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Special Education Process by Dina Abdelkhalek (Phase 1: Recognition…
Special Education Process
by Dina Abdelkhalek
Phase 1: Recognition
A consistent need or problem exhibited by the student is recognized by the teacher (or parent, administrator, or counselor).
A meeting is called with the parents and the following questions are explored:
Is the problem recurrent or new?
Is it constant?
Is the issue appropriate for children this age?
Teacher and parents come up with a cooperative plan of action to address these issues.
Teacher documents progress and keeps parents informed.
After a period of time, if the teacher determines the problem cannot be controlled with simple classroom interventions, the teacher notifies the parents that they will be asking for outside help.
Phase 2: Pre-referral
Many schools use a systematic pre-referral process called Response to Intervention (RTI), which includes:
Tiered evidence or practice based interventions aligned with individual student needs.
Frequent monitoring.
Application of child response data to important educational decisions.
RTI provides 3 tiers of intervention
Tier 1: high-quality general education instruction in the core curriculum with all students.
Tier 2: targeted group instruction or some form of group remediation to improve performance.
Tier 3: intensive, individuals instruction.
If none of these interventions help improve the student's performance, the student will be moved onto phase three.
Phase 3: Referral for Special Education Evaluation
These referrals may be initiated by:
School personnel.
Student's parents or legal guardians.
Any other person involved in the education or care of the student.
Once a referral is provided, the school needs to obtain parent or legal guardian consent to begin the evaluation phase.
Phase 4: Special Education Evaluation
Phase 5: Eligibility
Phase 6: IEP Meeting
Phase 7: IEP Implementation
Phase 8: Re-evaluation
The IEP team will meet yearly to evaluate the implementation of the current IEP and to develop the next annual IEP. The team discusses the positives and negatives of the special education services provided in order to best determine what services needed to be provided for the next year.
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It is the responsibility of the entire IEP team to ensure the IEP implemented, and they will meet as frequently as is necessary to ensure its' implementation.
The IEP document is a live document, which means it can be altered during the school term if needed.
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The IEP describes the education services that will be provided for the student. This includes:
A statement of special instructional factors (such as the need for assistive technology).
A statement of special transportation needs.
IEP initiation and duration dates.
A statement of opportunities to participate in nonacademic and extracurricular activities with their non-disabled peers.
A student profile with strengths and weaknesses.
A statement of the frequency and method of reports of goal attainment.
A Behavior Intervention Plan (BIP) if behavior is a concern.
The plans and activities for the student’s transition from high school (for ages 16+).
The signature page, which provides a statement of least restrictive environment and has the signatures of all individuals present at the meeting.
The IEP team usually consists of:
The parents or legal guardians.
General education teacher.
Special education teacher.
A representative of the local educational agency (usually a principal or assistant principal).
An individual who can interpret the instructional implications of evaluations (ex. school psychologist).
The student
Other individuals asked to attend at the discretion of the school or parents.
The Who of the IEP Team
https://www.youtube.com/watch?v=nPLUdT_ilMY
(Teachings in Education, 2016)
Students are considered eligible for special education services if:
The child has a disability (as defined by IDEA) which negatively impacts his/her educational performance.
The child needs special education services in order to benefit from education.
Not all students are determined eligible for special education services. In these situations, the school needs to create a plan to provide appropriate support for these students.
For students who are eligible, a formal Individualized Education Program (IEP) will be created.
IDEA requires that students receive a nondiscriminatory multi-factored evaluation. This will be conducted by a multidisciplinary team that could include members such as:
School Psychologist
Special Educators
General Educators
Parents or Legal Guardians
Related Service Providers (Physical/Occupation Therapists, Audiologist, Mobility Specialist, etc.)
Medical Doctors
Students receive a set of formal evaluations that measure:
Intelligence
Achievement
Behavior
Disability-specific issues
Medical ability
An example of a play-based assessment used with a pre-schooler:
https://www.youtube.com/watch?v=u4kkpwc0zAA&feature=youtu.be
(ESC Region 13, 2017)
References
ESC Region 13. (2017). Play Based Assessment [Video]. Retrieved from https:// www.youtube.com/watch?v=u4kkpwc0zAA&feature=youtu.be
Teachings in Education. (2016). Who is on the I.E.P. Team: Members, Roles, and Responsibilities [Video]. Retrieved from https:// www.youtube.com/watch?v=nPLUdT_ilMY
Texas Council for Developmental Disabilities. (2013). Special Education Referral Process. Retrieved from
http://www.projectidealonline.org/v/special-education-referral-process/