# data[].attributes.attachment_link.readable_text
IDEA Provides Special Education Services for Students in Private and Religious Schools

Summary

The 2004 authorized version of IDEA (Individuals With Disabilities Education Act) retains the basic premise of earlier versions:

FAPE (the entitlement to a free and appropriate public education) does not apply to children who are parentally placed in private schools

Children parentally placed in private schools are served with a proportionate share of the federal dollars generated under the provisions of IDEA

There are some important provisions that are incorporated into the new law that should help students with disabilities who are in private schools obtain more equitable treatment than in the past. Some of these changes include:

Local Education Agency (LEA/public school district) Responsibilities

LEA must administer and retain control of the funds and equipment used to provide IDEA services to children placed in private schools

The LEA is obligated to locate, identify and evaluate all children suspected of having a disability who attend private schools located in the district.

The timeline for the child find process (evaluation) must be a comparable time period as for public school children

The process the LEA conducts for private schools students must be thorough and complete

Costs for child find for private school children is separate from the proportionate share of funds set aside to serve private school children; child find funds are part of the LEA's administrative costs.

Activities for child find must be similar to those for public school children

Provision of Equitable Services

On-site services allowed, including at religious schools, to the extent consistent with law

Preference is for direct services to students rather than professional development activities for their teachers

Services may be provided directly by LEA employees or through contracts with third party providers

Must be secular, neutral, non-ideological (including materials and equipment)

Child Find

the obligation of the LEA is to serve students is based on their attendance area

the local public school district in which the private school is located is responsible for identifying, counting and serving the students

the activities used to identify private school children with disabilities should be the same as those undertaken for the public school children and in the same time period

the cost of carrying out child find activities cannot be paid for from the proportionate share of funds; it is an administrative responsibility under the LEA's administrative funding

Consultation Requirements

The LEA must consult with the private school representatives and a representative of the parents during the design and development of the program and services to be offered. Such consultation shall occur before the LEA makes any decisions that affect the opportunities of eligible private school children, teachers, and other educational personnel to participate. Consultation must include:

How the children's needs will be identified

How children can participate equitably in the program

What services will be offered

How and where the services will be provided

How the services will be assessed and how the results of the assessment will be used to improve those services

Service delivery mechanisms used to provide equitable services

Who will provide the services

The amount of funds available to serve private school students

How the proportionate share of the funding dollars has been determined

The size and scope of the services to be provided

How and when the LEA will make decisions about the delivery of services

Consideration of the views of the private school officials re: use of third-party provider

If direct services or the use of a third party contractor to serve children are requested by the private schools officials but are denied, a written explanation from the LEA is required

How parents/school will be informed about serving the student

The LEA is required to obtain a written affirmation from the private school officials that required consultation has occurred.

Complaint Provisions

A private school official shall have the right to submit a complaint to the State educational agency that the local educational agency did not engage in consultation that was meaningful and timely, or did not give due consideration to the views of the private school official.

If the private school official is dissatisfied with the decision of the State educational agency, such official may submit a complaint to the U.S. Secretary of Education.

Helpful Resources

Click HERE to read the full text of the provisions of the new IDEA law pertaining specifically to children parentally placed in private schools.
Click HERE to obtain the full text of the regulations published in the Code of Federal Regulations (34 CFR Parts 300 and 301). The regs are quite lengthy; the section referring specifically to children in private schools is found on pages 46766-46776.

# data[].attributes.attachment_link.title
Individuals With Disabilities Education Act 2004 (IDEA)

# data[].attributes.attachment_link.description
IDEA Provides Special Education Services for Students in Private and Religious Schools FAPE (the entitlement to a free and appropriate public education) does not apply to children who are parentally placed in private schools Children parentally placed in private schools are served with a proportionate share of the federal dollars generated under the provisions of IDEA There are some important provisions that are incorporated into the new law that should help students with disabilities who are in private schools obtain more equitable treatment than in the past.

# data[].attributes.attachment_link.authors[].name
Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

# data[].attributes.attachment_link.description
Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

# data[].attributes.headline
Provisions related to children with disabilities enrolled by their parents in private schools

# data[].attributes.subject
Provisions related to children with disabilities enrolled by their parents in private schools

# data[].attributes.attachment_link.readable_text
Beyond the Therapy Room - Integrated Therapy

Over the years, the staff at the VCU-Autism Center of Excellence have spent a great deal of time talking to and working with hundreds of related services therapists (Occupational Therapists, Speech Language Therapists, Physical Therapists, etc) throughout Virginia. The focus of our conversations have mostly been about how they deliver services to students on the spectrum in the most effective and efficient manner. More specifically, we have been discussing the importance of inclusive practices as it relates to many facets of a student's education. We know the research supports that better academic and social outcomes occur when supports are provided in the least restrictive settings . That being said, we also know that each child with autism is their own person with unique educational, social, and emotional needs which underscores the significance of individualized planning. When we consider service delivery models, there is no "one size fits all" approach and a continuum of models should always be offered based on needs. This article highlights the overall benefits of a service delivery model called, "Integrated Therapy" (IT), because of it's emphasis on least restrictive environment service delivery and emphasis on inclusion.

What is Integrated Therapy anyway? We are all familiar with the term "push-in" therapy. This is when the therapist works with the student in the classroom either separately from the rest of the class or within the context of the lesson and existing classroom structure. There are different interpretations of how this can be implemented but ultimately the student benefits by having less transition in and out of the class, more opportunities for practice with other adults and classmates, and embedding related services goals into the academic milieu. However, collaboration is important to the success of this model and it is possible data collection will be more difficult.

Integrated therapy incorporates the same therapy approach as "push-in" but adds additional structure to the relationships with teachers and overall process. In this service delivery model, supports are provided in the classroom, where the student is receiving instruction. Therapy is provided in a less restrictive setting and does not remove the student from the classroom or instruction. IT also helps students to generalize communication skills beyond the pull-out therapy setting and provides generalized benefits for all students. For example, a SLP has exposure to levels of communication (rate, volume, complexity) in natural environment, where she would not have in a typical therapy room.

A significant shift from the "push in" approach, is how IT emphasizes a close and productive relationship with the classroom teacher(s). In fact, the therapist and the teacher serve as the instructional team. The SLP, OT or other related services provider shares "his/her" lesson plan with the teacher and actually allows the teacher at times to reteach or echo the speech task. Conversely, the teacher, from time to time, lets go of "his/her" role as the main instructor and allows the therapist to provide some small group or whole group instruction. This is an example of a transdisciplinary team approach. The ultimate goal is for the two "experts" to let go of their traditional roles and build that capacity in the other person in order to completely collaborate with instruction. This "role release" results in greater efficiency and comprehensive service delivery. In addition, it allows more opportunity for data collection.

Is Integrated Therapy a good match for students with Autism? The answer is Yes! Students with autism have a difficult time generalizing skills from one environment to the next. This is also true for therapy services. Some children with autism may think that new skills learned in the therapy room are specific to those environments and students can be resistant to use new skills in other situations. When a therapist moves into the classroom, the skills are learned in a more inclusive environment with peers who can model skills, teachers who are present to collaborate with the therapist on specific learning tasks and opportune times to "push-in". This practice allows for more intensive, on-going involvement with the entire educational staff. Teachers often desire the modeling and demonstration that can be witnessed while the therapist is in the classroom. The carry over and transfer of new skills to the whole school environment leads to faster skill development. This collaborative strategy leads to enhanced learning and functional outcomes for children with autism. Additionally, having an ongoing view of the student's functioning in the general school settings allows for more relevant and meaningful instruction.

