what is identification process in special education

Special Education Guide

The Special Education Process Explained

The purpose of special education is to provide equal access to education for children ages birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child’s health care provider, teacher, other interested party or you suspect that your child may be eligible for special education services, it is helpful to know what to expect and where to begin. The following information is an outline of the special education process and brief descriptions of its elements.

The First Step: Identifying a Need

When, where and how are disabilities diagnosed.

Children may be diagnosed with a disability by a medical provider or by the school district. However, one must understand that being simply diagnosed with a disability is not a guarantee of services under the Individuals with Disabilities Education Act (IDEA). Having a disability is the first question when determining if a student qualifies. The evaluation team must also answer two additional questions:

Does the disability impact the child’s educational progress?
Does the child need specially designed instruction (which is the IDEA definition of special education)?

Students who have physical disabilities or developmental delays are often identified early by a pediatrician or other medical provider. These students may have a wide range of academic difficulties depending on the severity of the delay, and some may have no difficulties at all. Fortunately, because they are often diagnosed before entering the school system, most children with physical disabilities or developmental delays enter school with special education structures in place. If your child has been diagnosed with a developmental delay or disability by his or her pediatrician, ask your medical provider for a list of local resources. Regional centers, state programs and public schools all provide early identification, called Child Find , and early intervention services . The earlier your child receives these services, the better.

Students with learning disabilities often face a different scenario. They may struggle through the first years of their education before their disabilities are identified. Part of the reason for this is the local school district’s dependence upon the discrepancy method for identification. (This is explained in The Importance of the Assessment Process .) In addition, students with learning disabilities often lack the physical or social differences that identify students with physical impairments or developmental delays; that is, they look and act just like their peers without disabilities. Also, much of the instruction delivered in the lowest grade levels is skills-based. This means that your child is learning skills such as reading, writing and basic arithmetic. If he or she can read a word or solve a basic math problem, he or she will have relatively few problems in these grades. Starting around the third grade, however, students are expected to apply those skills to learn more information, and those with previously undetected disabilities may begin to struggle.

Regardless of his or her ability or diagnosed disability, your student will find that school becomes much more difficult once he or she needs to build upon previously mastered skills to gather new information. This is especially true if your child was not able to master some of the foundational skills. For instance, your child may have been a B student in reading throughout first and second grade, earning an average of 80 percent on reading and spelling tests. However, if he or she is only able to read 80 percent of the words taught in first and second grade, how is he or she supposed to read and comprehend a textbook written at a fourth grade level? It is next to impossible and your child will continue to fall behind in all subjects. This is referred to as a “widening gap”: the gap between what a child with a disability knows and what his or her peers know only widens as he or she advances to higher grades.

Response to Intervention (RTI)

RTI stands for “ Response to Intervention ” and is used to identify students with learning disabilities or other academic delays. In the past, students with learning or other disabilities were not given any specialized assistance until their academic performance was significantly lower than their ability (IQ) indicated it should be. In other words, smart kids had to consistently fail before they received help. Even worse, those students had to wait so long for assistance that, as they waited, they fell further and further behind their peers (remember that widening gap?), making it much more difficult for them to catch up. Does this seem unfair? Teachers thought so, too.

When the Individuals with Disabilities Education Act was reauthorized in 2004, the legislators, with the assistance of the Office of Special Programs recommended the use of a better way of identifying students with disabilities that also provided immediate assistance to struggling students. It is based on the idea that a student needs to master each skill that he or she learns. This means that he or she must be able to demonstrate the use of a skill with mastery, and be able to do so consistently. If a student does not master a skill the first time around, the teacher will then give the student more intensive support (known as an intervention) until the student can demonstrate mastery. The support becomes increasingly intensive (which usually means that more time is dedicated to working on a single skill) until the student can show that he or she has mastered the skill.

If a child continues to fail to respond to interventions , he or she may have a learning disability or an undiagnosed developmental impairment. If this is the case, the teacher will likely refer the student for assessment. It is important to note that the purpose of RTI is to prevent school districts from relying wholly on what’s called the discrepancy method (comparing a student’s testing data against that of his or her peers) for identification of specific learning disabilities. Most school districts use RTI to provide interventions for struggling students but the districts do not use the results of the interventions as the data that the law requires to identify a student as having a disability. Instead, schools refer a student who has not responded to interventions student for more assessments to get the data. For very young students (kindergarteners through third graders) who are struggling this can be a problem because they have not learned enough to show a real discrepancy in test results. Many experts consider overlooking the data that can be derived from interventions to be a missed opportunity to identify students earlier in the process. For parents, if your school district evaluation team is asking to refer your child for testing after he or she has failed a number of increasing intense interventions, it may be worthwhile to ask them why they don’t have adequate data already to qualify your child for a disability.

Step Two: Formal Assessment

If your child has not responded to intensive interventions, it may be time to evaluate for a learning disability or other delay. More detailed information regarding assessments and referral for services can be found in The Importance of the Assessment Process and The IEP Process: Explained , but to begin, there are a few basic things you should know before your child undergoes academic, behavioral and/or cognitive assessments. (See the previous paragraph about the discrepancy method for identifying specific learning disability).

Assessments are diagnostic tools; they do not contain answers or solutions. These tests are designed to provide an overview of your child’s academic performance, basic cognitive functioning and/or his or her current strengths or weaknesses; they can also test hearing and vision. Assessment are not able to predict your child’s future performance, nor his or her ability. That said, they are excellent tools because they break your child’s academic performance down into subsets, such as reading comprehension, spelling and basic arithmetic. They can also rule out simple problems, such as hearing or vision impairments, which may be affecting learning. This information is invaluable because it guides the educational process. Teachers can write goals for your child and you can request services based on information found within these assessments.

It is important to remember that not every child who struggles academically will qualify for special education services. Assessments might show that your child does not have a learning disability or other impairment that qualifies him or her for these services; however, that does not mean that your child is lazy, stupid or not trying. If your child is struggling but does not qualify for special education, it is imperative that you keep looking for solutions. Work with you child’s teacher and other school service providers to draft an action plan that will address your child’s individual needs.

Step Three: The Individualized Education Program and Meeting

If your child is diagnosed with a learning disability or other qualifying impairment , the next step is to draft an individualized education program (IEP) for him or her. The Individuals with Disabilities Education Act (IDEA) gives the school district 30 days from the documentation of the disability to complete an IEP. Parents must give permission for placement as a part of the initial IEP. A guide to IEPs can be found in The IEP Process: Explained but here is some general information regarding IEPs to get you started.

Once your child’s learning disability is identified, you will attend an IEP meeting every year until he or she graduates or stops receiving special education. It is imperative that you attend these meetings. It is here that the team will review your child’s academic progress, write new academic goals, and discuss placement and transition plans, as well as accommodations and modifications. It is a forum for exchanging ideas and the IEP team members can offer you invaluable support. If you cannot attend these meetings in person, find a way to participate. IEP teams are eager to consider options, such as your attendance via speaker phone or Skype. You are the one who knows your child the best; the IEP team members need your input.

Do not be surprised by how many people attend IEP meetings. The law requires that five positions are represented at each IEP team meeting. Those five positions that need representation are the parent, the special education teacher, the general education teacher, a person who can interpret test information, and a district representative. That does not always mean five different people will attend the meeting; in some cases one person can play two roles. For example the special education teacher often is qualified to interpret test data. You may also consider encouraging your child to attend and be an active member of the team. After all, it is his or her education that the team is discussing. At age 16 and older, each student is required to participate in the process. Students are invited to attend the meetings; if they do not or cannot, then the team will find another way to allow participation, usually by going over the document prior to the meeting.

Step Four: Placement, Accommodations and Specialized Services

During the very first IEP meeting, and during all that follow, your child’s placement will be discussed. This means that the team will determine the most appropriate environment for your child. Remember that your child is entitled to receive services in an environment that is as close to the general education setting as possible.

It is important that you know why the team recommends one placement over another. Remember that the IEP team should be able to use data such as test scores, work samples and behavioral charts to support any placement recommendations. If the team is recommending a change of placement, arrange a tour of the new classroom. If you are ever uncomfortable with a placement recommendation, try to work with the IEP team to come up with a better alternative. The team makes decisions about every part of the IEP, including placement by what the law calls consensus, which means that a strong majority of the team members must agree. While parents have considerable influence, they do not have the right of veto. If the majority of a team agrees to something and the parents disagree, their options are to change their minds or work through conflict resolution solutions. Some educators believe that the parent signature is required on all IEPs before the document can be implemented, but this is not true in most states (California does require a parent signature for new goals and services). The only time a parent signature is required is for the initial placement; starting with the second IEP, consensus is the method used.

