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Classroom process to identify and help a struggling student (Step 1…
Classroom process to identify and help a struggling student
Step 1
Child is identified as possibly requiring special education
Parents need to give consent before evaluation can take place. Evaluation must take place within a reasonable time after consent is given.
A school professional may request that a child be evaluated to see if the child has a disability
Parents may also contact the school to request that their child be evaluated
Step 2
The child is evaluated
All areas related to the child's suspected disability must be evaluated by an assessment
Evaluation results are used to decide the child's eligibility for special education
Step 5
The school schedules an IEP meeting, School staff must:
Explain the purpose, time and location of the meeting to parents
Schedule the meeting at an agreeable time and place for all parties involved
Explain who will be attending to the parents
Give enough notice ahead of meeting so everyone can be present, especially parents
Contact participants, including parents
Explain to parents they may invite people with knowledge or special expertise about the child
Step 3
Eligibility is decided
A group of qualified professionals and the parents look at the child's evaluation results
Together, it is decided whether the child is a child with a disability according to GLPRGBA
Parents are permitted to call for a hearing to challenge the eligibility decision
Step 4
The child is found eligible for services
IEP team must write IEP for child within 30 days
Child is eligible for SPED and related services
Step 7
Services are provided
School monitors that the child's IEP is being put into practice
Parents are given a copy of the IEP and all of the child's teachers have access to the IEP and are made aware of specific responsibilities in the IEP
Step 6
The IEP Meeting is held and the IEP is written.
Child begins to receive services as soon as possible after the meeting
If for some reason the parents don't agree with the IEP and placement, they can discuss issues or concerns with the IEP team and work out an agreement. Mediation may take place if no agreement can be met.
IEP team collaborates and writes the student's IEP
Step 8
Progress is measured and reported to parents
Progress towards goals stated in IEP is measured
Parents are regularly informed of progress and if progress is sufficient for the student to reach IEP goals by the end of the year
Progress reports must be given to parents, at minimum, as much as reports are given to parents of non-disabled students
Step 9
The IEP is reviewed
IEP may be revised if necessary
Parents may disagree with IEP and placement, and can discuss with IEP team to come to an agreement. Mediation may take place if no agreement can be met.
IEP must be reviewed at least once a year
Step 10
The child is reevaluated
Child must be reevaluated more frequently if necessary or requested by parents or school professionals
Education needs are also looked at and discussed
Child must be reevaluated at least once every three years to find out if the child still a child with a disability according to the GLPRGBA
References
By Anthony Arena
Küpper, L., & Kohanek, J. (2013, November 07). 10 Steps in the Special Education Process. Retrieved May 2, 2019, from
http://www.readingrockets.org/article/10-steps-special-education-process