Basic Steps in Special Education

When children struggle, it’s important to find out why.

Basic steps in special Education

  • Child Find: Each State Is Required IDEA To IDENTIFY, LOCATE, AND EVALUATE.
  • If A Child If Found, Suspected of Having A Disability That Prevents Them Access to Education.
  • Referral or Request for An Evaluation, Can Be Requested by Either A Parent or Educator.
  • Request Is Summited in Writing.
  • Parental Consent Is Needed.
  • Under IDEA Regulations, Evaluation Must Be Complete Within 60 Days 
  • After Parent Gives Consent.
  • The Child May Have A Disability.

IDEA federal Regulations

= SPECIAL EDUCATION LAWS

By Law Schools Musto Provided Special Help to Eligible Children. This Is Called.

Special Education and Relate Services.

Step 1– Child Is Identify as Possible Needing Special Education.

Step 2– Child Is Evaluated

Referral or Request for An Evaluation, Can Be Requested by Either A Parent or Educator

Parent must give consent for evaluation to be performed.

It is essential That Parents Understand What Is the Meaning of The Evaluation Scores.

There Are Intended in Answering This Questions

Does the Child Have A Disability That Requires the Provision of Special Education and Relate services?

What’s the Child’s Specific Needs?

What Special Education Services are appropriated In Addressing Those Needs?

By Law, The Initial Evaluation of The Child Must Be FULL and Individual.

The Evaluation Must Access the Child in All Areas Relate to The Suspected Disability.

The Results Are Used to determine The Child’s Eligibility for Special Education, Relate Services.

If Needed This Would include A Behavioral Intervention Plan BIP.

Step 3- The School provides a metting to discuss the Evaluation.

If the Parents Disagree with The Evaluation Results, They Have

Right to Take Their Child for A Private Independent Evaluation, (IEE) They Can Ask the Educational Entity to Pay for This (IEE).

As Defined By IDEA. If the Parents Do Not Agree with The Eligibility.  Decision, They Must Held A Hearing to Challenge the Decision.

A-team Of Schools Professionals Including the Parents Meet to Write the INDIVIDUALIZED EDUCATION PROGRAM (IEP), For the Child.

The schools, schedules, Conducts the IEP Meeting, Schools Staff must Contact the Participants.

Send Notification of Meeting to Parents –Guardians.

  • Schools staff must
  • Contact participants child’s PARENTS.
  • Notify parents with early notice so parents have opportunities to attend.
  • Schedule the meeting at a time agreeable to
  • Parents, school professionals.
  • Inform the parents of its purpose, time, location of meeting.
  • Inform parents of whom will be attending.
  • Inform the parents they have the right to invite people to the meeting whom, have knowledge or special expertise about the child.

Step 4-

The IEP Team Gathers to Talk About the Child’s Needs They Write This in the IEP. Placement This Is where The Child Will received His Special Education Services.

Before the Schools System Can provided the Child, With Any services the Parents, Must Sign the IEP (Give Consent) For Services.

If Parents Do not, agreed with The Placement or The IEP They May Work Together to Work Towards Agreement That Works Towards the Benefit and Best Interest of The Child. If They Still Disagreed Parents Can Request Meditation or File A Due Process Hearing. Schools Must Make Sure That The IEP, Is Carried Out as It Was Written, that Includes Instruction and Accommodations. Parents Are Given A Copy of The Minutes and the IEP. Schools Can NOT Alter or Change IEP, Without Prior Consent of Parents. The Services Provider Is in Charge Of providing, the IEP, For All Personnel That Must Carry It Out. To have knowledge Of Specific Responsibilities.

The IEP, Its Review Every Year at The End of The School’s Year parents, Can Also Request A Beginning of The Year Meeting to Introduce Their Child, And Provide Information Regarding    Their Child’s Needs.        

PROGESS IS MEASSURE AND REPORTED TO PARENTS


The Child’s Progress Towards the Annual GOALS Is Measured as Stated in the IEP.

Classrooms assessments, County assessments, teacher work samples, collected data.
Parents Are Regularly Informed of Child’s Progress and Whenever That Progress Is Enough for The Child to Achieve Its Goals by The End of The Year.


PROGRESS REPORTS Are Given to Parents in Regular Manner.

The IEP Is Review at The End of The Year the Team Meets Once Again to Discuss Make Modifications That Would Benefit the Child.

Parents Can Request an IEP anytime To Communicate Concerns.

IEP MUST CONTAIN

Present Education.

Placement: Where Child Will Receive Services

Measurable Goal Based Lines for Goals.

The Nature of The Disability.

The Impact of the Disability Has on Child’s Ability to Progress Educationally.

References as How Child Will Participate in Schools Activities with Other Children.

Any (At) Technology Assistance with Specifics: When, How Often, Services Are Provided.

Services Such Occupational Therapy, Speech Therapy.

Educators Supports and Specific Training.

Levels of Performance in School (Plop)

Accommodations That Will Facilitate, Child Ability to Learn and Have Accessibility to His

By Diana S., Parent advocate.

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