The IEP team will also discuss classroom accommodations and specialized services, such as speech therapy, occupational therapy and adaptive physical education. It is important to understand your child’s needs so that you can help the team make informed decisions that continue to help your child. For example, if an academic test indicates that your child struggles with reading comprehension, you can use that data to request speech and language support or classroom accommodations, such as extra time to complete reading and writing tasks.

Step Five: Annual and Triennial Reviews and Progress Monitoring

After the initial IEP meeting, you will meet with your child’s IEP team on an annual basis to review your child’s progress and modify the plan as needed. You can also request an IEP meeting at any time throughout the school year if you feel there is an issue that must be resolved by the IEP team.

Every three years, your child will undergo a new round of assessments to determine his or her continuing eligibility for special education services. You will be presented with this information at the triennial meeting. Often there is enough existing data, thus allowing the team to simply review that data and determine that eligibility should continue.

In addition to formal meetings, you should also be in constant communication with your child’s special education teacher. He or she should be monitoring your child’s progress on academic and other goals, and be prepared to present you with updates regularly.

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The Special Education Process

Adapted from the: Center for Parent Information and Resources (6.20.2020). Questions Often Asked by Parents about Special Education Services, Newark, NJ, Author. (2017)

Table of Contents

Introduction to Special Education
The Evaluation Process
Deciding Eligibility
Writing and Implementing an IEP
Re-Evaluation
Early Childhood Education: Individualized Family Service Plan, or IFSP.

Why is the child struggling in school?

When a child is struggling in school, it is important to find out why. It may be that a disability is affecting the child’s educational performance. If so, the child may be eligible for special education and related services that can help.

As a first step, the school may need to try sufficient interventions in the regular education classroom and modify instructional practices before referring the child for special education evaluation.

What is special education?

Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. Special education and related services are provided in public schools at no cost to the parents and can include special instruction in the classroom, at home, in hospitals or institutions, or in other settings. This definition of special education comes from IDEA, the Individuals with Disabilities Education Act . This law gives eligible children with disabilities the right to receive special services and assistance in school.

More than 6.8 million children ages 3 through 21 receive special education and related services each year in the United States. Each of these children receives instruction that is specially designed:

To meet the child’s unique needs (that result from having a disability); and
To help the child learn the information and skills that other children are learning in the general education curriculum.

Who is eligible for special education?

Children with disabilities are eligible for special education and related services when they meet IDEA’s definition of a “child with a disability” in combination with state and local policies. IDEA’s definition of a “child with a disability” lists 13 different disability categories under which a child may be found eligible for special education and related services. These categories are listed below. IDEA describes what each of these disability categories means. You’ll find those descriptions online at: https://www.parentcenterhub.org/categories/

Services to Very Young Children

Infants and toddlers can have disabilities, too. Services to children under three years of age are also part of IDEA. These services are called early intervention services and can be very important in helping young children develop and learn. For information about early intervention, visit this overview: https://www.parentcenterhub.org/ei-overview/

How do I find out if a child is eligible?

A parent can ask the school to evaluate their child. They can call or write the director of special education or the principal of their child’s school and request an evaluation under IDEA, to see if a disability is involved.

The public school may also be concerned about how the child is learning and developing. If the school thinks that the child may have a disability, then it must evaluate the child at no cost to the parent. The school must ask for parental permission and receive written consent before it may evaluate the child . Once consent is provided, t he evaluation must be conducted within 60 days (or within the timeframe the state has established).

However, the school does not have to evaluate your child just because of a parent request. The school may not think the child has a disability or needs special education. In this case, the school may refuse to evaluate the child. It must let the parent know this decision in writing, as well as why it has refused. This is called giving the parent prior written notice .

Prior written notice refers to messages that the parent/guardian receives from the school system at specific times. At its heart, prior written notice is meant to inform the parents, as fully as possible about any actions the school system is proposing to take (or refusing to take) with respect to:

· The child’s identification as a “child with a disability” as defined by IDEA and State policy;

· The child’s evaluation;

· His or her educational placement; and

· The school system’s provision of FAPE to your child.

Prior written notice includes notifying the parent/guardian of upcoming meetings far enough in advance to ensure that you have the opportunity to attend and scheduling those meetings at a mutually agreed-on time and place.

Part 1: The Evaluation Process

This is a brief overview of the Evaluation Process. *Teacher Candidates will gain an awareness of the legal and ethical issues and the procedures involved in the evaluation and determination of educational disabilities in the “ Assessment of Students with Disabilities ” course.

What happens during an evaluation?

Evaluating a child means more than the school just giving the child a test. The school must evaluate the child in all the areas where the child may be affected by the possible disability. This may include looking at the child’s health, vision, hearing, social and emotional well-being, general intelligence, performance in school, and how well the child communicates with others and uses his or her body. The evaluation must be individualized (just the child) and full and comprehensive enough to determine if the child has a disability and to identify all of the child’s needs for special education and related services if it is determined that the child has a disability.

Understanding the IEP Process: THe Basics of an Evaluation Team Report

[Broadcast Educational Media], (2016, Sep. 6). Understanding the IEP Process: THe Basics of an Evaluation Team Report, [Video Files], from https://youtu.be/rFqymtziAYk

The evaluation process involves several steps. These are listed below.

A | Reviewing existing information A team of people, including the parent begins by looking at the information the school already has about the child. The parent may have information about the child they wish to share as well. The team will look at information such as:

The child’s scores on tests given in the classroom or to all students in the child’s grade;
The opinions and observations of the child’s teachers and other school staff who know the child; and
The parent’s feelings, concerns, and ideas about how the child is doing in school.

B | Deciding if more information is still needed The information collected above will help the group decide:

If the child has a disability.
How the child is currently doing in school;
Whether the child needs special education and related services; and
What the child’s educational needs are.

If the information the team collects does not answer these questions, then the school must collect more information about the child.

C | Collecting more information about the child Parent informed written permission is required before the school may collect additional information about the child. The school must also describe how it will collect the information. This includes describing the tests that will be used and the other ways the school will gather information about the child. After parental consent is given, the school will go ahead as described. The information it gathers will give the evaluation team the information it needs to make the types of decisions listed above.

How does the school collect this information?

The school collects information about the child from many different people and in many ways. Tests are an important part of an evaluation, but they are only a part. The evaluation should also include:

The observations and opinions of professionals who have worked with the child;
The child’s medical history, when it relates to his or her performance in school; and
Parent ideas about the child’s school experiences, abilities, needs, and behavior outside of school, and his or her feelings about school.

The following people will be part of the evaluation team:

At least one regular education teacher, if the child is or may be participating in the regular educational environment.
At least one of the child’s special education teachers or service providers;
A school administrator who knows about policies for special education, about children with disabilities, about the general education curriculum (the curriculum used by students who do not have disabilities), and about available resources;
Someone who can interpret the evaluation results and talk about what instruction may be necessary for the child;
Individuals (invited by the parent or the school) who have knowledge or special expertise about the child;
The child, if appropriate;
Representatives from any other agencies that may be responsible for paying for or providing transition services (if the child is age 16 or, if appropriate, younger and will be planning for life after high school); and
Other qualified professionals.

These other qualified professionals may be responsible for collecting specific kinds of information about your child. They may include:

A school psychologist and/or an occupational therapist;
A speech and language pathologist (sometimes called a speech therapist);
a physical therapist and/or adaptive physical education therapist or teacher;
A medical specialist; and

Professionals will observe the child. They may give the child written tests or talk personally with the child. They are trying to get a picture of the “whole child.” For example, they want to understand such aspects as:

How well the child speaks and understands language;
How the child thinks and behaves;
How well the child adapts to changes in his or her environment;
How well the child has done academically;
How well your the functions in a number of areas, such as moving, thinking, learning, seeing, and hearing; and
Your child’s job-related and other post-school interests and abilities.

IDEA gives clear directions about how schools must conduct evaluations . For example, tests and interviews must be given in the language (for example, Spanish, sign language) or communication mode (for example, Braille, using a picture board or an alternative augmentative communication device) that is most likely to yield accurate information about what the child knows or can do developmentally, functionally, and academically. The tests must also be given in a way that does not discriminate against the child because he or she has a disability or is from a different racial or cultural background.

IDEA states that schools may not decide a child’s eligibility for special education based on the results of only one procedure such as a test or an observation. More than one procedure is needed to see where the child may be having difficulty and to identify his or her strengths and needs.

In some cases, schools will be able to conduct a child’s entire evaluation within the school. In other cases, schools may not have the staff to do all of the evaluations needed. These schools will have to hire outside people or agencies to do some or all of the evaluation. If the child is evaluated outside of the school, the school must make the arrangements. The school will say in writing exactly what type of testing is to be done. All of these evaluation procedures are done at no cost to parents.

Part II: Deciding Eligibility

What does the school do with these evaluation results?

The information gathered from the evaluation will be used to make important decisions about the child’s education. All of the information about the child will be used:

To decide if the child is eligible for special education and related services; and
To help the parent and the school decide what the child needs educationally.

