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Special Education Referral Process By Christina Maul - Coggle Diagram
Special Education Referral Process By Christina Maul
PHASE ONE: Recognition
PHASE TWO: Pre-referral
PHASE THREE: Referral for Special Education Evaluation
PHASE FOUR: Special Education Evaluation
PHASE FIVE: Eligibility
PHASE SIX: IEP Meeting
PHASE SEVEN: IEP Implementation
PHASE EIGHT: Reevaluation
I will attend meetings when needed to reevaluate the needs of the student. If I notice changes in a student needing more or less services, I will be sure to contact the special education department.
I will do my best to meet the goals outlined in the IEP meeting. I know not all goals will be perfectly met but I will put “good faith effort” toward achieving the goals for the student.
I will help collaborate with the special education teachers to develop the IEP for the student.
I will attend the IEP meeting with the student's parents and other staff members to outline our goals for the student and how we will meet their unique needs.
Based on the student's special education evaluation, he or she will be eligible for special services
A student is considered eligible for special education services if
the student has a disability which negatively impacts his/her educational performance.
the student needs special education services in order to benefit from education.
No disability is identified. Process stops and I will try other strategies in my classroom.
A disability/disabilities are identified, continue to phase six
The student will be referred to specialists for an evaluation.
The student will be evaluated based on five categories
Intelligence
Achievement
Behavioral
Disability-specific issues
Medical
If the student continues to have difficulties in the classroom, I would request the student receive a special education evaluation.
I must obtain consent from the student's parents to begin the referral process.
I will identify, develop, and implement alternative education strategies for the student before the student is referred to special education.
flexible seating
scaffolding
sentence frames
preferential seating
test taking modifications
shorten assignments
modify test grading
use of timers
I will work with a team to make sure the needs of the student are met.
a school administrator
other general education teachers
the school nurse
the school guidance counselor
parents/guardians
If alternative education strategies work and my student's needs are being met, the process stops
Alternative education strategies do not work, continue to phase three
I have recognized a student who has unique needs atypical for a child his or her age.
These differences might be visible in the student's academic, social/emotional, behavioral, and/or physical ability.
T. (2013). Special Education Referral Process. Retrieved October 05, 2020, from
http://www.projectidealonline.org/v/special-education-referral-process/