1. The Special Education Process Hassan Elementary School

2. PURPOSE What is Special Education? What is Special Education? What are the most common disability areas? What are the most common disability areas? What is the process for identifying students with disabilities? What is the process for identifying students with disabilities? Why does it take so long to get them into Special Education Service? Why does it take so long to get them into Special Education Service?

4. What is Special Education (SpEd)? Stems from federal law called: The Individuals with Disabilities Act (IDEA) Stems from federal law called: The Individuals with Disabilities Act (IDEA) Says kids with disabilities are entitled to a free and appropriate education Says kids with disabilities are entitled to a free and appropriate education These students may benefit from additional educational services that include: These students may benefit from additional educational services that include: Different approaches to teaching (e.g. Touch point Math) Different approaches to teaching (e.g. Touch point Math) Use of technology (e.g. hearing aid or AAC device) Use of technology (e.g. hearing aid or AAC device) Specifically adapted teaching areas (e.g. a resource room for sensory breaks or quiet testing) Specifically adapted teaching areas (e.g. a resource room for sensory breaks or quiet testing) Overall purpose is to help the student become more successful and self-sufficient as a kid in school and, eventually, as an adult in the community Overall purpose is to help the student become more successful and self-sufficient as a kid in school and, eventually, as an adult in the community

5. Most Common Disability Areas: Alphabet Soup Include challenges with: Learning (LD), e.g. reading/writing Learning (LD), e.g. reading/writing Communication (SLP), e.g. language/ articulation/ stuttering/voice Communication (SLP), e.g. language/ articulation/ stuttering/voice Emotional and behavioral disorders (EBD): anxiety Emotional and behavioral disorders (EBD): anxiety Physical Impairment (PI), e.g. wheel chair Physical Impairment (PI), e.g. wheel chair Developmental disabilities (DD, DCD, ASD), e.g. cognitive/social impairments Developmental disabilities (DD, DCD, ASD), e.g. cognitive/social impairments Less frequent: DHH, VI, TBI, OHI Less frequent: DHH, VI, TBI, OHI

6. What is the Process for Identifying a Student with a Disability? 1. Interventions 2. Referral 3. Assessment 4. Individual Education Programming (IEP)

7. 1. Intervention First step in deciding whether a student is in need of special education assessment or simply needs assistance/modification within the general education environment Studies indicate approximately 25% of school age students have academic or behavioral problems; however, approximately 10 % qualify for special education

8. 2. Referral Request for assessment of a student with suspected special education needs. Request for assessment of a student with suspected special education needs. A parent, teacher, or student themselves can make a referral A parent, teacher, or student themselves can make a referral It should include a description of the modifications and supports to the general education environment and rationale for assessment. It should include a description of the modifications and supports to the general education environment and rationale for assessment.

9. 3. Assessment Formalized process of gathering and interpreting information about a student to determine whether he/she demonstrates a disability Formalized process of gathering and interpreting information about a student to determine whether he/she demonstrates a disability An initial assessment MUST be completed before any special education services are offered to a student An initial assessment MUST be completed before any special education services are offered to a student The school must pay for the cost of assessment! The school must pay for the cost of assessment! The assessment plan must document the reasons for the evaluation, areas to be evaluated, and people doing the assessment The assessment plan must document the reasons for the evaluation, areas to be evaluated, and people doing the assessment

10. 4. Individual Education Plan (IEP) Written plan for the education of a school-age child who has been determined to have a disability Written plan for the education of a school-age child who has been determined to have a disability Must contain amount of service, where service is to be provided, current performance level, goals and objectives and method of measuring, accommodations/modifications Must contain amount of service, where service is to be provided, current performance level, goals and objectives and method of measuring, accommodations/modifications The IEP is a legal document and serves as the district’s written commitment to services it will provide

11. Why Does it Take So Long to Get a Student into Special Education Service? No School Referral Meeting Received Consent No School Evaluation Due Evaluation Result Meeting No School IEP Meeting IEP begins No School

12. Ideas and Materials to Help Handout on for Special Education Process Pre-Referral Interventions for selected areas like speech/language Referral Form List of students in class receiving SpEd IEP Information sheet for each student w/ accommodations listed Team Referral Form w/benchmarks

13. PURPOSE What is Special Education? What is Special Education? What are the most common disability areas? What are the most common disability areas? What is the process for identifying students with disabilities? What is the process for identifying students with disabilities? Why does it take so long to get them into Special Education Service? Why does it take so long to get them into Special Education Service?