How is the child’s eligibility for special education decided?

The decision about the child’s eligibility for services is based on whether the child has a disability that fits into one of the IDEA’s 13 disability categories and meets any additional state or local criteria for eligibility. This decision will be made when the evaluation has been completed, and the results are available.

Parents are part of the team that decides a child’s eligibility for special education. This team will look at all of the information gathered during the evaluation and decide if the child meets the definition of a “child with a disability.” If so, the child will be eligible for special education and related services.

Under IDEA, a child may not be found eligible for services if the determining reason for thinking the child is eligible is that:

The child has limited English proficiency, or
The child has not had appropriate instruction in math or reading.

If the child is found eligible, the parent and the school will work together to design an individualized education program for the child. This process is described in detail in Part III.

The school will give the parent a copy of the evaluation report on the child and the paperwork about the child’s eligibility for special education and related services. This documentation is provided to the parent/guardian at no cost.

What happens if the child is not eligible for special education?

If the eligibility team decides that the child is not eligible for special education, the school system must tell the parent this in writing and explain why the child has been found “not eligible.” Under IDEA, the parent must also be given information about what the parent can do if they disagree with this decision.

IDEA includes many different mechanisms for resolving disagreements, including mediation. The school is required to tell the parent what those mechanisms are and how to use them.

What happens if the child is found eligible for special education, but the parent does not agree?

If the child is found eligible for special education and related services and parent disagrees with that decision, or if they do not want the child to receive special education and related services, they have the right to decline these services for their child. The school may provide the child with special education and related services only if the parent agrees. Also, the parent may cancel special education and related services for their child at any time.

It is important to note, however, that if the parent declines or cancels special education for their child and later changes their mind, the evaluation process must be repeated.

Once all the evaluations are complete, the IEP Team, including the parents, meets to consider all available information and determine if the child has a disability for which they require special education, or special education and related services. They will review the results of all the evaluations. Each evaluator will present their report at this meeting. The classroom teacher will discuss classroom performance and grades. The special educator will share their report as well as the student’s performance on State and district testing (such as the Statewide Assessment System NH SAS, AIMSweb, Dibels, etc.)

Once everyone has shared their reports, the team will go through an eligibility form for each suspected disability to determine if the child meets the criteria. The forms are typically in a checklist format and the team goes through the form together answering each question. For example, if the suspected disabilities discussed at the disposition of referral meeting were Speech or Language Impairment or Specific Learning Disability, the team would go through each of those forms together.

Once a child is found eligible for special education, they are identified as meeting the definition for one or more of the following disability categories. Again, the parents have the right to agree or disagree with the team’s decision. They have 14 days to do so.

Part III: Writing and Implementing an IEP

This section is a brief summary of writing and implementing an IEP. Teacher candidates will take a close examination of the IEP components and develop an IEP and transition plan that conforms to IDEA 2004 standards in the IEP and Transition Planning course.

The child has been found eligible for special education, and the parent agrees. What is next?

The next step is to write and implement what is known as an Individualized Education Program—usually called an IEP. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.

The acronym IEP stands for Individualized Education Program. This is a written document that describes the educational program designed to meet a child’s individual needs. Every child who receives special education must have an IEP.

The IEP has two general purposes: (1) to set learning goals for the child; and (2) to state the supports and services that the school district will provide for the child.

What type of information is included in an IEP?

According to IDEA, the child’s IEP must include specific statements. These are listed below between the lines. This is a brief introduction the IEP.

Present levels of academic achievement and functional performance. This statement describes how the child is currently achieving in school. This includes how the child’s disability affects his or her participation and progress in the general education curriculum.

Annual goals. The IEP must state annual goals for the child, what the parent and the school team think he or she can reasonably accomplish in a year. The goals must relate to meeting the needs that result from the child’s disability. They must also help the child participate in and progress in the general education curriculum.

Special education and related services to be provided. The IEP must list the special education and related services to be provided to the child. This includes supplementary aids and services (e.g., preferential seating, a communication device, one-on-one tutor) that can increase the child’s access to learning and his or her participation in school activities. It also includes changes to the program or supports for school personnel that will be provided for the child.

Participation with children without disabilities . The IEP must include an explanation that answers this question: How much of the school day will the child be educated separately from children without disabilities or not participate in extracurricular or other nonacademic activities such as lunch or clubs?

Dates and location . The IEP must state (a) when special education and related and supplementary aids and services will begin; (b) how often they will be provided; (c) where they will be provided; and (d) how long they will last.

Participation in state and district-wide assessments. Your state and district probably gives tests of student achievement to children in certain grades or age groups. To participate in these tests, the child may need individual accommodations or changes in how the tests are administered. The IEP team must decide what accommodations the child needs and list them in the IEP. If the child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for the child, how the child will be tested instead, and why the alternate assessment selected is appropriate for the child.

Transition services. By the time the child is 16 (or younger, if the IEP team finds it appropriate for the child), the IEP must include measurable postsecondary goals related to the child’s training, education, employment, and (when appropriate) independent living skills. The IEP must also include the transition services needed to help the child reach those goals, including what the child should study.

Measuring progress . The IEP must state how school personnel will measure your child’s progress toward the annual goals. It must also state when it will give you periodic reports on your child’s progress.

It is very important that children who receive special education participate in the general education curriculum as much as possible. That is, they should learn the same curriculum as children without disabilities—for example, reading, math, science, social studies, and physical education. In some cases, this curriculum may need to be adapted for the child to learn, but it should not be omitted. Participation in extracurricular activities and other nonacademic activities is also important. The child’s IEP needs to be written with this in mind.

For example, what special education and related services will help the child participate in the general education curriculum—in other words, to study what other students are studying? What special education, related services, or supports will help the child take part in extracurricular activities such as school clubs or sports? When the child’s IEP is developed, an important part of the discussion will be how to support the child in regular education classes and activities in the school.

Who develops the child’s IEP?

Many people come together to develop the child’s IEP. This group is called the IEP team and includes most of the same types of individuals who were involved in the child’s evaluation. Team members will include:

The parents
At least one regular education teacher, if the child is (or may be) participating in the regular education environment
At least one of the child’s special education teachers or special education providers
A representative of the school system who (a) is qualified to provide or supervise the provision of special education, (b) knows about the general education curriculum; and (c) knows about the resources the school system has available
An individual who can interpret the evaluation results and talk about what instruction may be necessary for the child
The child, when appropriate

Other individuals (invited by the parent or the school) who have knowledge or special expertise about the child. For example, the parent may wish to invite a relative who is close to the child or a childcare provider. The school may wish to invite a related service provider, such as a speech therapist or a physical therapist.

With your consent, the school must also invite representatives from any other agencies that are likely to be responsible for paying for or providing transition services (if your child is 16 years old or, if appropriate, younger).

How can the parent help develop their child’s IEP?

The law is very clear that parents have the right to participate in developing their child’s IEP. Parent input is invaluable. They know their child so very well, and the school needs to know their insights and concerns. That is why IDEA makes parents equal members of the IEP team.

The school staff will try to schedule the IEP meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for the parent, explain your schedule and needs. It is important that the parent(s) attend this meeting and share their ideas about their child’s needs and strengths.

Can the meeting be held without the parents participating?

Yes. IDEA’s regulations state that the school may hold the IEP meeting without the parents if it is unable convince the parents, they should attend. If no parent can attend the IEP meeting, the school must use other methods to ensure their participation, including video conferences and individual or conference telephone calls.

If, however, the parent(s) still can’t attend or participate in the IEP meeting, the school may hold the IEP meeting without them—as long as it keeps a record of its efforts to arrange a mutually agreed-on time and place and the results of those efforts. This can be accomplished by keeping detailed records:

Telephone calls made or attempted and the results of those calls;
Copies of correspondence sent to you and any responses received; and
Detailed records of visits made to your home or work and the results of those visits.

If the school does hold the meeting without the parents, it must keep them informed about the meeting and any decisions made there. The school must also ask for (and receive) parental written permission before special education and related services may be provided to their child for the first time.

What can the parent do before the IEP meeting?

The purpose of the IEP meeting is to develop the child’s Individualized Education Program. Encourage the parent to prepare for this meeting by:

Making a list of the child’s strengths and needs;
Talking to teachers and/or therapists and getting their thoughts about the child;
Visiting the child’s class and perhaps other classes that may be helpful to him or her; and
Talk to the child about his or her feelings toward school.

What happens during an IEP meeting?

During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after the child’s evaluation, the team may go over the evaluation results, so the child’s strengths and needs will be clear. These results will help the team decide what special help the child needs in school.

After the various team members (including the parent) have shared their thoughts and concerns, the group will have a better idea of the child’s strengths and needs. This will allow the team to discuss and decide:

The educational and other goals that are appropriate for the child; and
The type of special education services the child needs.

