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Disability Suspected Iowa Directors of Special Education 10/19/2009

Disability Suspected Iowa Directors of Special Education 10/19/2009. Guiding Principles. “Screening-level” decision Professional judgment required Suspicion of disability is not validation of disability. Guiding Principle #1. Screening-level decision Lower level of rigor

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Disability Suspected Iowa Directors of Special Education 10/19/2009

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  1. Disability SuspectedIowa Directors of Special Education 10/19/2009

  2. Guiding Principles • “Screening-level” decision • Professional judgment required • Suspicion of disability is not validation of disability

  3. Guiding Principle #1 Screening-level decision • Lower level of rigor • “Casting a net” vs. “Being a gate-keeper” • Err on the side of Suspicion

  4. Guiding Principle #2 Professional Judgment Required • Convergence of available data • Multiple Methods & Sources (RIOT/ICEL) • Professional Judgment Applied • When in doubt - evaluate

  5. Guiding Principle #3 Suspicion of a disability is not validation of a disability • Suspicion of disability (screening) triggers obligation to evaluate • Evaluation validates presence of a disability and need for special education and related services

  6. Scenario Activity What sources of data would you want to analyze when moving forward to complete the Disability Suspected form?

  7. Sources of Information

  8. Digging deeper into the Disability Suspected form

  9. Demographic Information • Accuracy is important! • Be sure the student’s legal name and resident district are complete and accurate

  10. When is disability suspected?

  11. Are there data to suggest… • Rare occurrence • Significantly limiting conditions and circumstances • Predominantly Health, Physical, Vision/Hearing conditions

  12. Examples • Lead Poisoning • Rhett’s • Retinitis Pigmentosa (vision) • Epilepsy • Tourettes

  13. Are there data to suggest… • Rare occurrence, significant and limiting condition • Sudden onset or immediate changes due to an illness or injury • Examples: Traumatic Brain Injury, Blindness or Paralysis • Professional Judgment

  14. Point to Remember • A medical condition or diagnosis, may, but does not automatically cause suspicion of an educational disability.

  15. Are there data to suggest… • Rare occurrence; significant, urgent need for immediate action • Impedes access to the General Education curriculum and setting • Examples: • Progressive hearing or vision concerns • Repeated explosive behavior resulting in safety risk

  16. Are there data to suggest… • Most common scenario! • Data based decisions – professional judgment applied • Below standards or expectations • Unique compared to others • No other more plausible explanations

  17. Summarize… • Rule out Hearing and/or Vision concerns as primary causes • Student records or school nurse; AEA Hearing and or Vision staff • Current (within one year)

  18. Scenario 1 (Jim)

  19. Summarize… • Data based decision • District curriculum, early learning standards, state approved standards, typical developmental/behavioral expectations • Consistent (multiple points) and persistent (over time) performance below expectations, despite efforts to address the concern

  20. Scenario 2(Rhea)

  21. Summarize… • Tiered intervention & instructional decision making; progress data is critical • 80% of students are finding success; 20% who are not MAY be unique • Characteristic of the performance of a very small subgroup • Otherwise, this may indicate a problem with the system of supports and instruction

  22. Scenario 3(Jack)

  23. Summarize… • Disability may not be suspected if other explanations are more plausible • Lack of access to appropriate core instruction • Attendance/mobility issues • Language differences • Cultural expectations • Lack of prior knowledge

  24. Scenario 4(Raul)

  25. Remember… • We cannot stop the disability suspected process just because interventions have not been done in general education!

  26. Documentation of Decision… • Representatives from the AEA (support only); or the AEA and LEA in conjunction (instructional) who have knowledge of the student • Parent participation is strongly encouraged • Does not require a meeting

  27. Documentation of Decision… • Check “Yes” if one or more of the four boxes is checked • Check “No” if none of the boxes are checked • Enter date decision was made

  28. Documentation of Decision… • If “Yes”, seek Consent for FIE, 60 day timeline begins when consent is received • If “No”, and if parents have initiated, a Prior Written Notice must be provided • Follow your AEA’s process for retaining educational records

  29. Reflection… What information is still “rolling around” in your head? What information really “squared up” with you today? What “point” really stuck with you today?

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