Integrated Therapy in Action

Speech Language Pathologists

The Alexandria City Public Schools ACE-Autism Team has chosen to build up the knowledge base and practice implementation of Integrated Therapy among their Speech Language Pathologists (SLP's). A goal on their VCU ACE Services Improvement Plan is to utilize trained SLP's as coaches to other SLPs as well as to teachers in order to implement integrated therapy across the division. The SLP's will not only support each other to ensure fidelity, they are also educating and coaching teachers to increase social communication skills instruction and opportunities with their classroom. Their division wide data collections indicated this was an area of need and as we know social communication deficits are a primary characteristic of Autism. They have a SLP devoted to this goal who is currently implementing the IT approach with her caseload and related teachers. They are creating ways to efficiently plan (i.e. google docs and others) as well as to ensure IEP goals are written in such a way to better reflect the service delivery.

For additional resources and testimonials on push-in and integrated therapy models:

Occupational Therapists

Several Occupational Therapists across the state have begun to implement an integrative therapy model for students with autism. For example, occupational therapists observe in classrooms to assist with students staying on task by providing non-intrusive classroom object or task or navigating the hallway without bumping into others by discussing personal space. The following are other creative ways that were implemented through the collaboration of teachers and occupational therapists through "push-in" services.

Poor cutting skills

Use thicker paper and larger lines to cut on

Cannot find anything in locker

Make a map of where things go in the locker and provide labels on shelves

Gets lost in school when moving from one classroom to another

Send student to locations when halls are less crowded

Provide visual cues in hall to mark locations

Match student with partner for transitions

References:

1. The 'Push-In' Model of School Therapy Building a case for providing therapy services directly in the classroom. Sarah Don, MS, OTR/L, Estee Katzenstein, MS, OTR/L, and Susan Weichbrod, OTR/L.

2. http://www.iidc.indiana.edu/pages/The-21st-Century-Speech-Language-Pathologist-and-Integrated-Services-in-Classrooms, The 21st Century Speech Language Pathologist and Integrated Services in Classrooms. Beverly Vicker, CCC-SLP.

# data[].attributes.attachment_link.title
Integrated Therapy - VCU Autism Center for Excellence

# data[].attributes.attachment_link.description
Over the years, the staff at the VCU-Autism Center of Excellence have spent a great deal of time talking to and working with hundreds of related services therapists (Occupational Therapists, Speech Language Therapists, Physical Therapists, etc) throughout Virginia. The focus of our conversations hav…

# data[].attributes.attachment_link.readable_text
Evaluation and Eligibility for Speech-Language Services in Schools

The terms used to describe entry and exit criteria for school-based services vary across the country. Some frequently used terms include eligibility, entry, exit, and dismissal. Regardless of what terms are used, it is critically important that speech-language pathologists (SLPs) understand the difference between the federal, state, and local requirements for an educational identification of a speech-language impairment or need for services under the Individuals with Disabilities Education Act (IDEA) and the procedures used for a clinical determination of speech or language impairment.

Overview of Regulations and Guidance

Speech and language services that are provided in schools to students with disabilities are offered as "special education and related services" under IDEA. The Individuals With Disabilities Education Act guarantees all children with disabilities a free and appropriate public education. Each state must follow the IDEA federal regulations, 34 CFR Parts 300 and 301 Assistance To States For The Education Of Children With Disabilities And Preschool Grants For Children With Disabilities Final Rule ( U.S. Department of Education, 2006; 34 CFR § 300-301) and develop their own state regulations (34 CFR § 300.149 b.). States may refer to these using a variety of terms including: "State Regulations" (VA), state "Rules" (CO, WI), or "Administrative Code Rules" (OH) "State Rules and Regulations" (AK), "State Board Policy" (MS), "Alabama Administrative Code" (AL), and "Arizona Revised Statutes" (AZ). For the purposes of this article, the term " state regulations" will be used. State regulations must follow IDEA federal regulations, but may also include additional requirements, frequently referred to as eligibility criteria. In some states, eligibility criteria may also be known as "operational definition." Because any additional requirements added must be followed and are only applicable in that particular state, SLPs must be aware of the specific requirements for their state in order to remain in compliance with federal and state regulations. A local education agency (LEA), sometimes called a school district or school division, may also develop additional policies or procedures that must be followed. The American Speech-Language-Hearing Association's (ASHA's) policy document, Guidelines For The Roles And Responsibilities Of The School-Based Speech-Language Pathologist, highlights assuring compliance with IDEA and state education agency (SEA) regulations in addition to local policies and procedures as a key responsibility of school based SLPs ( ASHA, 2010).

In addition to federal and state regulations, guidance documents may assist SLPs in understanding the federal and state regulations and best practice within the profession. Each SEA and LEA may determine if guidance is needed on a particular topic. Additionally, guidance from professional associations, such as ASHA, state speech-language-hearing associations, and related organizations, may inform the work of school SLPs. While regulations establish the framework of what is required, guidance generally provides additional information about how tasks should be done.

When regulations and guidance conflict, it is important to understand who has jurisdiction, the official power to make legal decisions and judgments. For school-based SLPs, federal and state regulations and local policies and procedures must be followed. Guidance from state and local education agencies, ASHA, and other professional associations may assist professionals in clinical decision making and advocacy, but do not supersede official regulations.

Services Under IDEA

Students who meet criteria set forth in federal regulations, and any additional state regulations for one of the 14 disability categories is eligible to receive "special education and related services." Speech-language impairment (SLI) is one of the 14 categories in IDEA federal regulations. Although most states use the term SLI, some may use another disability category name such as "Language Impaired" (MS) and "Speech Impairment" (ND).

The federal definition of special education requires that in order to be identified as a student with a disability, the student (1) have an impairment, that (2) results in an educational impact, that (3) requires specially designed instruction (34 CFR § 300.8). Federal and state regulations also set forth specific requirements for some disability categories (such as SLD). Students may be identified with up to three disability categories (a primary, secondary, and tertiary identification) according to IDEA. Additionally, under IDEA, students who do not meet state eligibility criteria for speech-language impairment may still receive speech and language services as a related service. In order to receive related services, a child must be eligible under at least one disability category and the child's Individual Education Program (IEP) team must determine that speech and language services are required (§300.304).

Under IDEA and state regulations, all educational decisions are made by the team. No single person may determine if a child is eligible for services or determine the amount or type of services.

Eligibility for SLI Identification

Speech-language impairment is defined in IDEA as "a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance," (34 CFR §300.8 a 11). Many states, including Louisiana, Ohio, Hawaii, Tennessee, Arizona, South Carolina, and North Dakota, use the federal definitions and/or regulations as written. Additional criteria or clarification, including exclusions, may be added to individual state's education regulations. Examples of states that have added additional requirements include Colorado, Florida, Oregon, and Virginia. States may not limit or reduce federal requirements under IDEA.

