Special Education Process Ellie

  1. Pre-referral

⭐ A child who may need support is noticed
⭐ assess strengths and weaknesses of child
⭐ decide on the best strategies to implement and see if student improves


Pre-referral allows for the school to apply intervention techniques to prevent unnecessary or inappropriate special education referral.

If the child improves, there is no need to further progress

  1. Referral

⭐express the area of concern for the child
⭐ following this, gather information regarding incidences that you believe to be indicative of requiring special education
⭐ Discuss in a team ways to manage or monitor the student
⭐ Make a final decision about whether the child should be referred or not
(The Pre-referral Process and IEP timeline, 2017)

  1. Evaluation

⭐ consider if the child is eligible for special education referral
⭐ Use previously collected data on the student so an individualized education program can be created based on the students needs
⭐ Organize a meeting with the school district representatives and proceed with evaluation

  1. development and implementation of an IEP

⭐Refer back to the information gathered on the student in the previous sections, make sure to maintain focus on the problematic areas
⭐ consider the goals and outcomes of the IEP
⭐ consider whether enrichment classes, or special educators from outside should be included in this plan
⭐ consider how this plan will enable the student to reintegrate into the general population of students, if it requires they leave the classroom

References
The Pre-Referral Process and IEP Timeline (2017) Retrieved from:


Project IDEAL (n.d.). Special Education Referral Process. Retrieved from http://www.projectidealonline.org/v/special-education-referral-process/

Under the 14 categories of IDEA

ADHD

Autism

Traumatic brain injury

Language impairment

Hearing impairment

Emotional disturbance

Specific learning diability

Other health impairments

Blind deafness

Intellectual disability

Developmental delay

Visual impairment

Orthopedic impairment

Multiple disabilities

If the child is not placed under one of these categories, the child is not eligible for special education

If this occurs, the faculty at the school should construct a detail differentiation plan for the student to best facilitate and understand why their learning is not progressing the same as the other students.

Discuss with the parents of the child and recommend a referral

IEP

  1. Use the information gathered to construct a student profile, which includes student background, weaknesses and strengths of the student
  1. Include IEP initiation and duration dates.
  1. Include a statement of special instructional factors, such as assistive technologies the student may need. This should also include a statement of transportation, should the student require it

4.A file for the guardians which includes goals, dates of completion of goals, evaluations to meet aforementioned goals, benchmark assessments of student in activities and a list of the services that may be required

  1. Implementations of a BIP (behavior improvement plan) if the student needs it
  1. Consider future implications
    ⭐ How will this affect the child in relation to the general population?
    ⭐ are the goals designed to achieve maximum assistance for the both long term and short term?
    ⭐ Do the guardians of the child understand everything occurring in this process and are they informed?
    ⭐ Will the IEP provide assistance to the child in returning to the general population in both academics and social development?

(project Ideal, n. d.)

Reevaluation should be completed annually, to determine if a formal evaluation is required (every three years)