The Special Education Process
1.Initial concern that a student is struggling
Reasons for concern are:
Falling grades
Difficulty comprehending text
Lack of motivation
Behavior problems (e.g., acting out in class)
Non-compliance with teacher requests
Social-emotional problems (e.g., lack of confidence, appears withdrawn)
Major life changes (e.g., parent’s divorce, death of a loved one)
Significant illness or accident (e.g., lengthy hospitalization)
(IRIS | the Pre-Referral Process: Procedures for Supporting Students With Academic and Behavioral Concerns, n.d.)
2. Information Gathering stage, this can be done by various staff at school. Both formal and informal ways of gathering information can be used.
Instructional methods, strategies, and materials that have been previously tried or used
The student’s skill level
The student’s background knowledge and experiences
School and home expectations for behavior and academic performance
Classroom behavior management techniques
(IRIS | the Pre-Referral Process: Procedures for Supporting Students With Academic and Behavioral Concerns, n.d.)
3. Information sharing and team discussions. Once all the information has been collected , a team of professionals discuss the following points:
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Specific concerns that prompted the referral
Student’s strengths, talents, and interests
Student’s skills compared to those of his or her classroom peers
Setting or situation in which the concern developed
Previously attempted strategies or interventions
Best times to observe the student to see the behavior of concern
(IRIS | the Pre-Referral Process: Procedures for Supporting Students With Academic and Behavioral Concerns, n.d.)
4. Discussion of Possible Strategies. This stage is about finding the right strategies that would most the student. The team evaluates what the student would benefit from the most.
Some of the strategies may include.
(IRIS | the Pre-Referral Process: Procedures for Supporting Students With Academic and Behavioral Concerns, n.d.)
Classroom environment (e.g., changing seating positions, making the classroom more accessible)
Classroom management system (e.g., increasing positive reinforcement, providing individual student contracts)
Instructional procedures (e.g., providing additional instruction, presenting content in a different format, grouping students)
Task demands (e.g., assigning only the odd-numbered math problems, instead of all of them)
5: Implementation and Monitoring of Strategies. Intervention strategies are monitored by the class teacher at this stage. They are monitor to evaluate the effectiveness of the methods chosen for this student.
6: Evaluation and Decision Making. The team meets again to evaluate the collected data. They try to decide whether the student has made progress.
YES ✅
NO ❌
(IRIS | the Pre-Referral Process: Procedures for Supporting Students With Academic and Behavioral Concerns, n.d.)
Is the student making adequate progress in the classroom?
If the student is not making adequate progress, ask:-Does the strategy need to be modified or continued, or are there any other strategies that we can try?
If the student is making adequate progress, ask:-Can the intervention or accommodation be discontinued, or does the student require sustained intervention to succeed in the general education classroom?
-Is offering the student sustained supports a practical option for those carrying out the plan?
Should the team initiate the formal referral process for special education?
Parents or guardians should be involved in this process if possible. it is a good idea to keep them informed and involved as much as possible.
References
IRIS | The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns. (n.d.). IRIS Center. Retrieved March 21, 2023, from https://iris.peabody.vanderbilt.edu/module/preref/
What Is Special Education? | Understood. (2019, August 5). Understood. Retrieved March 21, 2023, from https://www.understood.org/en/articles/understanding-special-education