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Special Education Process - Coggle Diagram
Special Education Process
Step 1: Identifying need for special education services
Child Find- process where each state finds all students who have special needs and may qualify for special services. Child find system can be suggested by school or by parent but must be approved by parents in both circumstances .
Referral or request for evaluation- can be submitted by school professional or by parents of student. Can be verbal or written. If request is given by school professional, it must be approved by parents. Evaluation must begin in a proper time frame after permission is given by parents
Step 2:
Evaluation
Evaluation determines eligibility and types of services that should be provided.
Parents can disagree with evaluation and seek private evaluation at the expense of the school system.
Child is assessed in all ways related to suspected disability.
Step 3: Eligibility Assigned
Parents can ask for a hearing to challenge of eligibility.
Qualified professionals and parents of child review results to determine if child is considered a "child with a disability" according to IDEA (Individuals with Disabilities Education Act).
Step 4:Eligibility Proven
Once proven to be a Child with a disability, student qualifies for special education and related resources.
IEP (Individualized Education Plan) team must meet with in 30 days to create and write the IEP
Step 5: Scheduling of IEP Meeting
School staff schedules and conducts the meeting to include the following:
contact the participants, including the parents
notify parents early enough to make sure they are able 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
Step 6: IEP Meeting is held and IEP is written
Parent must give consent before any services are provide
IEP Team writes IEP that best fits child. Team includes appropriate teachers and school personal, parents and students. d.
If parents do not agree, they can express their concerns to come to an agreement with the team.
If parents still do not agree, they can ask for mediation, which can be provided by the school.
Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
As long as parents and student agree, student should begin receiving services as soon as possible after the meeting
Step 7: Services are provided:
The school ensures that the IEP is being carried out as written.
Parents, teachers and service providers are given a copy of the IEP and are made aware of their 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.
Step 8: Process measures and reported to parents
Parents are consistently notified if student is on track to meet their yearly goals.
Progress reports should be given at least as often as they are received by non-disabled students, if not more.
As stated in IEP, child's progress towards annual goals is measured.
Step 9: IEP Review
If parents dont agree, they can work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing.
They may also file a complaint with the state education agency.
If changes need to be suggested, parents should be invited to meeting and decision making. Parents can also make suggestions, agree or disagree with goals or placement of student.
IEP should be reviewed at least once a year or more per the request of school or parents.
Step 10: Re-evaluation
This determines if a child has continued to be a student with disabilities, according to IDEA and what services need to be provided.
The child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a reevaluation.
Child must be re-evaluated at least once every 3 years, known as the triennial.