Early identification of individual education students is essential for early intervention in children with literacy or numeracy difficulties.  The fundamental skills are necessary for academic success, and identifying areas of trouble in pre-primary years can reduce future crisis.  Rarely do students make it to the high school level and are not identified for special accommodations if needed.  However, there are times when a student should have been identified early, but parents are against ‘labeling’ their child.  This stigma places the educational institute in a bind as parent permission is needed to complete the tests required for appropriate accommodations (International Dyslexia Association, n.d.). 

Those in positions of administration have to keep a close eye on the special education department.  The principal is required to audit what help has been scheduled versus what has been administrated.  

Mrs. Marx highlighted what she considered three best practices related to the identification and maintenance of Special Education students:

Ensuring that Response to Intervention minutes are met each week.  

NASET’s RTI Roundtable provides monthly reports and detailed information for current educational employees.  

National Association of Special Education Teachers. (2018, November 16). National Association of Special Education Teachers: RTI Roundtable. Retrieved from https://www.naset.org/index.php?id=5040

(Samuels, 2019)

Samuels, C. (2019, April 26). Who gets Special Education services? It depends on where you live, GAO report finds. Retrieved from https://blogs.edweek.org/edweek/speced/2019/04/special_education_identification_varies_by_state.html

Harper, A. (2019, May 23). Ed Dept to implement Obama-era equity rules in IDEA policy. Retrieved from https://www.educationdive.com/news/ed-dept-to-implement-obama-era-equity-rules-in-idea-policy/555431/

The Supreme Court Rowley case gave a tentative understanding of the contours of free and appropriate public education (FAPE).  The court agreed that education must be tailored to the individual needs of the disabled child using an individualized educational program (IEP).

The tenth Amendment of the United States Constitution gives states the power to ensure, enforce, and protect the rights of all students to receive education in school environments. In Special Education identification, this amendment is vital as receiving proper education includes providing the necessary assistance or services to those who need additional help.

U.S. Const. Amend. X

Following Section 504, schools are prohibited from discriminatory actions, which include but is not limited to: 

34 CFR §104.4(b)(1)

All school districts are by law required to identify, locate, and evaluate students with disabilities.  

20 U.S.C. §1412(a)(3)

Child Find is a requirement for all schools to find and evaluate students with disabilities needing special education or related services. These services can include speech therapy or counseling (Lee, n.d.).

The Education Service Center of Region 15 works with local schools to assist in special education identification.  This collaboration includes instruction and additional services according to federal requirements: 

(San Angelo ISD, n.d.)

C. Identify resources needed to optimize education.

American School Counselor Association. (2016). ASCA Ethical Standards for School Counselors. Career and College Readiness Counseling in P–12 Schools, 4. doi:10.1891/9780826136152.ap04

In special education, students are often identified as at risk, and by their accommodation’s, counselors must ensure that those entitled Special Education receive the necessary tools for success.  This can include extra supplies, additional time on assignments, or services such as speech.  Ensuring that the underserved and at-risk populations are served means understanding what that entails and that it includes identifying the needs of those within special education.

The book Special Education and the Law: A Guide for Practitioners was created to ensure that education professionals are aware of the laws and requirements that the government has put into place for Special Education and its services.  Understanding and being informed can place school officials in a better position to ensure implementation.  The book starts with the history of special education, including the legislation and sources of law.  It discusses the components of special education services and what is necessary for disabled students to succeed.  Information on IDEA and IEP’s are included.  Chapter five includes the requirements and procedures for educators to identify, asses, and place students classified as disabled.  Overall, this book is a fantastic resource not only for what the law entails but also how to identify and work with special education students.