Some states may reiterate the federal requirements for eligibility under IDEA, in their state regulations. An example of this is the North Carolina requirement " for a student to be considered for intervention, the student's speech, language, voice, or fluency must be determined to have an adverse effect on educational performance," ( North Carolina Department of Public Instruction, 2010, NC 1500-2.11 b (16)). Another example of a reiteration of federal regulation is Ohio's definition of " a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational performance," ( Ohio Department of Education, 2014, 3301-51-01 B 10 d xi).

There are many states that have added specific criteria into their state regulations. This additional regulatory language may (1) provide clarification for requirements for special education evaluation or (2) force teams to examine and document possible factors in order to prevent inappropriate identification of students with disabilities. The federal government's State Performance Plan (SPP) IDEA Indicators 9 and 10 require that states collect data on disproportionate representation in special education by race (indicator 9) and disability category (indicator 10). This federally mandated data collection has increased attention to evaluation and eligibility practices in states. Table 1 includes examples of additional criteria found in various state regulations.

State

Additional Regulatory Language

NC
"To be determined eligible for services in the disability category of speech or language impairment, a child must meet the criteria listed in one or more of the following areas:(A) Articulation. It is required that a child's speech have: a. Two or more phonemic errors not expected at the child's age or developmental level observed during direct testing and/or in conversational speech, and/or b. Two or more phonological processes not expected at the child's age or development level observed during direct testing and/or in conversational/speech." N.C. 1503-2.5 d 12 (iii) (North Carolina, 2010)

When states utilize terms such as "significant discrepancy" and no specific definition is provided, each LEA may further define criteria for services under IDEA by interpreting state and federal regulations. These interpretations may be provided in either local policy or offered as guidance. Individual SLPs do not have the interpretive authority-the right to interpret or clarify regulations-and must adhere to local interpretations and work as part of the team. It is vital that SLPs be aware of and understand state regulations and any applicable guidance to ensure appropriate eligibility decisions in compliance with state and federal regulations.

Related Services

Speech-language therapy is a related service available to students with disabilities when the IEP team determines that it is required for the student to benefit from special education. When speech-language services are added as a related service, the criteria for related services is used, not the federal and state regulations for SLI identification. Although some states may have specific criteria, others may use the definition of related services from IDEA, "services as are required to assist a child with a disability to benefit from special education," as the criteria for addition of related services. Individual Education Program teams, including school-based SLPs, should have data to document their decision that services are required.

Some children may require specific services to be written into their IEP so they can benefit from their special education program. In order to make decisions about related services, IEP teams should review evaluation data and document their decisions. Related service providers with expertise should have input and may be a part of the IEP team or may contribute information in writing or by consulting with parents or staff. Some states, such as Arizona, Florida, North Carolina, and Virginia, offer guidance for related services to assist IEP teams with evaluation and decision making.

No Longer Eligible: Dismissal or Exit from Services

When it is believed that a student no longer requires services, the IEP team should be gathered to review data and determine next steps. This decision making process is delineated in state and local regulations. The process may vary between states, by locality, or depending on whether the child has an identification of SLI or is receiving speech-language services as a related service.

For a child with an SLI identification under IDEA, the team determines if a child is eligible as or continues to be a child with a disability. When a student no longer meets the required federal and state criteria, then their identification as a child with SLI ends. There is no separate federal criteria to end services, and all requirements for evaluation and documentation apply when considering a child who may no longer be eligible under the category of SLI.

Similarly, students who receive speech-language services as a related service have no separate federal criteria for ending a related service. In the absence of any state or local criteria, IEP teams must review the data and determine if the services continue to be required or are no longer required. Once again, SLPs must utilize state regulations and any applicable guidance to ensure compliance with state and federal regulations when considering whether or not students continue to receive services in schools under IDEA.

Evaluations of Students for Speech and Language Services

Although SLPs are trained clinically to determine if an impairment exists, school-based SLPs must work as part of an interdisciplinary team that uses a variety of assessment tools and strategies to gather developmental, functional, and academic information ( U.S. Department of Education, 2006; CFR 300.304). The team's evaluation should consider a student's abilities across tasks and settings to examine a student's communicative functioning in an educational program. Data from teachers, parents, and the student are necessary to examine not only the student's strengths and weaknesses, but the impact on the student's education and their need for specially designed instruction. Speech-language pathologists must ensure that their evaluation practices align with IDEA regulations and any state regulations or local requirements. Additionally, guidance is provided by many states and ASHA to assist SLPs with implementation of assessment practices that are evidence-based.

Regulations on Evaluation

The Individuals with Disabilities Education Act provides explicit regulations on evaluation that pertain to all disability categories, including SLI. Evaluation is a process that begins with a review of existing data. If existing data is not sufficient, then the team determines what additional data is required (34 CFR §300.305 a). It is vital that school-based SLPs view themselves as part of a team that will "draw upon information from a variety of sources, including aptitude and achievement tests, parent input, and teacher recommendations, as well as information about the child's physical condition, social or cultural background, and adaptive behavior" ( U.S. Department of Education, 2006, CFR 300.306 c i). This data from multiple sources is critical to decision making since IDEA prohibits the use of "any single measure or assessment as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program" ( U.S. Department of Education, 2006. CFR 300.304 b. 2). Additional regulations on evaluation procedures set forth requirements for all evaluations and address issues such as bias, culture, and cultural and linguistic differences. IDEA §300.304 requires the use of technically sound instruments that are selected and administered not to be discriminatory on a racial or cultural basis, and these instruments must be provided in the child's native language or other mode of communication and in the form most likely to yield accurate information.

Beyond IDEA's federal requirements, state regulations and local policies and procedures governing evaluation and eligibility decision making may include additional considerations or processes. Some states have added regulations that address the need for more comprehensive evaluation practices or that list assessment methods or techniques that are evidence-based and deserve recognition even though they may not provide a standardized score. Some examples from various states are included in Table 2.

Guidance on Evaluation

Specific guidance on evaluation, to assist SLPs in understanding how to implement the federal and state regulations, may be available in states. This guidance may be general and describe the evaluation process, highlight research and best practice, or specifically address a topic that state education agency staff have found problematic. In 2012, Spaulding acknowledged that "due to limited guidance offered by both ASHA and the research literature, school-based clinicians may turn to their state education department to identify recommended procedures" ( Spaulding, Szulga, & Figueria, 2012, p. 179).

Areas with specific guidance, including diagnostic accuracy, comprehensive assessment, culturally sound assessment, and the impact of poverty, are examined in greater detail below. Ultimately, school-based SLPs should be familiar with state regulations and guidance pertaining to evaluation published by their SEA and/or LEA and ensure that their own evaluation practices align with state and federal requirements.

Diagnostic Accuracy of Assessment Instruments

For more than a decade, researchers have suggested that norm-referenced measures should have at least 80% accuracy in discriminating language abilities ( Spaulding, Plante, & Farinella, 2006). Speech-language pathologists should review assessment instruments and consider the diagnostic accuracy, sensitivity, and specificity prior to use in educational evaluations ( Spaulding et al., 2006). In a 2013 study, Betz, Eickhoff, and Sullivan (2013) reported "the most discouraging finding [...] was the lack of correlation between frequency of test use and test accuracy" (p. 141).

