There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle." (Albert Einstein) Click

Special Education Process: A Step-by-Step Guide for Parents

Special Education Process: A Step-by-Step Guide for ParentsThere are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle." (Albert Einstein)

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1Disability: What are we up against?Doctors, educators, professionals begin throwing loads of information at you

Early interventionassessmentsneeds IEPLREassistive technologyhave to shouldMUSTWHAT???

Lets take it one step at a time!

2Autism Spectrum Disorders or ASDNeurobiological disorder that affects communication, behavior, and social interactions.Typically diagnosed in early childhood through various assessment tools and screenings and observations completed by professionalsEducational Needs: vary from child to child, but include comprehensive home/school educational interventions, social/play group interactions, and concrete learning tools

Click here to skip to Step 48The Special Education ProcessSteps 1 & 2: Referral and Evaluation

Details about ReferralOnce a referral has been made, the school district must determine IF an evaluation will be done.If yes, parents will give consent and evaluation will begin.If no, parents will be informed and reasons for not completing the evaluation will be addressed. If parents disagree with the decision, it is parents right to go through due process.

4The Special Education ProcessSteps 1 & 2: Referral and Evaluation

Details about EvaluationUpon parental consent, a school district has 25 school days to complete the assessment phase.Once assessments are completed, the eligibility determination phase will begin. The school district has 30 days to complete this phase of the process.

5The Special Education ProcessStep 3: Eligibility Determination

Eligibility Determination basically means that the multidisciplinary team (parents, educators, evaluators) determine a diagnosis category.

A child must fit into one of the categories in order to be provided special education services.

The following slides outline and briefly describe the diagnostic categories for SD special education.

Click here to skip to Step 4

6Quick Click GuideClick the diagnosis category specific to your child and link to that page.AutismHearing Loss, Vision Impairment, and, Deaf-BlindnessDevelopmental DelayCognitive DisabilityMultiple DisabilitiesOther Health ImpairmentsEmotional DisturbanceSpecific Learning DisabilitiesSpeech or Language ImpairmentsTraumatic Brain Injury

Click here to skip to Step 4ASD: Diagnostic CriteriaSubdivision (1) Qualitative impairment in social interaction, as manifested by at least two of the following:(a) Marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures, to regulate social interaction;(b) Failure to develop peer relationships appropriate to developmental level;(c) A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, such as a lack of showing, bringing, or pointing out objects of interest;(d) Lack of social or emotional reciprocity;

An autistic disorder is present in a student if at least six of the following twelve characteristics are expressed by a student with at least two of the characteristics from subdivision (1), one characteristic from subdivision (2), and one characteristic from subdivision (3):Click here to skip to Step 49ASD: Diagnostic CriteriaSubdivision (2) Qualitative impairment in communication as manifested by at least one of the following:(a) Delay in, or total lack of, the development of spoken language not accommodated by an attempt to compensate through alternative modes of communication, such as gesture or mime;(b) In an individual with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others;( (c) Stereotyped and repetitive use of language or idiosyncratic language;(d) Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level;

An autistic disorder is present in a student if at least six of the following twelve characteristics are expressed by a student with at least two of the characteristics from subdivision (1), one characteristic from subdivision (2), and one characteristic from subdivision (3):Click here to skip to Step 410ASD: Diagnostic CriteriaSubdivision (3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities as manifested by at least one of the following:(a) Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus;(b) Apparently inflexible adherence to specific, nonfunctional routines or rituals;(c) Stereotyped and repetitive motor mannerisms, such as hand or finger flapping or twisting, or complex whole-body movements;(d) Persistent preoccupation with parts of objects.A student with autism also exhibits delays or abnormal functioning in at least one of the following areas, with onset generally prior to age three: social interaction, language used as a social communication, or symbolic or imaginative play. A student who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in this section are satisfied.

