding When a Need Is a Disability. Analyze unmet needs Communicate your observations Try your own interventions Obtain special services Consider student problems. Analyzing Unmet Needs. Specific examples Chronic pattern(s) that negatively impact learning

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Deciding When a Need Is a Disability

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  1. Deciding When a Need Is a Disability • Analyze unmet needs • Communicate your observations • Try your own interventions • Obtain special services • Consider student problems

  2. Analyzing Unmet Needs • Specific examples • Chronic pattern(s) that negatively impact learning • Unmet needs that become more serious over time • Behavior significantly different from peers • No pattern can be found

  3. Communicating Observations and Trying Interventions • Contact parents • Contact colleagues • Try simple interventions • Document the unmet need

  4. The Decision-Making Process for Special Education

  5. Referral through Placement Process • Multidisciplinary team (MDT) activated • Parents notified, rights explained • Components of assessment are considered • Procedures for assessment are decided • RTI data assessed

  6. Decision Making for Special Services • Team decision about student eligibility • Preparation of IEP with team decisions about services needed • Team decision about the location in which student will be educated (placement)

  7. Parent approval of IEP and other decisions made • Services delivered as planned • Monitoring via annual review of IEP and re-evaluation every three years

  8. Eligibility v. Placement Decisions

  9. Monitoring and Review Process • Annual reviews • Three-year reevaluations • Additional reviews (when progress not seen or no new info available) • Due process and mediation

  10. Annual Review • Progress toward goals is reviewed • IEP is changed or updated as needed • Check that student’s best interests are being protected

  11. Three-Year Reevaluation • IDEA permits existing information to be used • Does not require new assessments • With parent and team agreement, no new assessment required • Parents must be informed about three-year reevaluation but consent is not required

  12. Additional Reviews • IDEA says an IEP must be reviewed when lack of progress is noted • IDEA says parents of students with disabilities have the right to progress reports as often as other parents • This means that formal communication about student learning progress often occurs after each grading period

  13. Due Process and Mediation • Set of procedures to resolve disagreements between school and parents • Both school and parents are entitled to protection • IDEA requires mediation be provided at no cost

  14. Mediation is not allowed to cause delay in a due process hearing • If mediation is not successful a hearing is conducted • Decision can be appealed

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