State guidance that addresses overreliance on standardized assessment include "Standardized speech-language tests measure decontextualized communication skills using formalized procedures. Administered outside the normal contexts in which the child communicates, they capture neither the complexities nor the subtle nuances of the communication process," ( Connecticut State Department of Education, 2008, p. 23).

Additionally, SLPs are cautioned against reliance "solely, or even primarily, on norm-referenced assessment instruments to determine a student's communication abilities," ( Virginia Department of Education, 2011, p. 17). Even when tools selected meet criteria for diagnostic accuracy, careful review of test norms with consideration of the individual student is required.

Comprehensive Assessment

A comprehensive assessment by an SLP provides a picture of a child's functional language skills in relation to his/her ability to access the academic, and/or vocational program, and to progress in the educational setting ( Virginia Department of Education, 2011). A variety of data sources should be used to gather valuable information about the student's use of his/her communication skills in school. School-based data, including contextualized measures (e.g., statewide assessment) and academic activities (e.g., classwork and classroom observations) should be combined with data gathered by the SLP, including decontextualized tests (e.g., standardized or norm referenced tests) and SLP probe data to provide a comprehensive look at the student's communication abilities ( Moore & Montgomery, 2008). Many states recognize the importance of SLP probe data and include in their guidance information on dynamic assessment data, discourse assessment (e.g., language sample analysis and narrative assessment), play-based assessment, speech intelligibility measures, checklists, assessment of metacognitive and metalinguistic skills, and history and interview information from student, teacher, and parents/caregivers ( Colorado Department of Education, 2013; North Carolina Department of Public Instruction, 2006; Virginia Department of Education, 2011).

For example, in Florida, a language impairment is documented based on a comprehensive language evaluation, which includes an observation, standard score(s) significantly below the mean, and information gathered from parents and teachers. These pieces of data must align and show evidence of significant language deficits that interfere with the student's performance and/or functioning in the educational environment ( Florida Department of Education, 2010, SBE Rule 6A-6.030121, (7)(c), F.A.C.).

Federal regulations require that teams "use a variety of assessment tools and strategies" and that "no single measure or assessment [be] used as the sole criterion" for determining eligibility for services ( U. S. Department of Education, 2006; 34 CFR §300.304 b). The integration of additional data, including systematic observations and contextualized assessments, is needed to create a complete picture of a student's communication skills.

Each student presents with unique skills and abilities that are impacted by their life experiences and communication partners. Cultural differences and socioeconomic status have been shown to impact language and academic performance ( Roseberry-McKibbin, 2012) and should be considered when developing an individualized approach to student assessment and during analysis and interpretation.

Cultural Considerations in Assessment

A lack of cultural sensitivity may result in inadvertent over-identification of language learning impairments by identifying dialectally and culturally acceptable productions as inadequate relative to Standard American English. Test items that require a high level of knowledge and experience with mainstream culture are considered to have a high "cultural load." Test items that require a high level of proficiency with English are considered to have a high "language load." Ortiz reported that students with cultural and linguistic differences may score substantially lower (up to 35 points) than peers due to language and cultural differences ( Ortiz, 2005).

Dialects and Non-standard Varieties of English

Although non-standard varieties of English are rule-governed, patterned, and predictable, they still may be viewed as inferior to Standard American English ( Charity & Mallinson, 2011). Assessments requiring Standard American English (SAE) may result in an underrepresentation of ability or achievement when assessing students using a dialect such as Southern White English (SWE) or African American English (AAE) or those whose native language is not English. The SLP should be able to identify and distinguish contrastive features (features unique to the dialect) versus non-contrastive features (features shared with SAE) in order to differentiate a language disorder from a language difference ( Bland-Stewart, 2005). Educators who are familiar with common dialect features should identify dialectical differences when reviewing language or writing samples.

The Impact of Poverty on Language and Learning

In his 2004 article, Barton highlights the striking relationship between language and socio-economic status when he reveals that "Three-year-old children in professional families had a vocabulary as large as that of the parents [Emphasis added] in the study who were on welfare," ( Barton, 2004, "Home Learning Conditions"). Low socio-economic status (SES) students have been shown to be particularly at risk for difficulties with language and academic skills ( Pruitt & Oetting, 2009; Roseberry-McKibbin, 2012). During an assessment, SLPs should examine background knowledge, experience with narratives, exposure to Tier II vocabulary, understanding abstract and decontextualized language, and perseverance and self-efficacy skills carefully to discern lack of exposure (e.g., difference) from disorder.

Evaluation Components

Once a team determines a speech and language evaluation is required and consent is provided, the SLP determines the appropriate components to gather. Consideration of the issues raised by team members, specific areas of concern, and research and best practice information on assessment should guide the selection of tools and techniques that are individualized for each student. Using data sources beyond standardized and norm-referenced tests provides the opportunity to conduct a culturally sensitive assessment that considers individual student differences within the context of their home, community, and school environment ( Betz et al., 2013: Horton-Ikard, 2010).

Case History and Interviews

A case history is essential for gathering information on the development of a student's speech-language skills, significant birth and medical history, and academic, social, and emotional functioning. Additionally, it provides information about language models and language use in the community.

Interviews with parents, service providers, teachers, and the student provide valuable information about a student's effectiveness in communication. This information can provide insight into how the student's speaking, listening, writing, and reading skills are impacted by the student's speech and language skills in various environments. Student interviews, when appropriate, can disclose the student's perception of his or her communication skills and his or her motivation to address these skills. Free online modules examining critical questions for interviews are available from the Law and Evidence-based Approaches for Disability Evaluation and ReSources (LEADERSproject; Crowley, 2015).

Review of Student Work

This school-based information is a vital source of data for documenting the educational impact of a communication deficit.

Analysis of school performance includes reviewing educational records, collecting evidence of academic performance (including documents from class assignments, independent and group work, homework, class tests, and portfolios of class performance), and completing observations across a variety of educational contexts (classes, playground, extra-curricular activities, lunch, etc.). These observations provide insight into the student's speech language performance during real communication tasks. ( Virginia Department of Education, 2011, p. 19).

Language Disorders from Infancy Through Adolescence: Assessment and Intervention by Rhea Paul ( Paul, 2006) provides detailed information about use of student work in assessment.

Narrative Analysis and Language Sample Analysis (LSA)

Difficulties with narrative comprehension and production have been linked to students' difficulties with reading comprehension, writing, and social achievement ( Schachter & Craig, 2013). Narratives are sensitive indicators of language impairment in students; children and adolescents with compromised language skills typically produce shorter, less complete, and less elaborate narratives than their same-age, typical peers. Therefore, assessment of students' narrative abilities is an essential part of a comprehensive speech-language assessment.

"The diagnostic accuracy of distinguishing a language difference from language impairment is substantially increased when LSA is used in conjunction with standardized testing" ( Horton-Ikard, 2010, p. 17). Research shows that the diagnostic accuracy of narrative retells is high in addition to being a sensitive indicator of language impairment. This makes LSA a valuable tool in resolving the difference vs. disorder conundrum ( Horton-Ikard, 2010; Peña, Gilliam, & Bedore, 2004).