An autistic disorder is present in a student if at least six of the following twelve characteristics are expressed by a student with at least two of the characteristics from subdivision (1), one characteristic from subdivision (2), and one characteristic from subdivision (3):Click here to skip to Step 411Deafness, Vision Impairment, and Deaf-BlindnessHearing Loss is defined as the inability to hear within a normal range without sound amplification.Deafness is defined as hearing loss so significant that even with sound amplification, hearing is still significantly impaired and educational performance is affected.Vision Impairment is defined as vision so impaired that even with correction, education is affected.A child diagnosed with Deaf-Blindness is experiencing BOTH hearing and vision loss.Due to the physical disabilities, a child with deaf-blindness has severe communication, developmental, and educational needs that CANNOT be met under the categories of Deafness or BlindnessClick here to skip to Step 412Developmental DelayDiagnosed typically in children ages 3-5-years-oldThe student demonstrates a severe delay in one or more areas of development and needs special education and related services.Cognitive development, Physical development, Communication development, Social or emotional development, and Adaptive development.The student may not be identified as a student with a disability if the student's delay in development is due to factors related to environment, economic disadvantage, or cultural difference.

Click here to skip to Step 413Cognitive DisabilityDiagnosed by determining a childs ability to learn, think, and solve problems (IQ) and how well a person can function independently adaptive behaviorIQ scores will test in low range (less than 75)Adaptive skills will assess a childs skills in daily living, communication, and social skills.Educational Needs: Vary based on the childs IQ and adaptive skills needs; typically requires concrete learning opportunities and functional living skills.

Click here to skip to Step 414Multiple DisabilitiesMultiple disabilities means concomitant impairments (more than one diagnosis) such as a cognitive disability-blindness or a cognitive disability-orthopedic impairment,The combination of diagnoses is severe Educational needs cannot be accommodated in special education programs solely for one of the impairments.Multiple disabilities does not include deaf-blindness.

Click here to skip to Step 415Other Health Impairments (OHI)Diagnostic category that is an umbrella for health related diagnoses that affect educational performancePossible diagnoses:chronic or acute health problem, such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, attention deficit disorder or attention deficit hyperactivity disorder, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, Tourette syndrome, or diabetesMost common: ADHD/ADD

Click here to skip to Step 416Emotional DisabilityDiagnostic category that is an umbrella for all behavioral/emotional diagnoses (depression, conduct, anxiety, psychiatric)Child typically displays behaviors/emotional struggles that impede all areas of life (learning, social, communication) and last for a significant period of time (more than 6 months)Behaviors must impact educational functioning;Educational Needs: Vary based on the childs specific needs; behavior/emotional needs may or may not affect educational performance; counseling, medications, structured support

Click here to skip to Step 417Specific Learning DisabilityDisorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Could includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not apply to students who meet the qualifications of a different disability category.

Click here to skip to Step 418Specific Learning DisabilityTypically, a child with a learning disability demonstrates a discrepancy between his achievement (how well he or she performs academically) and ability (what the childs potential capabilities are)

Areas of struggle typically include:(a) Oral expression;(b) Listening comprehension;(c) Written expression;(d) Basic reading skill;(e) Reading fluency skills;(f) Reading comprehension;(g) Mathematics calculation; and(h) Mathematics problem solving;

Click here to skip to Step 419Speech or Language DisorderSpeech or language impairment is a communication disorder (stuttering, impaired articulation, a language disorder, or a voice disorder) that adversely affects a child's educational performance.

Language disorder is a reduced ability, whether developmental or acquired, to comprehend or express ideas through spoken, written, or gestural language. May be characterized by: limited vocabulary, an inability to function through the use of words (pragmatics) and their meanings (semantics), faulty grammatical patterns (syntax and morphology), or the faulty reproduction of speech sounds (phonology).

A language disorder may have a direct or indirect affect on a student's cognitive, social, emotional, or educational development or performance and deviates from accepted norms. Click here to skip to Step 420Traumatic Brain Injury (TBI)Acquired injury to the brain caused by an external physical force, resulting in a total or partial functional disability or psychosocial impairment, or both, that adversely affects a student's educational performance. Applies to open or closed head injuries resulting in impairments in one or more areas, cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speechClick here to skip to Step 421The Special Education ProcessStep 4:Individual Education Plan, or IEP.

Determination of Special FactorsIs the child limited English proficient?What is the childs primary mode of communication?Does the student require Braille?How does the childs behavior impede his learning and/or the learning of others?Assistive Technology, Adaptive PE, Assessments, Transition

23The Special Education ProcessStep 4: Individual Education Plan, or IEP.

Creating measurable objectives and goalsDuring this step, the special education teacher will use the Present Levels of Performance section to identify your childs needs.Each identified NEED will have a corresponding objective that will guide your childs curriculum for the next year.Objectives: The big planGoals: The small steps to meeting the objectives


Related ServicesThe support services that your child may or may not need to meet his educational or developmental goals.It must include who, where, and the amount (min/hr not $$)Includes: Speech/language, occupational, physical, recreational therapies, counseling or social worker (individual or family), medical services, mobility needs, interpreting, transportation If your child needs it, it should be identified here. If not, it does NOT have to be included in the IEP.


