Identify and help a special needs student in my class (Child Find- Through…
Identify and help a special needs student in my class
Child Find- Through observation and continuous recording of work over a period of time.
Referral or request for evaluation
A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professionals to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.
The child is evaluated.
The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE) :checkered_flag: :
Eligibility is decided.
A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability,"
The child is found eligible for special education services. Once the student has been found eligible for services, the IEP(Individual Educational Program) must be written.
An IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting. School staff must:
contact the participants, including the parents
notify parents early enough to make sure they have an opportunity to attend
schedule the meeting at a time and place agreeable to parents and the school
tell the parents the purpose, time, and location of the meeting
tell the parents who will be attending
tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
The IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.
Services are provided.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
Progress is measured and reported to parents.
The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their non-disabled children's progress.
1 more item...
Parents might disagree with doing the test or with the results after the test.
Teacher might continue to give diffrentiated teaching methods within the classroom for the child but the child might not recieve in depth support from other special education teachers.