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Centers for Disease Control and Prevention

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Early Recognition Of Child Development Problems / Educational Video

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Recognizing Child Development Problems / Educational Video. Public domain video courtesy of CDC. It's time to change how we view a child's growth. Do you know all the ways you should measure your childs growth? We naturally think of height and weight, but from birth to 5 years, your child should reach milestones in how he plays, learns, speaks and acts.

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http://www.projectidealonline.org/v/special-education-referral-process/

https://www.youtube.com/watch?v=KrUNBfyjlBk

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Each year, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP. During these annual meetings, the IEP team should discuss the positive and negative elements of the special education services provided and determine, based on any new assessment data, what services should be provided in the upcoming school year.

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Once the IEP is developed and signed by members of the IEP team it is the responsibility of the entire IEP team to ensure that the IEP is implemented. The IEP team may meet as frequently as needed to discuss the implementation of the IEP. School personnel are required to provide documentation of the mastery of benchmarks and annual goals.

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Go back to the beginning of Step 6 and reformulate the plan.

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Does the document provide an efficient individualized education program plan for the student?

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The Individualized Education Program (IEP) is a legal contract between the parents and the school district that describes the special education services to be provided by the local education agency which is the local school district.

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Work out a plan to provide other supportive services for the student.

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Does the student's disability negatively impact their education?

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IDEA states that each child is entitled to a Free Appropriate Public Education (FAPE.) Special education services are one way to accomplish that requirement for some students with disabilities. Within 30 days of the completion of the evaluation, the individuals that took part in the process thus far will meet to determine eligibility.

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Continue to monitor the students as with any other student and provide relevant accommodations to him/her on a needs basis. For example, if the student has a bad eyesight, ensure that he/she sits in the front row in the classroom. Restart process if necessary.

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From this evaluation, does the student have a disability?

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IDEA requires that students referred for special education services receive a nondiscriminatory multi-factored evaluation. The school district is required to complete the evaluation within 60 days of the referral date. The evaluation is to be conducted by a multidisciplinary team that will consist of individuals who can bring different perspectives and expertise to the evaluation.

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Get consent from the parents before beginning any professional evaluation.

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The official referral begins the formal process of determining eligibility for special education services. Once a referral is provided, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase of the referral process.

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Referral for Special Education Evaluation

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Referral for Special Education Evaluation

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Continue monitoring the student and use high quality education instruction together with some group remediation and intensive, individualized intervention, depending on how great or small the improvement is.

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Implement alternative strategies and monitor the progress of the student afterwards. Does the student show any improvement?

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The pre-referral step in the special education process is more formal than providing simple and temporary accommodations for students. Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education. Pre-referral intervention is typically conducted by a Student Centered Team (also called early intervention team, intervention assistance team, student support team, teacher assistance team, or instructional support team).

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Keep observing student and document any discrepancy in academics, behaviour, emotions and physical ability.

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1. Is the student frustrated easily by basic tasks?
2. Does the student regularly act out or disregard his and others safety?
3. Does the student seem to have speaking/comprehension skill below their age?
4. Does the student shows discrepancies between knowledge they appear to know and testing scores?

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Jing Zhang