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The following individuals can refer a student for special education services...

A student's parent

A representative of the school district in which the student resides OR the public school district the student legally attends or is eligible to attend

The head or a representative of a public agency with responsibility for the education of the student AND a representative of an education program affiliated with a childcare institution with a committee on special education responsibility

The following individuals who can request a referral for initial evaluation include...

A professional staff member of the school district in which the student resides OR the public or private school the student legally attends or is eligible to attend

A doctor

A judge

A professional staff member with responsibility for the welfare, health, or education of children

A student who is 18 years of age or older OR an emancipated minor who is eligible to attend the public schools of the district

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What evaluations must be included in the initial referral process?

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What evaluations must be included in the initial referral process?

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The following assessments must be included in the initial referral process...

Information provided by the parent (gather relevant, functional, developmental, and academic information about the student)

Physical examination

An individual psychological evaluation EXCEPT when a school psychologist deems further evaluation as unnecessary

A social history

An observation of the student in the student's learning environment

Other appropriate assessments or evaluations may include...

FBA

BIP

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Key features of each classification (*learning disability)​

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Key features of each classification (*learning disability)​

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Autism- A developmental disability that significantly affects verbal and non-verbal communication and social interaction. It is usually evident before three years of age and affects a student's educational performance. Signs include repetitive activities, resistance to change, and unusual responses to sensory.

Deafness- A hearing impairment that is so severe that the student is impaired in processing audible information through hearing with or without aids that adversely affects a student's educational performance.

Deaf-blindness- Both hearing and visual impairments. This combination affects communication and other developmental and educational needs severely, that cannot be accommodated in special education programs solely for deaf OR blind students.

Emotional Disability- A chronic emotional condition that is so significant that it impacts a student's academic performance. Signs include an inability to learn (that cannot be explained by factors such as intellectual, sensory, or health), an inability to build or maintain relationships with peers or teachers, inappropriate behaviors or feelings under normal circumstances, a general mood of unhappiness or depression, and a tendency to develop physical symptoms or fears with school and personal problems. Schizophrenia falls under Emotional Disability.

Hearing impairment- an impairment in hearing, whether permanent or acute, that adversely affects the child's educational performance. This does not fall under Deafness.

*Learning Disability- A disorder in which one or more of the basic psychological processes is affected. Thisinvolves understanding or using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The conditions included in this classification include perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The disabilities that do not fall under this classification include learning problems that are primarily the result of sensory disabilities as well as intellectual disability, emotional disability, or environmental, cultural, or economic disadvantage.

Intellectual Disability- An individual who falls under this classification will be severely below average in general intellectual functioning, and adaptive behavior and will affect their educational performance. This is chronic and will appear in childhood.

Multiple Disabilities- Any of the listed impairments together that cause severe educational needs that a special education program cannot accommodate solely for one of the disabilities.

Orthopedic Impairment- a severe orthopedic impairment that severely affects a student's educational performance. Some disabilities that fall under this classification include impairments caused by congenital anomaly (e.g., clubfoot, missing limbs or digits, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputation, and fractures or burns which cause contractures)

Other Health Impairment- Having limited stamina which results in limited alertness in the educational environment is due to health problems. These diagnoses include chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, attention deficit disorder or attention deficit hyperactivity disorder or Tourette syndrome, which adversely affects a student's educational performance.

Speech or Language Impairment- a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a student's educational performance.

Traumatic Brain Injury- A brain injury acquired by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, anoxia, or brain tumors with resulting impairments that adversely affect educational performance. The medical conditions must result in mild, moderate, or severe impairments in one or more areas, including cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. This classification does not include congenital brain injuries.

Visual Impairment- Includes blindness. This classification is given when a student is visually impaired, despite corrective lenses or any other procedure to enhance vision.

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IEP implementation, purpose of annual review, Due process procedures​.

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IEP implementation, purpose of annual review, Due process procedures​.

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IEP Implementation
Special education teachers follow each student’s Individualized Education Program (IEP). This plan lists the help and services a student needs to do well in school. Teachers make sure the student gets these supports, like extra time on tests or small group instruction. They also keep track of how the student is doing and work with other teachers and parents to make changes if needed.

Purpose of the Annual Review
Every year, the IEP team meets to check if the student’s plan is still working. Parents, teachers, and other school staff talk about the student’s progress and decide if any changes are needed. They might update goals, add new supports, or keep things the same if the student is doing well. The goal is to make sure the student continues to get the right help.

Due Process Procedures
If parents do not agree with a school’s decision about their child’s special education, they have the right to speak up. First, they can try to solve the problem by talking with the school. If they still disagree, they can ask for a meeting with a neutral person who helps find a fair solution. If needed, a formal hearing can take place where a decision is made. These steps help make sure every child gets the support they need.