The IEP team will also talk about the related services the child may need to benefit from his or her special education. The IDEA lists many related services that schools must provide if eligible children need them. Examples of related services include:

Occupational therapy, which can help a child develop or regain movement that he or she may have lost due to injury or illness; and
Speech and language services, which can help children who have trouble speaking.

IDEA’s List of Related Services

Supplementary aids and services can also play a pivotal role in supporting the education of children with disabilities in the general education classroom and their participation in a range of other school activities. That is also the intent of supplementary aids and services. Not surprisingly, these supports may be an important topic to discuss in the IEP meeting. Examples include, but are not limited to:

Supports to address the child’s environmental needs (e.g., preferential seating; altered physical room arrangement);
Levels of staff support needed (e.g., type of personnel support needed, such as a behavior specialist, health care assistant, or instructional support assistant);
Specialized equipment needs that the child may have (e.g., wheelchair, computer, augmentative communication device);
Pacing of instruction needed (e.g., breaks, more time, home set of materials);
Presentation of subject matter needed (e.g., taped lectures, sign language, primary language); and
Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps).

Deciding which supplementary aids and services (if any) will support the child’s access to the general education curriculum and participation in school activities will very much depend upon the child’s disability and his or her needs. None may be needed. Or many. All are intended to enable the child to be educated with children without disabilities to the maximum extent appropriate.

Special factors. Depending on the needs of the child, the IEP team must also discuss these special factors:

If the child’s behavior interferes with his or her learning or the learning of others: The IEP team will talk about strategies and supports to address the child’s behavior.
If the child has limited proficiency in English : The IEP team will talk about the child’s language needs as these needs relate to his or her IEP.
If the child is blind or visually impaired : The IEP team must provide for instruction in Braille or the use of Braille, unless it determines, after an appropriate evaluation that the child does not need this instruction.
If the child has communication needs: The IEP team must consider those needs.
If the child is deaf or hard of hearing : The IEP team will consider the child’s language and communication needs. This includes the child’s opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

Assistive technology. The IEP team will also talk about whether the child needs any assistive technology devices or services. Assistive technology devices can help many children do certain activities. Examples include:

Adapted furniture, tools, utensils, and other typically nonelectronic devices—which can help children with physical challenges; and
Digital books, or devices that enlarge words on a computer screen or read them aloud—which can help children who do not see or read well.

Assistive technology services include evaluating the child to see if he or she could benefit from using an assistive device. These services also include providing the device and training the child to use it. If appropriate, the family and/or the professionals who work with the child may also receive training in using the device.

Transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP team will help the child plan ahead to life after high school and include statements in the IEP with respect to:

Postsecondary annual goals for the child;
The transition services (including courses of study) needed to help the child reach those goals; and
The rights (if any) that will transfer from parent to the child when he or she reaches the age of majority, and that the child and parent have been notified of these.

IDEA defines transition services as a coordinated set of activities for a student with a disability that is designed within a results-oriented process focused on improving the student’s academic and functional achievement and promoting the student’s movement from school to post-school activities. These activities can include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. With respect to the child, this coordinated set of activities:

Is based on the child’s individual needs, taking into account his or her strengths, preferences, and interests; and
Includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, the acquisition of daily living skills and functional vocational evaluation.

Transition services can be provided as special education if they are specially designed instruction or as a related service, if they are required for the child to benefit from special education.

The parent may feel very emotional during the meeting, as everyone talks about their child’s needs. Remind the parent that the other team members are all there to help their child. To design a good program for their child, it is important for the parents to work closely with the team members and share their feelings about their child’s educational needs.

Based on the above discussions, the IEP team will then write the child’s IEP. This includes the services and supports the school will provide for the child. It will also include the particular location where services will be provided. The child’s placement (where the IEP will be carried out) will be determined every year, must be based on the child’s IEP, and must be as close as possible to the child’s home. The placement decision is made by a group of persons, including the parent, and others knowledgeable about the child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people. In all cases, the parents have the right to be members of the group that makes decisions on the educational placement of their child.

Depending on the needs of the child and the services to be provided, the child’s IEP could be carried out:

In regular education classes;
In special classes (where all the students are receiving special education services);
In special schools;
In hospitals and institutions; and
In other settings.

IDEA strongly prefers that children with disabilities be educated in the general education classroom, working and learning alongside their peers without disabilities. In fact, placement in the regular education classroom is the first option the IEP team should consider. With the support of supplementary aids and services, can the child be educated satisfactorily in that setting? If so, then the regular education classroom is the child’s appropriate placement. If not, then the group deciding placement will look at other placements for the child.

Does the school need parental consent to implement the IEP?

Yes, the school must obtain parental informed written consent before the initial provision of special education and related services to their child and must make reasonable efforts to obtain that consent.

If the parent does respond to the request for consent for the initial provision of special education and related services, refuses to give consent, the school system may not override their lack of consent and implement the IEP. The school system is not considered in violation of its requirement to make a free appropriate public education available to the child. The parents’ lack of consent, however, means that the child will not receive special education and related services in school.

Can the parent revoke consent for special education and related services after initially giving it?

Yes. At any time after providing initial consent, the parent may revoke consent, in writing, for the continued provision of special education and related services. Once the parent revokes consent, the school system may no longer provide special education and related services to the child, and they may not use mediation or due process procedures to try to override the parent’s revocation of consent.

Once the parent revokes consent, the child will be no longer receive the services and supports that were included in his or her IEP. It is important for the parent to ask questions about how their child’s education will be affected before revoking consent.

Can the IEP be changed?

Yes. At least once a year a meeting must be scheduled to review the child’s progress and develop the child’s new annual IEP. The parent (or any other team member) may ask to have the child’s IEP reviewed or revised at any time, if a need or concern arises.

The meeting to revise the IEP will be similar to the IEP meeting described above. The team will talk about:

The child’s progress toward the goals in the current IEP;
What new goals should be added; and
Whether any changes need to be made to the special education and related services the child receives.

Can the IEP be changed without holding an IEP meeting?

Yes. If the parent and the school want to change the child’s IEP after the annual IEP meeting, parents and the school may agree not to convene an IEP meeting. Instead, parents and the school will develop a written document that will amend the child’s IEP. If the child’s IEP is changed, all IEP team members will be informed of the changes, and if the parent request it, the school must give the parent a copy of the revised IEP.

Does the IEP meeting have to be in person?

No. When holding an IEP meeting, parents and the school may agree to use other means of participation. For example, some members may participate by video conference or conference calls.

May a team member be excused from attending an IEP meeting?

Yes, under certain circumstances and only with the consent of both the school system and the parent. If the member’s area of the curriculum or related service is not going to be discussed or modified at the meeting, then he or she may be excused if the parent, and the school system agree in writing. A member whose area of expertise is going to discussed or changed at the meeting may be excused—under two conditions:

Parent (in writing) and the school agree to excuse the member; and
The member gives written input about developing the IEP to you and the team before the meeting.

IEP Meeting

If a child is identified as having an educational disability and requires a special education and possibly related services, the IEP Team must develop an IEP within 30 days of the eligibility determination meeting . Again, parents have 14 days to agree or disagree with the IEP . Once a child has an IEP, it must be reviewed and revised at least annually, and must be in place by the beginning of each school year.

Placement Meeting: Once the IEP has been approved (signed), the IEP Team determines the least restrictive environment (LRE) in which the child’s IEP can be implemented. If the parent agrees to the IEP at the IEP meeting, the team typically holds the Placement meeting right after the IEP is signed (at the same meeting).

Part IV: Re-Evaluation

When will the child be re-evaluated?

After the initial evaluation, evaluations must be conducted at least every three years (generally called a triennial evaluation) after the child has been placed in special education, unless the parent and the school agree that a reevaluation is not necessary . Reevaluations can also occur more frequently if conditions warrant, or if the parent or the child’s teacher request a reevaluation. Informed parental consent is also necessary for reevaluations.

The purpose of this reevaluation is to find out:

If the child continues to be a “child with a disability,” as defined within the law; and
The child’s educational needs.

The reevaluation is similar to the initial evaluation. It begins by looking at the information already available about the child. More information is collected only if the IEP team determines that more information is needed or if the requests it. If the group decides that additional assessments are needed, the parent must give their informed written permission before the school system may collect that information. The school system may only go ahead without parent informed written permission if they have tried to get parental permission and the parent repeatedly did not respond.

Although the law requires that children with disabilities be re-evaluated at least every three years, the child may be re-evaluated more often if the parent or your child’s teacher(s) request it. However, reevaluations may not occur more than once a year, unless the parent and the school system agree that a reevaluation is needed.

Part V: Resolving Disputes

What if a parent disagrees with the school about what is right for their child?

The parent has the right to disagree with the school’s decisions concerning their child. This includes decisions about:

The child’s identification as a “child with a disability;”
His or her evaluation;
His or her educational placement; and
The special education and related services that the school provides to the child.

