1. MNU Special Education & Eligibility Dr. Judy Martin Session 3 – January 21, 2014

2. Eligibility for Special Education Guest Speaker: School Psychologist How are students deemed eligible Evaluation Timeline – Other Timelines Consent Information Parental Rights Confidentiality Ethics as it pertains to a School Psychologist

3. Referral If a student is suspected of having a disability, a referral is made to evaluate him or her for special education testing. Once the parents sign the Permission for Testing Forms, timelines begin and the schools have 60 business days to complete the assessments and hold the eligibility meeting.

4. Referral to Special Education Step 1: Initial Referral for Special Education Services Students suspected of having a disability are referred to a multidisciplinary team Step 1: Initial Referral for Special Education Services Step 2: Individual Evaluation Process The Multidisciplinary Team arranges for an evaluation of the student’s abilities and needs.Step 2: Individual Evaluation Process Step 3: Determining Eligibility for Special Education Services Based on evaluation results, the Committee decides if the student is eligible to receive special education services and programs. Step 3: Determining Eligibility for Special Education Services Step 4: Individualized Education Program (IEP) If the child is eligible to receive special education services, the multidisciplinary team develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student. Based on the IEP, the team must determine the student's placement, ensuring that services are provided in the least restrictive environment (LRE). Placement must be as close as possible to the student's home, and unless the student's IEP requires some other arrangement, the student must be educated in the school he or she would have attended if not disabled. Step 4: Individualized Education Program (IEP) Step 5: Annual Review/Reevaluation The IEP is reviewed and, if needed, modified or revised by the Committee at least once a year (annual review). The student has a reevaluation at least once every three years, to review the student’s need for special education programs and services and to revise the IEP, as appropriate. A reevaluation may also occur when conditions warrant or when requested by a parent or teacher. Step 5: Annual Review/Reevaluation The process occurs sequentially with each step building on the previous one. In this way, comprehensive information about the student is obtained and considered. Timelines are in place so that delays are avoided. Parents are an integral part of this process, and your involvement is encouraged.

5. What is an Evaluation? Evaluation is a process of collecting information about a child. A thorough evaluation contains information from a number of sources.

6. Eval: Review of Records This information presents a picture of a child over time. Health and developmental history. Results of vision and hearing tests. Prior school placements and educational history. Group test results and report cards. Reports from previous teachers. Attendance and discipline records. Diversity issues, such as primary language, culture, etc. Information from other professionals who have worked privately with him.

7. Eval: Interviews School staff members and parents will provide information to the evaluators. Structured interviews, such as rating scales, compare the child's performance with others in his age group. Informal discussions provide insights about his strengths and needs.

8. Eval: Observations The professionals will gain information about the child firsthand. Formal observations in the classroom and on the playground give direct information on how the child functions, interacts, and behaves. Formal observations made during testing help to understand how the child copes with and solves different kinds of tasks under different conditions.

9. Eval: Testing Tests will be given individually to get a true and complete picture of the child's strengths and needs. Standardized tests provide norms that allow the child's performance to be compared to his peers. Criterion-referenced tests contribute information about how well he has mastered specific skills. Informal evaluations may include analysis of errors made on classroom and homework assignments, quality of participation in class activities, performance on teacher-made tests, etc

10. Eval: Multi-disciplinary Teams Following the evaluation, a multidisciplinary team meeting will be held to discuss the results of the evaluation and decide whether or not thr child is eligible for special education and related services. At a minimum, the team includes the parent, the child's teacher, a school administrator, and the staff who did the assessments.

11. Multi-disciplinary Team If the TEAM agrees that the child (1) has a specific learning disability and (2) needs special education services in order to benefit from the educational program, then an Individualized Educational Program (IEP) will be developed. An IEP must be developed within 30 days of eligibility determination. Goals in the child's area(s) of need will be written. A discussion of options for placement and services is last. The team must decide where the goals can be implemented in the least restrictive environment. Parents are expected to participate in and contribute to the IEP process.

12. Eligibility Reports There are 13 disability categories in which a student can be eligible to receive special education services.categories It is up to a school system to evaluate and determine if specific criteria are met within a particular category.

13. Eligibility Reports A school system typical completes an evaluation based on the suspected disabilityevaluation At the eligibility meeting, the evaluations are presented and then the team looks at the criteria for the suspected disability and determines whether the student is eligible to receive special education services. Special education is warranted only __after___ all attempts to help a student within the general classroom has proved ineffective______ ____ _____.

14. Parents Rights Document Posted on Moodle

15. Due Process Recipients Must Have Due Process Procedures for the Review of Identification, Evaluation, and Placement Decisions Public schools must employ procedural safeguards regarding the identification, evaluation, or educational placement of persons who, because of disability, need or are believed to need special instruction or related services.

16. Due Process Parents must be told about these procedures. In addition, parents or guardians must be notified of any evaluation or placement actions, and must be allowed to examine the student’s records. The due process procedures must allow the parents or guardians of students in elementary and secondary schools to challenge evaluation and placement procedures and decisions. If parents or guardians disagree with the school’s decisions, they must be afforded an impartial hearing, with an opportunity for their participation and for representation by counsel. A review procedure also must be available to parents or guardians who disagree with the hearing decision

17. Kansas Special Education Services Process Handbook June 2011: Kansas State Department of Education

18. Sped Process Handbook Chapters 1-14 1.Parent Rights in Special Education (Procedural Safeguards) 2.Screening & General Education Intervention (Child Find) 3.Initial Evaluation & Eligibility 4.Individualized Education Program (IEP) 5.Special Education & Related Services 6.Educational Placement & Least Restrictive Environment 7.Reevaluation

19. Sped Process Handbook Chapters 1-14 8.Discontinuing Special Education Services 9.Confidentiality 10.Mediation 11.Formal Complaint 12.Due Process Hearings 13.Suspension & Expulsion of Children with Disabilities for Disciplinary Violations 14.Children In Private Schools

20. MNU Cultural Relativism When in Rome, Do as the Romans Do Dr. Judy Martin Session 3– January 21, 2014

21. Cultural Relativism Behavior standards vary from place to place, and change over time with society – Restricting women in the workplace – Slavery as a natural part of life – Exposure of infants There is diversity in what is considered right & wrong

22. Cultural Relativism Cultural Relativism = says it is not each person, but each persons culture, that is the standard by which actions are to be measured. Cultural relativism is the view that no culture is superior to any other culture when comparing systems of morality, law, politics, etc. Cultural relativism is the philosophical belief that all cultural views are equally valid.

23. Cultural Relativism Cognitive Relativism Cognitive Relativism = extends relativity to any type of claim. It’s not just ethical statements that are true. All truths are judged by cultural standards. There is no neutral way of seeing the world. Things are only true in relation to something else

24. Cultural Relativism Moral Judgment Moral standards exist, but these standards are localized and vary from one society to the next and one time to the next. Accepted practices constitute the moral obligations of that society We make moral judgments within our own society – we need rules!

25. Cultural Relativism Video http://www.allaboutphilosophy.org/cultural- relativism-video.htm

26. 4 Ethical Systems Cultural Relativism = Session 3 Ethical Egoism Behaviorism Utilitarianism

27. Examples of Matrix

28. Matrix Template Theory Example Abstract Description Concrete Description Additional Information