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Special Education Process (Regular Assessment in Class (Referral: from…
Special Education Process
Regular Assessment in Class
Referral:
from Teacher, parent, other schools
Evaluation:
Eligibility:
Must have on of the 13 disabilities and makes an impact in their learning
Qualify/
AGREE
School will schedule an IEP meeting and write a program for the student.
Does Not Qualify/
AGREE
Students should be referred to other resources that will assist them in improving their performance.
Write Individual Educational Program (IEP)
IEP must include:
student's present level of functioning
strengths, weakness, and educational needs,
category that the student is eligible in
annual goals and objectives
Designated instructional service
program placement
accommodation and level of participation assessment
transition plan
(Hancock, 2016)
IEP team includes:
administrator
parent or guardian
special education teacher
general education teacher
professional who preformed the assessment
Student (if over 8 years old )
IEP Meeting
Parents have the write to agree or disagree with the IEP.
IEP meeting the team will develop, review, and/or revise the IEP document.
IEP must be reviewed at least once every 12 months.
Goals and objectives, related services, and all of the required parts of the IEP will be talked about and decided on.
Assessment measures cognition, academic and language skills, social, emotional, developmental, and medical findings.
Variety of tools must be used to evaluate for special education. Including: student records, observation, work samples, state and district tests, psychometric test, and interviews
After assessment the IEP team will determine whether the student is eligible for special education.
Parents MUST agree to have their child evaluated
School districts are responsible for identifying, finding, and evaluating students who are suspected to have a disability
If parents suspect that their child may have a learning disability, they can refer their child to have an evaluation.
Gives feedback to teacher and parent how the student is doing in class.
Helps make decision about instructional needs, placement, and advancement.
Mia Graham
References
Hancock, M. (2016). Understanding the 13 Categories of Special Education. Retrieved from
https://www.understandingspecialeducation.com/13-categories-of-special-education.html
Rebhorn, T. (2019). | LD OnLine. Retrieved from
http://www.ldonline.org/article/6346/