In all cases where the family and school disagree, it is important for both sides to first discuss their concerns and try to reach consensus. Decisions can be temporary. For example, the parent might agree to try out a particular plan of instruction or classroom placement for a certain period of time. At the end of that period, the school can check the child’s progress. The parent and other members of the child’s IEP team can then meet again, talk about how the child is doing, and decide what to do next. The trial period may help the parent and the school come to a comfortable agreement on how to help the child.

If the still cannot agree with the school, it’s useful to know more about IDEA’s protections for parents and children. The law and its regulations include ways for parents and schools to resolve disagreements. These include mediation, due process, and filing a complaint with the state educational agency. Parents also have the right to refuse consent for initial provision of special education and related services, or to cancel all special education and related services for their child without using mediation, due process, or filing a complaint.

Always remember that the parent and the school will be making decisions together about the child’s education for as long as the child goes to that school and continues to be eligible for special education and related services. A good working relationship with school staff is important now and in the future. Both parents and the school want success for the child and working together can make this happen.

There is a lot to know about each of these vehicles for resolving disputes . If you would like to learn more:

Visit the CADRE, the National Center for Dispute Resolution www.directionservice.org/cadre

Early Childhood Education

individualized family service plan , or ifsp ..

When the early intervention system receives a referral about a child with a suspected disability or developmental delay, a time clock starts running. Within 45 days , the early intervention system must complete the critical steps discussed thus far:

screening (if used in the state),
initial evaluation of the child,
initial assessments of the child and family, and
writing the IFSP (if the child has been found eligible).

That’s a tall order, but important, given how quickly children grow and change. When a baby or toddler has developmental issues, they need to be addressed as soon as possible. So—45 days, that’s the timeframe from referral to completion of the IFSP for an eligible child.

Having collected a great deal of information about the child and family, it’s now possible for the team (including parents) to sit down and write an individualized plan of action for the child and family. This plan is called the Individualized Family Service Plan , or IFSP . It is a very important document, and parents, are important members of the team that develops it. Each state has specific guidelines for the IFSP.

Center for Parent Information and Resources, (2017) . Overview of Early Intervention

Resource to share with parents

Parent Information Center on Special Education, (2017). Steps in the Special Education Process. Retrieved from https://picnh.org/wp-content/uploads/2021/02/Step-In-the-Special-Education-Process-2021.pdf

updated 12.1.2022

The Roles and Responsibilities of the Special Educator Copyright © by Paula Lombardi is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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The Special Education Process in 6 Steps

Special Education From Referral to Services in Just 6 Steps

Kristian Sekulic / Vetta / Getty Images

Learning Issues
Eligibility

Developing an IEP

Discussions

The goal of special education is to provide equal access to education for children through age 21 by providing specialized services that help them experience success in the classroom and beyond. If you, your child's doctor, or their teacher suspect that they may qualify for special education services, it's helpful to know what to expect.

But if you're unfamiliar with special education, the process can seem like a bewildering maze of bureaucratic red tape. We have taken the confusion out of the process by providing insight into the six crucial steps that occur in the special education process.

Identifying Learning Issues

The first step in the special education process is determining if your child has a learning problem and needs help. Typically, children with developmental delays or physical disabilities are diagnosed by their pediatrician or another medical provider. Because they are diagnosed before entering the school system, these children enter school with special education plans already in place.

But for students with learning disabilities, they often look and act just like their peers. They may even perform well during preschool and even in kindergarten without any recognizable difficulties. But as the schoolwork becomes more challenging, they may begin to struggle more than their peers.

The key to identifying potential learning disabilities is to be in tune with how your child is faring in school and to know what challenges they are experiencing.

If you're concerned your student is struggling more than normal, don't be afraid to ask for help. In fact, according to the Learning Disabilities Association of America, if kids who are struggling with reading in first grade receive intervention early, 90% of them will achieve normal reading ability. But, if assistance is delayed until third grade , 75% will struggle with reading throughout their lives.

Although recognizing that your child is struggling does not automatically mean they have a learning disability or that they need special education, it does at least warrant a conversation with the teacher . Clearly, there are ongoing problems with learning that require additional assistance.

Initially, schools will provide academic assistance or intervention strategies prior to going further with the special education process. In many cases, this type of intervention will resolve the problem, and no further action is needed. For children who continue to struggle, though, schools will move to evaluate the student.

Referring for Evaluation

When a parent or the child's teachers feel it's necessary to evaluate a child to determine how severe their learning problems are and whether a disability exists, the decision to evaluate is made during a special education meeting. During this meeting, parents are advised of their rights and are asked to sign a formal consent for evaluation.

All special education meetings must be held at a mutually agreeable time and place for the parents and committee members. Parents also must be given adequate notice that enables them to attend and they must be informed of who will be there as well as the purpose of each special education meeting.

Know Your Rights

Parents always have the right to bring a support person with them to a meeting or an advocate to represent them.

If the committee agrees, and the parent gives consent, the child is then evaluated in a process that involves several types of tests. The school has 60 days to complete the evaluation and implement a special education placement if the child qualifies. If the parents disagree with the results of the evaluation, they may request a full, independent educational evaluation at the school's expense.

As a parent, it's important to remember that this assessment will involve the use of diagnostic tools that provide an overview of your child's school performance, their strengths and weaknesses, their hearing and vision, as well as their cognitive functioning.

Assessments are valuable tools that provide insight into your child's struggles. They also are useful because they allow you the opportunity to set goals and request services. But assessments are not able to predict your child's future performance or ability. So, it's important to view them realistically.

Determining Eligibility

Once the evaluation is complete, the child's special education team, including the parent, will have a meeting to review the results of the evaluation and determine whether the child meets the state's regulatory guidelines for diagnosis with a disability. Not every child who receives an assessment will have a learning disability, but many do.

In fact, according to the National Center for Education Statistics, 7.1 million students received special education services under the Individuals with Disabilities Education Act (IDEA) during the 2018-19 school year and 33% of those students had specific learning disabilities.

For kids who are identified with a learning disability and who qualify for special education services, the next step is an IEP meeting (individualized education program). If your child does not have a learning disability and doesn't qualify for special education, keep looking for solutions to your child's educational struggles.

Work with your child's teachers and other service providers to draft an action plan designed to help your child meet their education goals. If you do not agree with the decision of the committee, you may request mediation, file a formal complaint, or request a due process hearing.

If your child meets the eligibility criteria, and the committee agrees they have a disability, the school must develop an IEP. Under IDEA, the school district has 30 days from the documentation of the disability to complete the IEP.

To develop an IEP, the special education team will consider your child's needs and assessment data in order to determine what type of services, interventions, and accommodations your child might need in order to be successful.

For parents, it's important to remember that your child is entitled to receive services in an environment as close to the general education setting as possible.

If you don't understand why a recommendation is being made, you should ask for clarification. It's important that everyone have a clear understanding of what's being recommended and why. You also can make requests if you feel an area of concern is not being addressed.

For instance, if your child's assessments show that they struggle with reading comprehension , you can use that data to request speech and language support. You can even request classroom accommodations , such as extra time to complete reading and writing assignments and tests.

Discussing the IEP

The committee, including the parent, meets to develop the IEP. Schools may develop a draft IEP and bring it to the meeting, but the IEP is not finalized until the meeting is held and the committee members have input into the document. During this meeting, the team will use data such as test scores, work samples, and behavioral charts to support any recommendations that they make.

If you are uncomfortable with a placement recommendation, it's important to work with the IEP team to come up with a better solution or alternative.

Keep in mind that by law, decisions are made by consensus. So while you have considerable influence, you don't have the right to veto decisions the committee recommends.

You can involve an advocate , but you will need to use conflict resolution strategies to come to an agreement. Try to use the data gathered during the assessment along with verifiable research to support your requests.

In most cases, the team is able to come to an agreeable solution. After all, everyone in the meeting wants to see your child succeed.

Finalizing the IEP and Placement

Once an agreement on the content of the IEP is reached, the committee finalizes the most appropriate placement for the child. Placement can range from a fully inclusive program in the regular classroom to pull-out services in a special education program. In rare cases, students may be served in special schools or hospitals. The parent is asked to sign consent for the agreed-upon services to be provided.

After the IEP is finalized, you will meet with the IEP team annually to discuss your child's progress. During those meetings, the team will evaluate the effectiveness of the IEP and modify it as needed.

You also can request an IEP meeting anytime throughout the school year if you feel something isn't working or that a change needs to be made.

Every three years, your child will be assessed to determine if they still require special education. You will be presented with this information in a triennial meeting.

In addition to these formal meetings, you should be in regular communication with your child's teachers. Together, you should be monitoring how your child is doing academically and whether or not they are meeting their educational goals.

