Please enable JavaScript.
Coggle requires JavaScript to display documents.
The special education referral process for students with disabilities…
The special education referral process for students with disabilities
Recognition
Have a parent and teacher meeting and discuss these questions and observations:
• Have assignments often been late?
• Is the work just repeated and not synthesized in their own words?
• Are they are struggling in their other classes?
• Is it a new problem, reoccurring, or ongoing?
• Is their behavior typical for other students their age?
Pre- Referral
A student centered team identifies, develops, and implements an alternative education strategy. This team can include:
• General education teacher
• Nurse
• Guidance counselor
• Parents/guardians
• Administrator
• Other teachers
• Anyone else involved in the student’s education
Often a Response to Intervention (RTI) model is used to address the student needs via 3 steps:
• Monitor the student often to assess their evidence- based progress and the make behavior or academic modifications and decisions
• Observe student needs then offer intervention strategies that are practice or evidence-based, high quality instruction
• The collective data from all observations and interactions is applied to holistic educational decisions such as curriculum, intervention, modifications, instructional goal, methodologies, and placements
Special education evaluation referral
If the student continues to struggle after the initial interventions, school personnel will need to get consent from the student’s parents to begin the official referral process.
Special education evaluation
After the official referral, the school is required to complete a full evaluation of the student within 60 days. A multidisciplinary team will be assigned which could include many different people to get a complete picture on the student’s disability. This team can include:
• General educators
• Medical doctors
• Therapists/related service providers
• Parents/legal guardians
• Special educators
• Educational diagnosticians
The evaluation includes many data points, but they must focus on several areas.
• Medical
• Achievement
• Intelligence
• Disability-specific issues
Eligibility of Free Appropriate Public Education (FAPE)
Within 30 days of the assessment, special education services should be given to the student. This my be having access to certain academic curriculum. However, if it is deemed that the student should require more assistance and has a disability on the IDEA list which negatively impacts their educational progress, then they would move onto phase 6.
Individualized Education Plan (IEP) Meeting
The IEP is actually a legal contract between the school district and the parents. Again, a large team is formed of different people involved in the students education and support. They include:
• At least one general education teacher
• At least one special education teacher
• The parents/guardians
• A representative of the local educational agency
• An interpreter of the instructional implications of the evaluation
• Other individuals asked by the school or parents to help assist
• The student, if appropriate
The composition of the IEP involves quite a few documents, as it is a legal contract. There can be many additional documents, however these are the basics that need to be included:
• A full background and profile of the student: strengths, weaknesses, assessment results, background information, and the reason why they are being given an IEP.
• IEP dates: the duration, start date, assessment dates, etc. Usually the contract is for a year.
• “special instruction factors” are listed as to what the student needs specifically.
• A document of any special transportation needs
• A document of the different methods and goals, including: benchmarks, annual goals, evaluations, and a schedule of special service needs with what agencies, frequency, and duration.
• A Behavior Intervention Plan (BIP), this is regarding if there are any behavior issues
• There needs to be a plan for students over 16 of what their transition will be like after high school
• There is a document called the least restricted environment (LRE) that everyone needs to sign
IEP implementation. According to the contract the schools need to provide the evidence that they have put “good faith effort” towards the IEP goals. School personal must engage the IEP and fulfill all deadlines, implementations, and documents.
Reevaluation. The usual IEP contract lasts for a year. So, the final phase is the reevaluation. After a year the team redevelops the IEP. The team reexamines the positive and negative element, the data, and assessments. At minimum, the team needs to decide if formal evaluation is again required. If not, the team will need to file appropriate documentation that the special services are no longer required.
Samson Swanick
2 more items...