Dynamic Assessment

Dynamic assessment (DA) is a vital source of data for documenting the need for specialized instruction as part of determining eligibility for services under IDEA. In their article Dynamic Assessment of Diverse Children: A Tutorial, Gutierrez-Clellen and Peña (2001) explore graduated prompting, testing limits, and test-teach-retest. Dynamic assessment using the test-teach-retest method allows SLPs to systematically assess a student's ability to improve speech-language performance and determine the intensity of intervention required. This data can be used to distinguish speech-language impairments from speech-language differences (English as a second language/English language learner, nonmainstream dialect, at-risk populations). Dynamic assessment yields data-based recommendations for use in classrooms and intervention plans. Speech-language pathologists can use principles of dynamic assessment for a variety of tasks, including narratives, articulation, and fluency assessments. Peña et al. (2014) report that dynamic assessment consistently demonstrates good classification accuracy when attempting to differentiate children with diverse cultural and linguistic backgrounds from those with true language impairment.

Other Considerations for School Based SLPs

In addition to consideration of regulations and guidance for eligibility decision making, school-based SLPs should be aware of other topics or issues that may impact professional practice.

Educational Identification and Clinical Diagnosis

Prescriptions, diagnosis, or reports from professionals must be considered by the school-based team, but are not sufficient to make an eligibility or related service determination. The Individuals with Disabilities Education Act requires that the group consider information from multiple sources that documents the presence of an impairment, the adverse impact on educational performance, and the need for specially designed instruction. Additionally, teams must adhere to any state or local criteria.

School-based SLPs should be prepared to address the difference between educational identification under IDEA and clinical diagnosis of SLI. One way to highlight the difference is to review the criteria for the specific disability category mandated by IDEA and their own state and local special education regulations. Speech-language pathologists and teams should, and in some states are required to, have data to substantiate the educational impact and need for specially designed instruction that is a direct result of the child's impairment. It is possible for a student to have a clinical diagnosis of SLI but not meet the federal and state criteria for an educational identification as a child with a speech-language impairment under IDEA or require services through an IEP.

Multi-Tiered System of Supports (MTSS) and Response to Intervention (RtI)

Although this article addresses the requirements and best practice for identification of students under IDEA, many SLPs are increasingly being asked to support students in other programs that support students who may be struggling such as MTSS and RtI. To ensure compliance with state and federal requirements, SLPs should learn about state and local requirements for participation in MTSS and RtI initiatives. Some SEAs or LEAs may provide funding for or relief from IDEA work assignments that can be used to create a balanced workload. Although SLPs are qualified to address many areas of concern, it is critical that they understand the differing requirements between IDEA requirement and services and other programs.

Cognitive Referencing

Cognitive referencing is the practice of comparing IQ and language scores for the purpose of eligibility decision making for speech-language intervention. This practice is based on the assumption that language functioning does not surpass cognitive levels. "Research results in recent years have demonstrated that cognitive prerequisites are neither sufficient nor even necessary for language to emerge," (ASHA, n.d., para. 1) The use of cognitive referencing is not supported by many states. For example, West Virginia guidance states that

IDEA does not require a significant discrepancy between intellectual ability and achievement for a student to be found eligible for speech therapy. The use of cognitive referencing within an organization to determine eligibility for speech-language services is inconsistent with IDEA's requirement to determine services based on individual needs. ( West Virginia Department of Education, 2011, p. 12)

Virginia's guidance states that, "students with significant impairments of intellect may respond well to speech-language interventions, therefore improving their ability to succeed academically and in the community," ( Virginia Department of Education, 2011, p. 30).

Furthermore, peer-reviewed articles such as Basing eligibility on discrepancy criteria: A bad idea whose time has passed ( Nelson, 2000) and ASHA's Cognitive Referencing resources ( ASHA, n.d.) for professionals should be considered with respect to state and local regulations.

Conclusion

Speech-language pathologists must understand the difference between educational identification under IDEA and clinical diagnosis of SLI and the requirements of IDEA and any state and local regulations. As members of the team, SLPs must adhere to their state eligibility criteria and special education regulations when making determinations about eligibility for services.

State education agencies and professional associations provide many resources for school-based SLPs. Table 3 provides examples of state guidance documents that are available to assist SLPs and teams with decision making. The State Education Agencies Communication Disabilities Council (SEACDC) maintains a list of states with guidance documents for SLPs. A resource to assist school-based SLPs in reviewing state and local requirements and increase awareness of specific state requirements and availability of guidance, the Checklist of Requirements for Determination of SLP Services In Schools tool, is available as a free download ( State Education Agencies Communication Disabilities Council, 2016).

Utilizing data from multiple sources and avoiding overreliance on standardized norm-referenced tests when presenting information to the team is paramount. The limited diagnostic accuracy of standardized assessments and utility of evidence-based assessment techniques such as language sample analysis and dynamic assessment should be considered. A comprehensive assessment that attends to the student's unique presentation and considers the potential impact of dialect, low socioeconomic status, and cultural differences is vital for decision making.

Teams should be able to clearly differentiate between clinical and educational decision making requirements and be aware of their state's regulations or guidance on topics such as cognitive referencing, the role of the SLP, and supports available to students outside of IDEA (e.g., RtI or MTSS).

When considering if a student meets entry or exit criteria for services, SLPs must follow all state regulations and local policies and procedures and should be aware of non-binding guidance available to assist members of the IEP team in making a determination of need for services.

Use of state-specific criteria is required and consideration of guidance and best practice information is critical. Recall that state eligibility criteria may contain specific language to: (1) mandate use of specific evaluation practices and ensure adequate documentation, (2) document the presence or absence of specific features, or (3) provide exclusions intended to limit mis- or over-identification. Additionally, attention to research and evidence-based practice recommendations for diagnostic accuracy, analysis and interpretation of assessment, considerations for culture and socioeconomic status, and other factors is vital for the decision making process.

Author Note

We would like to acknowledge the members of the State Education Agency Communication Disabilities Council (SEACDC) for sharing specific state regulations and guidance used as examples in this article. Additional information can be found online at http://www.seacdc.org/resources.html. Correspondence concerning this article should be addressed to Marie Ireland marie.ireland@doe.virginia.gov or Barbara J. Conrad conrad@esclc.org.

References

Barton, P.. (2004). Why does the gap persist? Educational Leadership, 62(3), 8-13. Retrieved from http://www.ascd.org/publications/educational-leadership/nov04/vol62/num03/Why-Does-the-Gap-Persist%C2%A2.aspx

Charity, H. A. H., & Mallinson, C. (2011). Understanding English language variation in U.S. schools. New York, NY: Teachers College Press.

Crowley, C. (2015). Critical questions for the parent interview part 1 (DDPE Playlist: Module 2). Law and Evidence-based Approaches for Disability Evaluation and ReSources (LEADERSproject). Retrieved fromhttp://www.leadersproject.org/2015/04/07/ddpe-module-2-critical-questions-for-the-parent-interview-part-1/

Kentucky Department of Education. (2012). Frankfurt, KY: Author. Retrieved from

Moore, B. J., & Montgomery, K. (2008) Making a difference for America's children speech-language pathologists in public schools. Austin, TX: Pro-Ed.