A Word From Verywell

It's not easy to hear about your child's struggles and learning disabilities. Yet, on an intellectual level, you know this issue is one you need to hear about and address. While it's important to recognize and accept your feelings, whatever they may be, you also need to work toward acceptance of the challenges your child is facing.

By learning as much as you can about your child's disability and by taking an active role in your child's education, including the IEP process, you will be able to help your student not only get the services and help they need, but also meet their goals and be successful.

Learning Disabilities Association of America. New to LD .

National Center for Education Statistics. Students with disabilities .

Benitez Ojeda AB, Carugno P. Special education . In: StatPearls . StatPearls Publishing. PMID:29763032

Chesmore AA, Ou SR, Reynolds AJ. Childhood placement in special education and adult well-being . J Spec Educ . 2016;50(2):109-120. doi:10.1177/0022466915624413

Hibel J, Farkas G, Morgan PL. Who is placed into special education ? Sociol Educ . 2010;83(4):312-332. doi:10.1177/0038040710383518

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Welcome to NASET's Assessment in Special Education Series . This is an education resource that focuses on the process used to determine a child’s specific learning strengths and needs, and to determine whether or not a child is eligible for special education services. Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process.

LATEST ISSUE of NASET's ASSESSMENT IN SPECIAL EDUCATION SERIES

Required responsibilities in screening and assessment of students.

As part of the role of special educator, you may be called upon with other staff members to test students lacking intellectual or academic information in their files, or high-risk students for a suspected disability. These forms of testing require several different procedures and may range from the gathering of basic academic, behavioral, and intellectual levels to a more comprehensive assessment for participation in special education. You will also need to be aware that these procedures involve tests that may require a parent’s permission so check with the district policy. There are three procedural forms of testing that you will need to understand. In these cases, the special education teacher would be used as the educational evaluator (educational diagnostician). This role may require assessment in a variety of settings:

To Access this article - Click Here

PAST ISSUE OF Assessment in Special Education Series

Available issues in this series:, introduction to assessment and overview, part i -identification of high risk students, part ii -referral to the child study team, part iii -obtaining parental informed consent for assessment, part iv -understand the requirements of an evaluation for a suspected disability, part v -the multidisciplinary team and the comprehensive assessment, part vi - understand the various methods of assessment options available to the multidisciplinary team, part vii - basic statistics and scoring terminology used in assessment, part viii - understanding a students behavior during the assessment, part ix - understand the components of a professional report, part x - understand what is required for a presentation to the iep committee, part xi - what is curriculum-based measurement and what does it mean to a child, part xii - assessment and accommodations, part xiii - the common core standards, part xiv - accommodations in assessment, part xv - special education anacronyms, part xvi - comprehensive tests of academic achievement, part xvii - special education interpreting: challenges and legal aspects, part xviii - sharing information about state assessments with families of children with disabilities, part xix - understanding screening.

An assessment in special education is the process used to determine a child’s specific learning strengths and needs, and to determine whether or not a child is eligible for special education services. Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process (Swanson & Watson, 1989) that involves many ways of collecting information about the student. According to Gearheart and Gearheart (1990; cited in Pierangelo and Giuliani, 2006), assessment is “a process that involves the systematic collection and interpretation of a wide variety of information on which to base instructional/intervention decisions and, when appropriate, classification and placement decisions. Assessment is primarily a problem-solving process”.

Importance of Assessment

The importance of assessment should never be underestimated. In special education, you will work with many professionals from different fields. You are part of a team, often referred to as a multidisciplinary team, that tries to determine what, if any, disability is present in a student. The team’s role is crucial because it helps determine the extent and direction of a child’s personal journey through the special education experience (Pierangelo and Giuliani, 2006). Consequently, the skills you must possess in order to offer a child the most global, accurate, and practical evaluation should be fully understood. The development of these skills should include a good working knowledge of the following components of the assessment process in order to determine the presence of a suspected disability:

Collection: The process of tracing and gathering information from the many sources of background information on a child such as school records, observation, parent intakes, and teacher reports
Analysis: The processing and understanding of patterns in a child’s educational, social, developmental, environmental, medical, and emotional history
Evaluation: The evaluation of a child’s academic, intellectual, psychological, emotional, perceptual, language, cognitive, and medical development in order to determine areas of strength and weakness
Determination: The determination of the presence of a suspected disability and the knowledge of the criteria that constitute each category
Recommendation: The recommendations concerning educational placement and program that need to be made to the school, teachers, and parents

Purpose of Assessment

Assessment in educational settings serves five primary purposes:

screening and identification: to screen children and identify those who may be experiencing delays or learning problems
eligibility and diagnosis: to determine whether a child has a disability and is eligible for special education services, and to diagnose the specific nature of the student's problems or disability
IEP development and placement: to provide detailed information so that an Individualized Education Program (IEP) may be developed and appropriate decisions may be made about the child's educational placement
instructional planning: to develop and plan instruction appropriate to the child's special needs
evaluation: to evaluate student progress. (Pierangelo and Giuliani, 2006)

The Difference Between Testing and Assessment

There is sometimes confusion regarding the terms "assessment" and "testing." While they are related, they are not synonymous. Testing is the administration of specifically designed and often standardized educational and psychological measures of behavior and is a part of the assessment process. Testing is just one piece of the assessment process. Assessment encompasses many different methods of evaluation, one of which is using tests.

Role of the Education Professional in the Special Education Process

The professional involved in special education in today’s schools plays a very critical role in the overall education of students with all types of disabilities. The special educator’s position is unique in that he or she can play many different roles in the educational environment. Whatever their role, special educators encounter a variety of situations that require practical decisions and relevant suggestions. No matter which type of professional you become in the field of special education, it is always necessary to fully understand the assessment process and to be able to clearly communicate vital information to professionals, parents, and students (Pierangelo and Giuliani, 2006).

Assessment and Federal Law

The Individuals with Disabilities Education Act (IDEA), Public Law 105-476, lists 13 separate categories of disabilities under which children may be eligible for special education and related services. These are:

autism: a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3
deafness: a hearing impairment that is so severe that the child is impaired in processing linguistic information, with or without amplification
deaf-blindness: simultaneous hearing and visual impairments
hearing impairment: an impairment in hearing, whether permanent or fluctuating
mental retardation: significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior
multiple disabilities: the manifestation of two or more disabilities (such as mental retardation-blindness), the combination of which requires special accommodation for maximal learning
orthopedic impairment: physical disabilities, including congenital impairments, impairments caused by disease, and impairments from other causes
other health impairment: having limited strength, vitality, or alertness due to chronic or acute health problems
serious emotional disturbance: a disability where a child of typical intelligence has difficulty, over time and to a marked degree, building satisfactory interpersonal relationships; responds inappropriately behaviorally or emotionally under normal circumstances; demonstrates a pervasive mood of unhappiness; or has a tendency to develop physical symptoms or fears
specific learning disability: a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations
speech or language impairment: a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment
traumatic brain injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both
visual impairment: a visual difficulty (including blindness) that, even with correction, adversely affects a child educational performance

Conclusi on

To determine if a child is eligible for classification under one of the 13 areas of exceptionality, an individualized evaluation, or assessment, of the child must be conducted. The focus of this series is to take you, the educator, step-by-step through the assessment process in special education. The following is a list of the latest and upcoming issues of this series.

Download a PDF Version of this Issue

Introduction to Assessment and Overview - CLICK HERE

Publications

Part I - Identification of High Risk Students
Part 2 - Referral to the Child Study Team
Part 3 - Obtaining Parental Informed Consent for Assessment
Part 4 - Understand the Requirements of an Evaluation for a Suspected Disability
Part 5 - The Multidisciplinary Team and the Comprehensive Assessment
Part 6 - Understand the Various Methods of Assessment Options Available to the Multidisciplinary Team
Part 7 - Basic Statistics and Scoring Terminology Used in Assessment
Part 8 - Understanding a Students Behavior During the Assessment Process
Part 9 - Understand the Components of a Professional Report
Part 10 - Understand What is Required for a Presentation to the IEP Committee
Part 11 - What is Curriculum-Based Measurement and What Does It Mean to a Child?
Part 12 - Assessment and Accommodations
Part 13 - The Common Core Standards
Part 14 - Accommodations in Assessment
Part 15 - Special Education Acronyms
Part 16 - Comprehensive Tests of Academic Achievement
Part 17 - Special Education Interpreting: Challenges and Legal Aspects By. Silvia Gonzalez Koch
Part 18 - Sharing Information about State Assessments with Families of Children with Disabilities
Part 19 - Understanding Screening
Part 20 - Required Responsibilities in Screening and Assessment of Students

What is Special Ed

What is Special Education?

Purdue Online

Special Education is a set of services provided to students who experience exceptional learning needs. Governed by federal law ( Individuals with Disabilities Education Act, IDEA ), special education is defined as: “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.” Special education services may be provided across a variety of educational environments to students who have an individualized education program (IEP).

