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Special Needs in the Classroom (Step 1: Identify/ Recognition :eyes:…

- - - - Video: Child Find: Laws Process & Screening
      - Available in each state; required by IDEA to identify, locate, and evaluate all children with disabilities.
    - - Intelligence
      - Achievement
      - Behavioral
      - Disability-specfici issues
      - Medical
    - - Within 30 days post-evaluation on student, it must be decided if student meets eligibility requirements. Student is considered eligible if:
        
        (1)
        student is determined to have a disability identified by IDEA that would negatively impact their education performance
        
        (2)
        child needs special education services in order to benefit from education
      - Step 4: Initialize IEP
        
        IEP: Individualized Education Program
        
        Required under IDEA
        
        A formal contract between parents/guardians and school district that details the special education services that will be provide to the student
        
        IEP Team composed of
        
        Parents/legal guardian
        
        1 general education teacher
        
        at least 1 special education teacher
        
        Representative of Local Education Agency LEA
        
        (1) qualified to supervise student's needs
        
        (2) knowledgeable of general curriculum
        
        (3) knowledgeable of available resources of public agency
        
        (4) has authority to commit agency resources
        
        Usually Principal/ Assistant Principal of school
        
        interpreter of industrial implications of evaluations
        
        educational diagnostician
        
        school psychologist
        
        specially-trained special education teacher
        
        The student
        
        other individuals who are asked to attend and have knowledge/ special expertise on student
        
        Acquire a student profile providing background knowledge of student
        
        strengths and weaknesses of student
        
        performance in classroom and formal assessments
        
        reason student is receiving special educational services
        
        Beginning and end dates of IEP
        
        including interval goals for student's progress
        
        Special instructional factors
        
        need for assistive technology
        
        braille
        
        transition services
        
        Special transportation needs statement
        
        if the student will require specialized modes of transportation
        
        Participation statement
        
        2 more items...
        
        Step 5 IEP Implentation
        
        It is the responsibility of the IEP team to conduct and ensure the program is followed
        
        Can meet as frequently as necessary
        
        provide documentation of the mastery of benchmarks and annual goals
        
        IEP is 'living" document and can/should be altered when necessary
        
        not required to meet all goals, but must show a "good faith effort" within documentation toward achieving goals
        
        Step 6: Measure Progress
        
        report progress toward annual goal to parents regularly
        
        report must include projectile if student can achieve annual goals within relevant timeline
        
        Step 7: Review IEP
        
        IEP reviewed at least once a year
        
        unless otherwise specified by parent/guardian or school
        
        If necessary, IEP is revised with parents/guardians present at revision meetings (if applicable)
        
        1 more item...
        
        Step 8: Reevaluation
        
        Student is required to be reevaluated every 3 years: Triennial
        
        3 more items...
  - - - Referred after exhausting differentiated teaching methods and all tiers of intervention in the general education classroom, resulting in no progress shown from the student
  - - - It is important to involve the parents early on in the process
      - Student's work
      - Anecdotal classroom evidence
      - Discuss topics
        
        Is this a recurrent problem?
        
        Is this a constant problem?
        
        Is the behavior/ issue appropriate for his age? Teacher should be able to discuss relevant and relatable developmental stages for the students