Nelson, N. W. (2000). Basing eligibility on discrepancy criteria: A bad idea whose time has passed. 7(1), 8-12. doi: 10.1044/lle7.1.8. Retrieved from Perspectives on Language Learning and Education, http://sig1perspectives.pubs.asha.org/article.aspx?articleid=1753528

Ortiz, S. (2005). The Culture-Language Test Classifications (C-Ltc) And Culture-Language Interpretive Matrix (C-LIM). Retrieved from http://facpub.stjohns.edu/~flanagad/cross-battery/downloads/C-LTC%20and%20C-LIM%20-%20Complete%20Packet.doc

Paul, R. (2006). Language disorders from infancy through adolescence: Assessment & intervention (3rd ed.). St. Louis, Mo.: Mosby Elsevier.

Pruitt, S., & Oetting, J. (2009). Past tense marking by African American English-speaking children reared in poverty. Journal of Speech, Language, and Hearing Research, 52, 2-15. doi: 10.1044/1092-4388(2008/07-0176)

Roseberry-McKibbin, C. (2012, July). Presentation at the ASHA Schools Conference, Milwaukee, WI.The impact of poverty and homelessness on children's oral and literate language: Practical implications for service delivery.

Author Notes

Financial: Marie Ireland and Barbara J. Conrad have no relevant financial relationships to disclose.

Nonfinancial: Marie Ireland and Barbara J. Conrad have no relevant nonfinancial relationships to disclose.

# data[].attributes.attachment_link.title
Evaluation and Eligibility for Speech-Language Services in Schools

# data[].attributes.attachment_link.description
Evaluation and Eligibility for Speech-Language Services in Schools The terms used to describe entry and exit criteria for school-based services vary across the country. Some frequently used terms include eligibility, entry, exit, and dismissal.

# data[].attributes.headline
Tips for Integrating Therapy in the Classroom

# data[].attributes.subject
Tips for Integrating Therapy in the Classroom

# data[].attributes.headline
How to integrate therapy in the classroom

# data[].attributes.subject
How to integrate therapy in the classroom

# data[].attributes.attachment_link.title
Individuals with Disabilities Education Act (IDEA)

# data[].attributes.attachment_link.description
The U.S. Department of Education's Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

# data[].attributes.attachment_link.readable_text
Frequently Asked Questions Regarding Serving Children With Disabilities Placed by Their Parents in Private Schools

1. How can private schools and parents obtain information regarding the special education and related services that may be available for their students with disabilities?
General information regarding the provision of services for parentally-placed private school students with disabilities is available through the FCPS Office of Special Education Parent Resource Center; phone703-204-3941, the Parent Resource Center website or at the Parentally Placed Students with Disabilities Attending Private Schools website. Parents can also contact their student's FCPS early childhood assessment site, FCPS base school, or Due Process and Eligibility, at 571-423-4470.

2. Is Child Find only for preschool aged children?
Child Find refers to the active and continuing efforts of the school division to identify, locate, and evaluate any child, birth to 21 years inclusive, who resides within the jurisdiction of Fairfax County and is suspected of being a child with a disability. These activities are required by state regulation. This includes resident children who do not attend public school but attend private schools in Fairfax County. It also includes non-resident children who are parentally placed in private schools in Fairfax County. Non-resident children can also utilize their own local educational agency's (LEA) Child Find process.

3. How do parents of private school students refer their child when they believe their child needs special education services?
For students who live in Fairfax County, a referral for screening should be made to the FCPS school, based on the student's home address. The Multipurpose Referral form can be found at theForms Related to Special Education website. For private school students who do not reside in Fairfax County a referral should be made to the FCPS school, based on the private school's address. Parents need to register their child at an FCPS school before initiating the screening process for special education. General registration information can be found at the General Registration Requirements website.

4. Can a student receive services if the student has been evaluated privately?
The school division must follow the prescribed guidelines for determining special education eligibility. Private evaluations presented by parents during the screening and eligibility process are considered, along with other information, in determining whether a student is eligible for special education and related services.

5. What happens if a parent disagrees with Child Find activities for children who attend a private school?
Parents have the right to request a due process hearing regarding child find procedures.

Parents have the right to refuse to have their child evaluated or reevaluated to determine if the child is or continues to be eligible for special education and related services. However, if the parent refuses to consent to the evaluation, or reevaluation, the child may not receive services under an ISP.

6. If a private school student is determined to be eligible for special education services and the parents reject services offered through an IEP, what is the process if the parent later requests support?
For students who reside in Fairfax County, the parents would make a request for services by contacting the FCPS school, based on the student's home address or base school. The IEP/ISP team would convene to determine whether updated information is needed, and what, if any, services the student would receive. If the student returns to the public school, an IEP would be proposed. If the student continues to attend the private school, an ISP may be offered. For students who reside outside of Fairfax County, but attend a private school located within Fairfax County, the parent would contact the FCPS school based on the private school's address and request an ISP meeting. Parents interested in an IEP, would contact their county of residence.

7. Who can receive services under an ISP?
The child with a disability must:

Be attending a nonprofit elementary, secondary, located within FCPS, or be home instructed within FCPS; and

Need the service(s) that FCPS has agreed to provide to these children.

8. What special education services can a student receive through an ISP?
After consultation with representatives of private schools, home-schools, and parents, FCPS has determined that these students may receive occupational therapy (OT), physical therapy (PT) speech language (SL) and vision impairment (VI) services in accordance with their ISP.

9. What happens if a parent disagrees with the type or amount of ISP services being offered?
Parents do not have the right to request a due process hearing in this scenario. Parents may file a written complaint to Virginia Department of Education (VDOE) if parents believe FCPS violated the law regarding the provision of services to the private school child.

A private school official has the right to file a complaint with the VDOE if the school division does not have timely and meaningful consultation with representatives from the private schools and parents of a private schooled and home-instructed children, or if the school division did not appropriately consider the views of the private school official.

10. Where would a student be served if the family resides in Fairfax County and he or she is parentally placed in a private school in Fairfax County?
Registration and screening take place at the student's neighborhood FCPS school. If the child's base school is not known, school boundary information is available at571-423-2330 or on the FCPS Boundary Locator website.

SL services are provided at the designated FCPS school. OT and PT services can be provided at the designated FCPS school or at the private school with parental agreement. VI services can be provided at the student's private school, with parental agreement. Services are provided at a mutually agreeable time during school hours.

11. Where would a student be served if the family resides outside Fairfax County, but the student is parentally placed in a private school located within Fairfax County?
A non-resident student who is eligible for special education services or who is suspected of having a disability and may require special education services should seek assistance from the FCPS school based on the private school's address.

SL services are provided at the designated FCPS school. OT and PT services can be provided at the designated FCPS school or at the private school with parental agreement. VI services can be provided at the student's private school, with parental agreement. Services are provided at a mutually agreeable time during school hours.

12. Where would a pre-school aged student receive services if the family resides within Fairfax County, but the student attends private preschool located outside Fairfax County?
If the student who lives in Fairfax County attends a non-profit preschool that utilizes a formal curriculum aligned with the Virginia Foundation Blocks for Early Learning outside of Fairfax County, the student may qualify for an ISP through the school division in which the private school is located, if the child does not access the proposed FCPS IEP special education services.

If IEP services can be delivered during the school week within Fairfax County, we would implement the IEP.

If IEP services cannot be delivered during the school week within Fairfax County due to student unavailability during the school day, parents would take the FCPS IEP to the school division where private school is located and request an ISP.