Eligibility for special education services requires that students have an identified disability that impacts their ability to learn and requires additional services and resources to effectively participate in school. Children who typically qualify for special education services include those with the following disabilities:

Intellectual disability
Hearing impairments (including deafness)
Speech or language impairments
Visual impairments (including blindness)
Serious emotional disturbance
Orthopedic impairments
Autism spectrum disorder
Traumatic brain injury
Other health impairments
Specific learning disabilities
Developmental delay

Under the law, the IDEA ensures that regardless of a student’s disability or level of severity, schools must provide an appropriate education to ALL children with a disability (ages 3-21). It also requires that the following six principles be provided for students who receive special education services:

Free and Appropriate Public Education (FAPE) — a public education at no cost to parents/guardians or children designed to meet the individual needs of each student, provide access to the general education curriculum, provides services in accordance to a student’s IEP, and results in an educational benefit to the child.
Nondiscriminatory Identification and Evaluation — refers to the process and instruments used to identify individuals with a disability. Schools are required to use nonbiased methods as well as multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, or native language. All evaluation instruments must use the child’s first language. No identification or placement decisions may be based on a single evaluation instrument or test score.
Individualized education program (IEP) — this document is the foundation of special education and specifically describes the services to be provided to the student with a disability. The IEP includes a description of a student’s current level of educational performance, information on how his or her disability influences academic performance, and details needed adaptations and accommodations. This document also specifies the educational settings in which the student will receive instruction in the least restrictive environment, the learning goals and objectives that will be addressed within a targeted year, behavior management plan (if needed), transportation needs, and related services.
Least Restrictive Environment (LRE) — this indicates the educational settings in which a student with a disability receives special education services. The assumption is that all children will be educated alongside their peers without disabilities, to the greatest extent appropriate. It is only when it is determined that a student’s education cannot be achieved satisfactorily using supplemental aids and services in general classroom settings that alternative educational settings would be identified. At that time, the LRE might include special education services received part- or full-time in a resource room setting, a self-contained classroom setting, and/or community-based settings.
Parent Participation — parents of a child with a disability must be a member of any group that makes decisions regarding the placement and LRE of their child. Parents have a right to notification of all meetings regarding their child’s placement, access to planning and evaluation materials, and notification of any planned evaluations. Both parents and students must be invited to attend IEP meetings.
Due Process Safeguards — these include the protections afforded to children and their parents under IDEA. Safeguards include: obtaining parental consent for all evaluations and educational placement decisions, confidentiality of all records relating to a child with a disability, independent student evaluation at public expense, and due process hearings when the school and parent may disagree.

If you are ready to make a difference as an educator and learn new ways to nurture a modern classroom, earn your online Master of Science in Education in Special Education from Purdue University. Within this convenient online platform, you can reach your goals of higher education at an accelerated pace. Call 877-497-5851 to speak with an admissions advisor or request more information through our online form.

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7 Steps Of The IEP Process

Individualized Education Plans (IEP) are a requirement for every child receiving special education and related services in the public school system. The IEP process should be individualized and fair, and the resulting plan should be used to outline the steps, goals and personalized learning needed for that particular child to reach their excellence.

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In most cases, there are seven steps involved in the formation of the IEP. However, the number of steps may vary depending on the school district and the needs of the child. The IEP is one of the most significant elements used to ensure that children with special needs receive quality teaching and a customized learning environment designed to maximize their education.

7 Steps Of The Special Education IEP Process

Step 1: pre-referral.

There are different pre-referral interventions through which to initiate the IEP process. These interventions are implemented based on the type of disability exhibited by the student.

The main objectives of the pre-referral are;

• Document and elaborate the challenges and difficulties exhibited by the child. • Evaluate the usefulness of classroom accommodations and changes. • Review the power of different instructional interventions. • Supervise the development of the student.

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The pre-referral process helps to determine whether behavioral and educational challenges exhibited by the child can be resolved in a general education classroom. To avoid unnecessary evaluations and placements, the assessments used at this stage are purely intervention-based. Typically crafted in the general education class, this step is conducted with the use of direct performance procedures. Helping to save money, time and other resources in the process.

During the pre-referral stage, teachers will try various certified teaching approaches in hopes of establishing whether flawed instruction could be the cause of the problems exhibited. Children whose learning remains challenged will be referred to the next step in the IEP process, referred for special education services.

Step 2: Referral

If the pre-referral interventions prove unsuccessful, the student is referred for special education services through the use of a referral. Referrals can come from parents, daycare professionals, public health nurses, doctors or social service agencies. Referral for special education services can happen at different stages during a child’s life and vary a great deal based on their individual needs. Often, poor academic performance, continued misbehavior or disruption of their learning environment are prerequisites to this stage.

Step 3: Identification

Once a referral has been made, a special assessment is carried out to determine whether the child has a disability that requires special education services. During this stage of the IEP process, the child’s major life activities such as interpersonal relationships, performance in school and at home are used to assess the kind of services required.

Multidisciplinary teams become involved to help determine the child’s distinctive strengths and needs. This team includes parents and other family members, educational diagnostician, school psychologist, or a teacher depending on the state where it is conducted.

An array of data types, assessment instruments and methods are used during this stage in order to create an accurate report later used to determine the correct path for the student. If the final decision is that the child has a disability that requires special education, a baseline of performance is determined.

Step 4: Eligibility

The information gathered during the assessment stage is used to categorize those who have a disability and are eligible for special education services based on IDEA- Individuals With Disabilities Education Act . The IEP committee creates different elements of the services required to plan and deliver an appropriate education framework. Students who do not meet the qualifications for special education services remain in the traditional classroom setting.

Step 5: Development Of The IEP

The next step in the process is to create the actual IEP. An IEP team is formed which includes the child’s parents, educators, administrators and other specialists. As a parent attending an IEP meeting for the first time may be an overwhelming experience. To help calm your nerves and know your child is receiving the help they deserve, you have the right to bring a child advocate with you to the meeting. Child advocates are paid professionals familiar with these proceedings and work specifically for the child and their parents.

During the meeting, resources required by the child are identified, their individualized learning style determined, along with goals both long term and short term.

Step 6: Implementation

At this stage, the student’s IEP and associated services commence. Accommodations are provided for both instructions and testing along with a range of multidisciplinary services required from different providers to support the child’s educational program. The providers your child with special needs will interact with moving forward could include occupational or physical therapists , speech pathologists and other special education professionals.

Step 7: Evaluation And Reviews

Each IEP developed requires accountability and consistent follow up by the child’s parents. A review is conducted annually or after every three years depending on the state. The purpose for these reviews is to determine whether the child is meeting their educational goals.

If the goals are not being met, revisions are made in the IEP. In the event that the child is meeting and even exceeding their IEP goals, new milestones are determined. In some cases, the child may be moved back into the traditional classroom setting.

Additional Resources

Once your child is enrolled in special education, there are a ton of options available to help ensure their success. Different types of classroom settings ( self-contained , inclusion ), different schools (charter, private) and resources outside the classroom such as special education tutoring . The more information you gather regarding your child’s specific learning disability , the better equipped you will be in finding and maintaining the perfect environment for them to thrive.

Luke Dalien

21 comments.

My son is having great difficulty in school. He took first grade over and is now in third grade. He attends a Christian school in Virginia. I am getting a tutor to assist with math, writing and phonics. He has had IEP most of his life in Pittsburgh, but we moved back to Virginia to care for aging parents. He has ADHD, severe dyslexia attachment disorder, ptsd prior to husband adoption from Guatemala at age two. His last IEP was in McMurray PA. I need one in Virginia. Help

Sandra… We would love to help you though this process! We just sent an email to help get the ball rolling. Look forward to helping your son get the help he deserves!

This piece of writing has helped me a lot in that it has equipped me with the necessary knowledge about the formation of an IEP and the steps involved.

???very helpful for my exam preparation

great….!

My grandson is in a program in his school where his mom has moved to doesn’t have a program is there a bus transportation that can pick him up and drop him off his school is likes 8 miles from his home

Hello my name is Stella Kirksey and I have a child named Cali Kirksey and she goes to W.C.Friday middle school in dallas nc and she is having some trouble in her learning. Is there any way she can get an IEP started for her school.

Stella, I’m going to send you an email with some additional information. The short answer is… YES!

Hi. I have a 15-year old who goes to school half the week and refuses to go the other half. I am supposed to go in next month to meet about possibly setting up an IEP. I was told there would be a group of people there: daughter’s teacher, counselor, school psychologist, etc, etc…

My daughter seems to suffer with seperation anxiety and a bit of social anxiety. She is also behind in school.

I am wondering how intrusive this process is?

My daughter isnt going to want to get into a lot of personal issues with her school. She has issues that she may want to only bring up with a counselor or doctor outside of school. Are those things kept private? Or is the school going to want to talk to a doctor or counselor about issues?