Least Restrictive EnvironmentWhere will your child attend classes?What special education services will be provided?If your child is removed from the general classroom setting, how will he or she be participate with non-disabled peers?Justification for PlacementExtended School Year


Important Things to Remember:An IEP meeting will be held to determine and discuss the details of the IEP. Almost always, a draft of the IEP will be written before this meeting takes place. BUT it can be (and usually is) changed.The IEP is like a service contract what it says is what you get. Anyone on the MDT (including you) can call a meeting at any time to discuss the IEP and any changes you may wish to make. The IEP MUST be updated yearly.You will receive progress updates throughout the year. When and how frequently you are updated depends upon the agreement in the IEP.The evaluation portion of the special education process will occur every three years. If the MDT team feels an evaluation is warranted, it may be repeated, but only one time per year.

Link to SD Parents Rights

27The Special Education ProcessStep 4: Implementation of IEP

THE IMPORTANT STEPYour child has been referred, evaluated, diagnosed, and an IEP has been written.NOW, the IEP will be implemented for your child.Curriculum changes will be addressed so goals can be met.Related Services will begin.Change of placement (if warranted) will occur.

28The Special Education ProcessSummary:

You are a part of the team. What you say matters more than any expert!Be proactive. If you dont know, ask. If you dont like something, discuss it. If you want something, make it known.We all have the same goal. Educators want your child to succeed. Lets work together to make it happen.

29YOU are the expert!Love your child.Discipline your child.Advocate for your child.Ask questions. Find experts.Read the research. Find trusted resources in your community.Know the laws!TAKE CARE OF YOURSELVES!"The only way we can be there for our children is to be there for ourselves." (Anonymous)

30Know Your Rights: The History of Special Education Legislation1960s Parents began organizing advocacy groups for their children with special needs.1971 Pennsylvania Association for Retarded Children (PARC)Free and Appropriate Public Education (FAPE) Assured that all children, including children with disabilities, are given the right to a free and appropriate education.1973 Vocational Rehabilitation Act, Section 504States that all recipients of federal funds provide FAPE and that any individual with a disability has the right to be included in all educational programs AND in the vocational settings as well

31Know Your Rights: The History of Special Education Legislation1975 PL 94-142 Education for All Handicapped ChildrenRequires all children between ages 3-18 be provided with a free and appropriate educationAppropriate is defined as: Suited to the disability, age, maturity, past achievements and child and parent expectationsProgram should meet students needs in the LEAST restrictive environmentPL 98-199 Education of the Handicapped ActExtended the authorization of federal aid to state and local school

32Know Your Rights: The History of Special Education Legislation1986 Infants and Toddlers with DisabilitiesEstablished statewide, comprehensive, coordinated, multidisciplinary, interagency programs of early intervention services for infants and toddlers and their families1990 Americans with Disabilities ActRequires childcare centers to serve all children with few exceptionsDefines discriminationIdentifies stipulations for accessibilityFree and Appropriate Public Education (FAPE) Assured that all children, including children with disabilities, are given the right to a free and appropriate education.

33The Significance of Early InterventionA childs brain is a sponge! Childrens brains are able to change, adapt and learn at a MUCH rapid rate. The earlier a disability is identified, the greater opportunity for learning.

The brain (and children) are strengthened by positive early experiences, stable relationships with adultssafe and supportive environments, and appropriate nutrition.

Cognition and language skills are developed when a child is physically healthy and has positive, successful social/emotional development.

High quality early intervention services can improve a childs outcomes significantly!

(According to The Center on the Developing Child at Harvard University)

34Speak Out for ChildrenCome let us gather together.Come let us speak now as one.Speak for the rights of the children.Speak out the needs to be done. Speak for the hearts that are hungry.Speak for the hearts that are sad.Speak for each child a beginningThat futures a heart ever glad.

Speak for a world where the childrenCome first in each thought and each plan.Speak for a world where the childrenHave rights no matter the land.Come, let us ring out our voices,Come, stand together and sayEach child has the right to a future!Each voice can help light the way! Jean Warren

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There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle." (Albert Einstein) Click