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The members of the CSE committee include

. parents or persons in a parental relationship to the student

. regular education teacher of the student

. special education teacher of the student

. school psychologist

. representative of the school district

. An individual who can interpret the instructional implications of evaluation results

. school physician

. An additional parent member of a student with a disability residing in the school district

. other people with expertise in the student

. the student

Each child care institution shall appoint a committee on special education in accordance with the provisions of the Educational Law

The board of education in the city school district, which has a population that exceeds 125,000, shall appoint subcommittees on special education

The subcommittee shall include

. the parents of the student

. regular education teacher of the student

. student special education teacher

. representative of the school district

. school psychologist

. An individual who can interpret the instructional implications of evaluation results

. other people who have knowledge of the student

. the student

Each subcommittee may perform the functions of the committee on special education pursuant to the provisions of Educational Law

Each subcommittee may not perform when a student is considered for initial placement in a special class, a special class outside of school, or a school primary serving students with disabilities

Written request from parent or legal guardian of the student

Each subcommittee shall report annually the status of each student with a disability

The regular education teacher must take part in the development, review, and revision of the student's IEP

Chairperson of the committee

Member Attendance

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If the student has been determined to be eligible for special education services, the committee shall develop an IEP

Must consider the results of the initial or recent evaluation, the student's strengths, and the concerns of the parents for enhancing the education of their child, the academic, developmental, and functional needs of the student

The recommendations shall include

. present levels of performance

. disability classification

. measurable annual goals

. short-term instructional objectives and benchmarks

. special education services and programs

. testing accommodations

. participation in state and districtwide assessments

. participate in a regular class

. transition services

. twelve-month services

. projected date of annual review

. placement

Implement within 60 school days

Consideration of special factors

Recommendations

If students' parents, teachers, or administrators of the school believe the program or placement is no longer appropriate, they may refer the student to CSE for review

Consultant teacher services

If transition services fail, a meeting should be held for alternative strategies

School district must provide special education and related services to a student with a disability

Students with disabilities who transfer school districts

The school shall not require a student with a disability to obtain a prescription drug

Annual review of the IEP

Amendments to the IEP after annual review

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Under the Individuals with Disabilities Education Act (IDEA) the school must obtain parental consent at the different stages of the IEP process for the student to receive special education services.

First, the school must receive consent for the initial evaluation of a student who is believed to have a disability. The school must obtain written consent. If the parent refuses, the school cannot complete a formal evaluation.

Next, when the student is evaluated, and deemed to be eligible for special education services, the school must receive parental consent to begin developing the IEP.

If the school plans on re-evaluating a student, they must receive parental consent prior to doing so.

When implementing special education services, written parental consent is required before beginning to provide special education services. If the parents decide they no longer want their child to receive the services, the school must then stop providing the service.

Along with consent comes the ability for parents to revoke their consent for IEP or special education services at any time. This must be done in writing. Once the parent revokes their consent, the school must stop providing the services included in the IEP.

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Parents play a vital role in the IEP process as well as their child's educational trajectory. Parents/guardians are very valued members of the IEP team and their involvement is crucial in many different aspects.

Firstly, parent participation gives the IEP team different background information, and knowledge about the child as well as their strengths, needs, and background. This will help to create the most effective IEP that is tailored to fit the students individual needs. The parents also are the students advocates for their child's best interest.

When creating an IEP, the parents are included in the process of setting the child's goals and expectations. With parents participation, we can ensure that the goals for their child are as realistic and beneficial as possible.

Parents also are able to participate in the decision making process for what best suits their child as well as their needs. An additional aspect of parent participation is their ability to monitor their child's progress in order to report how the child is responding to the IEP. Through this, the parents are also able to make any suggestions for adjustments as necessary.

When considering the federal aspects of parental participation, IDEA guarantees the parents the right to be involved in the IEP process. When parents are participating in this process, the school meets the legal requirements for providing the child with an appropriate education.

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IEP Implementation:

After a referral is made and parental consent is given, the school district has 60 school days to complete the evaluation. The Committee on Special Education (CSE) then reviews the results to determine eligibility. If eligible, the CSE has 60 school days to develop and finalize the IEP. Services must begin right after the IEP is finalized. This process ensures students receive appropriate support like accommodations and modifications such as providing a quiet testing space or using visual aids. Throughout the process, the student’s progress toward IEP goals is regularly monitored, with teachers and service providers collecting data to document growth.

Purpose Of Annual Review:

The annual review and reevaluation process is essential for keeping a student’s Individualized Education Program (IEP) effective and aligned with their changing needs. At least once a year, the IEP team meets to assess the student’s progress toward their annual goals. During this meeting, the team reviews data, assessments, and observations to determine if the student is making meaningful progress and if the current accommodations, modifications, and services are still suitable. If needed, the IEP is revised to include new goals, adjust services, or address any new challenges. This annual review ensures the IEP stays up to date and continues to support the student’s growth and success.

Due Process Procedures:

The due process procedures for an IEP ensures that parents and schools can resolve disputes regarding a student’s special education services. If a disagreement arises, parents can request an impartial hearing conducted by a neutral hearing officer. Parents may also pursue mediation, a voluntary process where both parties work with a mediator to reach an agreement. These procedures protect the rights of students and parents, ensuring access to appropriate educational services.