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The process of special education in my classroom-by Shan Wang - Coggle…
The process of special education in my classroom-by Shan Wang
1.The child is identified as possibly needing special education and related services.
Child Find
The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct "Child Find" activities. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask that their child be evaluated.
Referral or request for evaluation
A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.
2.The child is evaluated.
The evaluation must assess the child in all areas related to the child's suspected disability.
3.Eligibility is decided.
A group of qualified professionals and the parents look at the child's evaluation results and decide if the child is a "child with a disability," as defined by IDEA.
4.The child is found eligible for services.
Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
7.Services are provided.
The school makes sure that the child's IEP is being carried out as it was written.
5.An IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting
contact the participants, including the parents
notify parents early enough to make sure they have an opportunity 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.
6.The IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child's needs and write the student's IEP.
If the parents give consent, the child begins to receive services as soon as possible after the meeting.
If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement.
If they still disagree, parents can ask for mediation, or the school may offer mediation.
8.Progress is measured and reported to parents.
The child's progress toward the annual goals is measured, as stated in the IEP.
9.The IEP is reviewed.
The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review.
10.The child is reevaluated.
At least every three years the child must be reevaluated.