Also, I was reading about how sometimes a school social worker will drop by the home of an IEP student to check up on them if they don’t go to school. Is this true?

And lastly, are there stipulations a parent can set when creating an IEP?

I have two special needs kids whom can’t seem to get the right help in place. It’s been a long struggle and I’d like to OWN my upcoming IEP follow up meeting this coming Wednesday 11/13. We’re in Phoenix AZ. I have watched 95% of your YouTube videos and they have helped a great deal. I actually knew most of what you talked about so it was reassuring to me.

Dee! You CAN DO THIS!!!!! Keep us posted on how it turns out! If you want to chat with someone ahead of that meeting… please send us an email [email protected]

Shouldn’t the student be included in the decisions regarding what his daily schedule will be like. Shouldn’t the child be able to offer their opinion regarding what is or isn’t helpful for their learning success?

My son is 12 and has adhd how can I get him a Iep thank you shell

What if you had your initial IEP meeting and you disagree with the IEP? How do you go about disagreeing? Can you request and IEE at that time?

Hello my son has an IEP however he is not getting the proper help that he needs we have now learned that his IEP has now moved up to having a behavioral problem and still no help the Couselor at his school keep saying they have a plan in place but he is consist on getting in trouble I have no where to turn I feel like the school is failing my child I need help answers what to do

I am so sorry you are having to go through this. Let’s get on a call and see how we may be able to help. Go to this page to schedule: https://specialedresource.com/iep-consultation

Hello my son is in the 5th grade and has an IEP for behavior and math I’ve been getting a lot of complaints from the school he’s been getting suspended a lot on behalf of his behavior but nothing’s been done I’m thinking of he needs and not the school has failed my child and now fire the CRA in court against us until I remove my son from the school will continue in court what are the odds of that what can I do to help my child I would never give up and continue to look and seek help for him .

I have a gifted multicultural child in an affluent suburb of Atlanta. My son has a diagnosis with a 504 as a stop gap to get to an IEP in placed, and I’ve had to drive all of this out side the school because my son’s grades aren’t below average and behavior isn’t bad enough I’m told. (Yes, I’m pissed!) My son’s issue is the gap in his intellectual scores and socialization shortcomings.

I’ve provided a private evaluation, got my son a therapist, a tutor, and made the request an IEP and that everyone works together. Nothing has happened and they’ve admitted my son has not been helped, but he’s also the one suffering with disciplinary actions including missing events for his educational achievements. The worst part is it is always too far after the incident to change behavior.

Can you recommend an advocate for my area?

What happens when an IEP MTG took place in November, it’s now May, and no updated IEP was developed, despite everyone agreeing it was needed? This child is working off of goals from over a year ago. Parents followed up with concerns, school agreed to some, IEP was never updated, and never developed. Still working off an IEP over a year old, with services that expired in December.

Sharon, here is the link to sign up for a call to find out how Special Ed Resource can help with your child’s IEP: https://specialedresource.com/iep-consultation

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COMMENTS

10 Steps in the Special Education Process
10 Steps in the Special Education Process. The child is identified as possibly needing special education and related services. There are two common ways a child can be 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 ...
10 Basic Steps in Special Education
Step 1. Child is identified as possibly needing special education and related services. There are two primary ways in which children are identified as possibly needing special education and related services: the system known as Child Find (which operates in each state), and by referral of a parent or school personnel. Child Find.
Understanding the Special Education Process
The purpose of special education is to provide equal access to education for children ages birth through 21 by providing specialized services that will lead to school success in the general curriculum. If your child's health care provider, teacher, other interested party or you suspect that your child may be eligible for special education ...
Understanding the Special Education Process
Understanding the Special Education Process. The chart below offers an overview of the special education process. It is not designed to show all steps or the specific details. It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education ...
Learning Disabilities and Young Children: Identification and
Information from the identification process is the basis for making decisions about the need for further services and supports. ... and evaluate all children with disabilities (birth-21 years), who need early intervention or special education services. Screening tools are not intended for diagnosis, placement, and educational planning. Careful ...
The difference between a school identification and a ...
A diagnosis and an identification have a common goal: to get your child the right kind of support. You play a big role in that process. Get information about your child's rights. Understand the differences between IEPs and 504s. And learn about how federal and state law work together in the special education process.
The Special Education Process
The special education process begins when a child is referred to special education. A parent, or anyone who knows the child well, may refer the child to the special education process. ... In the Early Childhood Education program teacher candidates will learn about the process of early identification and intervention for infants and young ...
School-Based Screening for Disabilities
A second common practice aimed at improving the identification process involves the use of prereferral interventions (Chalfant, 1985). These interventions have been developed to reduce the number of referrals to special education and provide additional help and advice to regular education teachers.
The Special Education Process in 6 Steps
The Special Education Process in 6 Steps. The goal of special education is to provide equal access to education for children through age 21 by providing specialized services that help them experience success in the classroom and beyond. If you, your child's doctor, or their teacher suspect that they may qualify for special education services ...
PDF 10 Basics of the Special Education Process under IDEA
10 Basics of the Special Education Process under IDEA. Child is identified as possibly needing special education and related services. 1 "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.
Chapter Four Identification, Assessment and Intervention What is
Identification, Assessment and Intervention 4.1. Identification What is identification in special needs education? Identification in special needs education is the process of detecting the presence of a certain developmental problem in students. It is the initial/first stage in the practice of inclusive/special needs education.
Special Education Referrals
The first step in identification is to submit a referral for evaluation. Although educators or parents/guardians can refer a child for special education evaluation, educators are the critical link to ensuring that all students are afforded an equal opportunity to a free, appropriate public education. This article is focused on the educator ...
Identification & Referral
IEP and Referral Process. Child is identified as possibly needing special education and related services. Child is evaluated. Eligibility is decided. IEP meeting is held and the IEP is written. Services are provided. Progress is measured. IEP is reviewed. Child is reevaluated.
What is the Individuals with Disabilities Education Act (IDEA)?
The most important law for this process is the Individuals with Disabilities Education Act (IDEA). IDEA is the nation's special education law. It gives rights and protections to kids with disabilities. It covers them from birth through high school graduation or age 21 (whichever comes first). Parents and legal guardians also have rights under ...
Special Education: The Referral and Evaluation Process
At first, the process of obtaining special education services for your child can seem complicated and confusing. Every parent feels a little overwhelmed. Don't worry—we'll help you understand the process and point you to other helpful information and resources. As always, connecting with other parents who have been through it is a great ...
Special Education
Special Education → Common Questions → Identification and Evaluation Process. About Special Education. Common Questions ... a parent/guardian can request an IEP meeting at any time. However, not all discussions about a student receiving special education services require an IEP team meeting. You may also request a formal parent/guardian ...
The school evaluation process: What to expect
It's called an evaluation process because there are a series of steps that go into it. A school evaluation looks at a student's areas of challenges and strengths. Doing just one test or assessment wouldn't provide all the information an. team needs to make decisions about services, supports, and interventions.
Understanding the Special Education Process
How the process works. 1. Parents, school personnel, students, or others may make a request for evaluation. If you request an evaluation to determine whether your child has a disability and needs special education, the school district must complete a full and individual evaluation. If it refuses to conduct the evaluation, it must give you ...
PDF Steps in the NH Special Education Process
change, or refuses to initiate or change, the identification, evaluation or placement of a child. The WPN is to be given after the decision is made, but before the change is put into effect. It must include: 1. A description of the action (what) proposed or refused by the Team; ... Steps in the NH Special Education Process is based on the state ...
Assessment in Special Education Series
Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment, also known as evaluation, can be seen as a problem-solving process. ... screening and identification: to screen children and identify those who may be experiencing delays or learning problems;
What Is Special Education?
Special Education is a set of services provided to students who experience exceptional learning needs. Governed by federal law ( Individuals with Disabilities Education Act, IDEA ), special education is defined as: "Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.".
7 Steps Of The IEP Process
Step 1: Pre-Referral. There are different pre-referral interventions through which to initiate the IEP process. These interventions are implemented based on the type of disability exhibited by the student. The main objectives of the pre-referral are; • Document and elaborate the challenges and difficulties exhibited by the child.
Addressing Bias in a Comprehensive Special Education Evaluation
The special education evaluation process exists within the context of a local education agency's integrated equitable multi-level system of social and emotional, ... Disability identification and subsequent IEP development and provision of special education services is a problem when either or both of the following conditions are met:
PDF Connecticut State Department of Education English Learner/Multilingual
5.3.2024 Page 3 of 5 Component consists of five parts, all of which must be administered. o If the student's Overall score is Level 1, 2, or 3, then the student is identified as an EL/ML. o If a student's Overall score is Level 4 or 5, the student is not identified as an EL/ML. • If a district believes they need additional data to support decisions related to programing for the student, the