13. Does FCPS have to provide transportation for students receiving ISP services?
FCPS must provide transportation for students receiving ISP services if it is necessary for the child to benefit from or participate in the services provided by the ISP. The student can receive transportation from the child's private school or the child's home to the service site and from the service site to the private school or to the child's home depending on the timing of the service. FCPS does not provide transportation outside Fairfax County. If transportation is required, the service site will be determined in collaboration between the transportation department and the services program manager.

14. Who is responsible for conducting the reevaluation and managing special education services for a parentally placed private school student with an ISP?
The reevaluation should take place in the school where the student is receiving special education services. The school providing services manages the student's ISP. If the student is not receiving ISP services, the base school should manage the reevaluation.

15. What is home instruction?
Home instruction means instruction of a child by a parent or guardian as an alternative to attendance in a public or private school. To provide home instruction to a child, the parent must:

Obtain the approval of the school division superintendent; and

Comply with VDOE requirement and the Code of Virginia.
In accordance withSection 22.1-254.1 of the Code of Virginia, any parent may elect to provide home instruction for his or her school-age child in lieu of school attendance. Parents should refer to the Home Instruction website.

16. Can FCPS screen private school students for Section 504 Qualification?
FCPS has a Child Find obligation to identify all children who live or go to school within Fairfax County, ages 2-21, inclusive, who may have a disability. FCPS receives referrals for evaluation and forwards these to the base school's local screening committee, or in the case of a preschool child who is not yet a rising kindergartner, to the early childhood diagnostic center's local screening committee. The local screening committee's role is to review all referrals for suspected disability and determine whether it is appropriate to move forward with an evaluation for special education and/or Section 504. For additional information please visit theSection 504 Information website.

17. If a student qualifies with a disability under Section 504, who writes the 504 Plan?
Once a child qualifies with a disability under Section 504, FCPS is responsible for convening a knowledgeable committee to develop a 504 Plan, should the child be a Fairfax County resident who is eligible to participate in an educational program that is currently offered in FCPS to non-disabled children their age. For example, although FCPS does not currently offer "universal" preschool for all 3 and 4-year old's, it does offer Head Start (FECEP) preschool classes.

Therefore, if a 504-eligible preschool-aged child is eligible to attend Head Start in Fairfax County, the knowledgeable committee would move forward to develop a 504 Plan for that child. If a child were to qualify under Section 504 in the spring or summer before their kindergarten year, the knowledgeable committee (typically, at the child's neighborhood school) is required to develop a 504 Plan within 30 calendar days of eligibility.

It is also the responsibility of the FCPS neighborhood (base) school to develop a 504 Plan for all eligible school-aged children who live within the County and who will be enrolled in FCPS. While newly-eligible (or those who recently moved into the County) nonpublic school students are generally offered an initial 504 Plan (indicating what the school district would implement should the student enroll), FCPS does not routinely update 504 Plans on a yearly basis for nonpublic school students.

For 504-eligible children who attend a private school within Fairfax County but who reside outside of the County, it is the local educational agency (LEA) associated with their place of residence that is responsible for the development of a 504 Plan.

18. Can a private school student access AIM-VA?
Yes, once a student begins receiving ISP services, a state testing identification number will be issued, and the team can complete the AIM-VA paper forms to submit to AIM-VA along with the student's ISP. The student must have a current ISP and be accessing services, to access AIM-VA.

19. How can private school students access FCPS summer programs?
Students of Fairfax County residents enrolled in private schools and students of non-Fairfax County residents may enroll in FCPS summer programs by providing proof of residency (for Fairfax County residents), birth certificate, current report card or official transcript, current record of physical examination, and proof of immunizations. For additional information, please visit theSummer Learning website.

20. Can a home instructed student enroll in classes in an FCPS school?
Section 22.1-253.13:2.N of the Code of Virginia allows school boards to permit part-time attendance of children receiving home instruction under the provisions of § 22.1-254.1 of the Code of Virginia. Parents or guardian who have met the requirements to home school in Virginia may apply to enroll their middle and/or high school aged students (grade 7-12) in up to a maximum of two core curriculum courses (English, mathematics, science, social studies or world language) per year, to the extent that space and resources allow. Courses may be accessed either 1) On-site and/or 2) Online, as defined below.

21. Can a private school student or home instructed student access extracurricular activities through FCPS?
Students who are home instructed, attend private schools, or are partially enrolled in home-instruction are not eligible for participation in school-sponsored athletics, student organizations and clubs, or other curricular or extracurricular activities and must limit their presence on campus to the times of their class(es), except when attending events open to the general public or when complying with a bona fide request made by a teacher or administrator. Except as noted above, home instructed students will not be permitted to participate in extracurricular activities, except as required by law.
Participation in certain interscholastic activities such as varsity sports is governed by policies of the Virginia High School League (VHSL).

22. Can private school students be brought to an FCPS school to learn to use technology that may be available at the private school?
Fairfax County private school teachers may participate in training related to the use of specific technologies on a space available basis. Currently, there is not an option for students to access training for specific technologies, through FCPS.

23. Can a private school staff member attend FCPS workshops and/or classes?
Private school personnel may access FCPS workshops and/or classes based on space available. Should the private school require specific training they should contact the special education office and/or the parent resource center to see if related topics are available.

24. How long are special services files maintained?
Special education and special services files are managed in accordance with the FCPS Management of the Student Scholastic Record manual. Special education files include records of access and/or disclosure of student records, referrals, local screening committee forms, permission to test, eligibility committee decisions, and evaluation and assessments.

25. What happens if a student is unable to attend school due to a medical condition?
If a student with an ISP attending a private school incurs a head injury or other illness and may require homebound services, the student goes back to their home LEA for an updated eligibility and IEP. The student who resides outside Fairfax County, may not access homebound services through FCPS.

26. What occurs when a student who attended an FCPS school is withdrawn from FCPS and parentally placed in a private school or to receive home instruction?
A unilateral withdrawal letter will be written, following the unilateral withdrawal procedures, with no reimbursement request. TheUnilateral Withdrawal from FCPS letter (SS/SE-128) should be written and provided to the parent. An ISP may then be considered.

27. Can preschool students who reside in Fairfax County receive related services through an ISP?
No, preschool students who reside in Fairfax County will receive related services through an IEP. Please contact Due Process and Eligibility for specific guidance.

28. What are parents dispute resolution options if they are in disagreement?

Due Process Procedures
The procedures relative to procedural safeguards, consent, mediation, due process hearings, attorneys' fees, and surrogate parents do apply to complaints that a local school division has failed to meet the requirements of Child Find (including the requirements of referral for evaluation, evaluation, and eligibility) for parentally placed private school children with disabilities.

Hearings
The procedures relative to procedural safeguards, consent, mediation, due process hearings, attorneys' fees, and surrogate parents do not apply to complaints that a local school division has failed to meet the provision of services indicated on the child's services plan.

State Complaints
Complaints that the Virginia Department of Education or local school division has failed to meet the any requirements regarding parentally placed private school children with disabilities may be filed under the procedures in 8VAC20-81-200.

Responsible Party
The dispute resolution options described above to the local educational agency (LEA) in which the private school is located.

Independent Educational Evaluations
Parents have the right to an independent educational evaluation (IEE) at FCPS expense if the parent(s) disagrees with an evaluation conducted by FCPS.

