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The Special Education Process

The Special Education Process. Nondiscriminatory Evaluation. All Students. Screening. Pre-referral. Some Students. Referral. Nondiscriminatory Evaluation Procedures. Students in need of special Education and related services. IDEA Procedures. Screening 3x per year

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The Special Education Process

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  1. The Special Education Process

  2. Nondiscriminatory Evaluation All Students Screening Pre-referral Some Students Referral Nondiscriminatory Evaluation Procedures Students in need of special Education and related services

  3. IDEA Procedures • Screening 3x per year • Pre-referral - consultation with instructional support team (IST) • Document current levels of student performance (academic, social, & behavioral) • Implement academic interventions (2 minimum) - document results • Referral (identification) • Notice of procedural safeguards & due process rights • Parental consent • Evaluation • Eligibility determination (within 60 school days of referral) • IEP development • Placement decision (LRE) • Annual review • Triennial reevaluation • Transition planning

  4. A well-written pre-referral includes a description of: • The student’s physical, social, and behavioral characteristics and interests • Your interactions with the parents including times and dates • The current area of study (e.g., water cycle) • A timeline of events • At least 3 types of instructional and assessment strategies, including accommodations, or modifications you have tried with the student • At least three assessment types and outcomes including both quantitative and qualitative examples related to the class expectations • Questions for the Instructional Support Team • Your belief that the student can be successful!

  5. Referral & Evaluation • Someone refers the student for evaluation (usually the parent or teacher). • Parent must consent to evaluation. • School must complete initial evaluation within 60 school days of parental consent. • The evaluation must be unbiased, reliable, and provide meaningful information regarding the student’s strengths, weaknesses, and behavior. • Parent has the right to an independent evaluation at public expense.

  6. Evaluation Procedures • Review existing data on the student including classroom-based, local, state assessments, and classroom observations. • Use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the student. • Provide assessments in the student’s native language.

  7. IEP Development - Who’s involved? • The student (when appropriate) • Local educational agency (LEA) - who will oversee implementation of the child’s plan. • General classroom teachers (at least 1) • Special education teacher • Therapist • Parents • Others at the discretion of the parents or LEA • Evaluator if other than the special education teacher

  8. Contents of the IEP • Child’s present levels of performance (e.g., educational, social, behavioral). • Specific measurable annual goals, objectives, expected levels of performance, timelines. • Information regarding the students placement and related services. • Modifications to the general education curriculum. • Dates & times for delivery of services. • Means to assess AYP. • Transition plan (16 and up).

  9. General Education (Gen Ed) Curriculum Gen Ed w/ consultative services Gen Ed & instruction & services Gen Ed & resource room Full time Sped classroom Special school Special facilities, day or residential Continuum of Sped Services - LRE Most Inclusive Most intensive

  10. Defining SLD • Sometimes called the “invisible disability” • Unexpected difficulty / low performance • Inefficient processing in the area of disability – most commonly in reading • “… a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical computations.”

  11. NOT SLD if The deficit is primarily the result of: • Hearing, visual, or motor disability • MR (mental retardation) or ID (Intellectual Disability) • SBD (serious behavioral disorder) • Environmental, cultural, economic disadvantage • LACK OF APPROPRIATE INSTRUCTION

  12. SLD Determination • School districts have two means to determine if a student qualifies as having a learning disability: • Severe discrepancy model (Classic) • Response to Intervention (IDEA 2004) Schools are increasingly using both!

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