Questions regarding dispute resolution options should be directed to Due Process and Eligibility at 571-423-4470.

# data[].attributes.attachment_link.description
Frequently Asked Questions Regarding Serving Children With Disabilities Placed by Their Parents in Private Schools How can private schools and parents obtain information regarding the special education and related services that may be available for their students with disabilities?

# data[].attributes.headline
Guidance from the Department of Education on Serving Children with Disabilities paced in private schools by their parents. 

# data[].attributes.subject
Guidance from the Department of Education on Serving Children with Disabilities paced in private schools by their parents. 

# data[].attributes.attachment_link.readable_text
Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Special Education COVID-19 Information

The Virginia Department of Education (VDOE) has been working closely with the Governor's Office, the Virginia Department of Health, and other state agencies to ensure our public schools and communities have the most up-to-date information and resources. The health and safety of our children and staff are our top priorities. Visit COVID-19 & Virginia Public Schools for access to the latest updates. Information specific to Special Education is provided below.

Guidance from the U. S. Department of Education

The Virginia Department of Education (VDOE) continues to ensure additional guidance from the U. S. Department of Education (USED) is available directly to local school divisions. The USED's Office of Special Education Programs has also issued multiple Q & A documents related to COVID-19 and the implementation of IDEA under this pandemic. Additional U. S. Department of Education guidance specific to the COVID-19 pandemic may be found online at https://www.ed.gov/coronavirus .

COVID-19 Parent Guide

The VDOE has created this guide to serve as a resource for parents, families and caregivers on a variety of topics related to COVID-19 and their students.

Social-Emotional Wellness Quick Guides

Social-Emotional Wellness Quick Guides - These Quick Guides are designed to provide information and resources to educators and parents in a succinct and simple layout. The guides address specific vulnerable populations (eg., early learners, military students, etc) and include essential questions and considerations.

Guidance from the Department of Special Education & Student Services

Virtual IEP Meeting Tip Sheets

Virtual IEP Meeting Tip Sheets - Resource developed by U. S. Department of Education grant funded centers to support parents in how to hold and participate in virtual individualized education program (IEP) meetings.

Special Education Instructional Resources

Academy for Aspiring Special Education Leaders

Academy for Aspiring Special Education Leaders - a yearlong program that includes a three-day workshop in August followed by monthly, two-day seminars, observations, assignments and field experiences. For more information, see Special Education Leadership Academies.

Introduction

The Individuals with Disability Education Act (IDEA) guarantees a free appropriate public education to all eligible children with disabilities. The steps in the special education process include:

1. Identification and referral

2. Evaluation

3. Determination of eligibility

4. Development of an individualized education program (IEP) and determination of services

5. Reevaluation

There are timelines schools must follow for each step. Timelines help to prevent any delay. Procedural safeguards, which are rights given to the parents of a child with a disability and the child upon reaching the age of majority (age 18), ensure that the child is provided a free appropriate public education according to the Federal and State rules. The services and placement of students with disabilities who need special education, are developed through an IEP, which is the responsibility of local public school divisions. The Federal and State definition of special education and specially designed instruction are:

" Special education" means specially designed instruction, at no cost to the parent(s), to meet the unique needs of a child with a disability, including instruction conducted in a classroom, in the home, in hospitals, in institutions, and in other settings and instruction in physical education. The term includes each of the following if it meets the requirements of the definition of special education: (§ 22.1-213 of the Code of Virginia; 34 CFR 300.39)

1. Speech-language pathology services or any other related service, if the service is considered special education rather than a related service under state standards;

2. Vocational education; and

3. Travel training.

" Specially designed instruction" means adapting, as appropriate to the needs of an eligible
child, the content, methodology, or delivery of instruction: (34 CFR 300.39(b)(3))

1. To address the unique needs of the child that result from the child's disability; and

2. To ensure access of the child to the general curriculum, so that the child can meet the educational standards that apply to all children within the jurisdiction of the local educational agency.

Evaluation & Eligibility
Resources

Outside Resources

Contact Information

# data[].attributes.headline
Discovery Speech and Occupational Therapy, LLC

# data[].attributes.subject
Discovery Speech and Occupational Therapy, LLC

# data[].attributes.attachment_link.provider_name
Discovery Speech and Occupation Therapy, LLC

# data[].attributes.attachment_link.readable_text
Mission Statement:
​Discovery Speech and Occupational Therapy provides speech therapy and occupational therapy (OT) to help our pediatric clients achieve their highest potential. Our team facilitates skill development through play with  research-based and family centered therapy, including collaboration with providers and related professionals.

Hearing and speaking are the essence of communication. Discovery utilizes a range of diverse range of treatments that have proven to enhance a struggling child's ability.

Occupational Therapy (OT)

A child’s primary occupation is to play! Discovery's OT services improve the fundamental skills in the daily occupations of children.​

"Elizabeth Spoth was instrumental in pinpointing the exact nature of our daughter's MERLD diagnosis. Previous evaluations had never even mentioned this disorder. She has made great improvements in her language and social skills thanks to her weekly sessions with Elizabeth."  - Marley's mom and dad
"Carole has really helped my son, but she also helped me through the stress of starting occupational therapy when I knew nothing about the process. He loved “Ms. Carole” and would run into his appointments every week with excitement. Her patience, diligence and kindness are real assets in her work. We just took our first family vacation where I didn’t have to deal with dozens of meltdowns. My son was the calmest out of all of the kids there and when he did get upset, he would lie on the ground and say “I’m really upset” instead of having a tantrum or lashing out. Truly a relief!"  -Ewan's mom

Contact Us:

Elizabeth Spoth, Director of Speech Therapy
​email: espoth@discoveryspeechOT.com phone: (732) 492-0825
Carole Fleming, Director of Occupational Therapy
email:
cfleming@discoveryspeechOT.com phone: (732) 492-6532
300 N. Washington Street, Suite 102, Falls Church, Virginia 22046

# data[].attributes.attachment_link.title
Discovery Speech and Occupational Therapy, LLC

# data[].attributes.attachment_link.description
Discovery Speech and Occupational Therapy, LLC provides speech and occupational therapy (OT) to help our pediatric clients achieve their highest potential in the Northern Virginia / Washington, DC area.

# data[].attributes.headline
Temple Rodef Shalom Early Childhood Center

# data[].attributes.subject
Temple Rodef Shalom Early Childhood Center

# data[].attributes.attachment_link.readable_text
TRS Early Childhood Center  | 2100 Westmoreland St., Falls Church, VA  22043 | 703.532.2227  |

formerly Temple Rodef Shalom Nursery School

Follow us on...

acebook

# data[].attributes.attachment_link.title
Early Childhood Center | Temple Rodef Shalom Nursery School | United States

# data[].attributes.attachment_link.description
Temple Rodef Shalom Nursery School provides a joyful and nurturing learning environment.

# data[].attributes.attachment_link.readable_text
We are committed to reaching all , including traditionally underserved families who face additional obstacles in accessing and disability services in Virginia.

We strive to provide with the tools, information, and resources needed to effectively navigate special education and become their child's best

# data[].attributes.attachment_link.description
We are committed to reaching all , including traditionally underserved families who face additional obstacles in accessing and disability services in Virginia. We strive to provide with the tools, information, and resources needed to effectively navigate special education and become their child's best