Special Education Process: A Step-by-Step Guide for Parents

1. Special Education Process: A Step-by-Step Guide for Parents Click here to begin audio. There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle." (Albert Einstein)

2. Disability: What are we up against? Doctors, educators, professionals begin throwing loads of information at you Early intervention…assessments…needs… IEP…LRE…assistive technology…have to… should… MUST… WHAT??? Let’s take it one step at a time!

3. The Special Education Process • Steps 1 & 2: Referral and Evaluation • Early Childhood Screenings • Parental Request • Teacher Referral • Professional Referral The referral process begins with parental consent. Special educators will outline the assessments to be given and the timeline for completion. The appropriate assessments are determined by your child’s suspected disability, and completed following parental consent

4. The Special Education Process • Steps 1 & 2: Referral and Evaluation • Details about Referral • Once a referral has been made, the school district must determine IF an evaluation will be done. • If yes, parents will give consent and evaluation will begin. • If no, parents will be informed and reasons for not completing the evaluation will be addressed. • If parents disagree with the decision, it is parents’ right to go through due process.

5. The Special Education Process • Steps 1 & 2: Referral and Evaluation • Details about Evaluation • Upon parental consent, a school district has 25 school days to complete the assessment phase. • Once assessments are completed, the eligibility determination phase will begin. The school district has 30 days to complete this phase of the process.

6. The Special Education Process • Step 3: Eligibility Determination Eligibility Determination basically means that the multidisciplinary team (parents, educators, evaluators) determine a diagnosis category. A child must fit into one of the categories in order to be provided special education services. The following slides outline and briefly describe the diagnostic categories for SD special education. Click here to skip to Step 4

7. Quick Click GuideClick the diagnosis category specific to your child and link to that page. • Autism • Hearing Loss, Vision Impairment, and, Deaf-Blindness • Developmental Delay • Cognitive Disability • Multiple Disabilities • Other Health Impairments • Emotional Disturbance • Specific Learning Disabilities • Speech or Language Impairments • Traumatic Brain Injury Click here to skip to Step 4

8. Autism Spectrum Disorders or ASD • Neurobiological disorder that affects communication, behavior, and social interactions. • Typically diagnosed in early childhood through various assessment tools and screenings and observations completed by professionals • Educational Needs: vary from child to child, but include comprehensive home/school educational interventions, social/play group interactions, and concrete learning tools Click here to skip to Step 4

9. ASD: Diagnostic Criteria An autistic disorder is present in a student if at least six of the following twelve characteristics are expressed by a student with at least two of the characteristics from subdivision (1), one characteristic from subdivision (2), and one characteristic from subdivision (3): Click here to skip to Step 4 Subdivision (1) Qualitative impairment in social interaction, as manifested by at least two of the following: (a) Marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and gestures, to regulate social interaction; (b) Failure to develop peer relationships appropriate to developmental level; (c) A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, such as a lack of showing, bringing, or pointing out objects of interest; (d) Lack of social or emotional reciprocity;

10. ASD: Diagnostic Criteria An autistic disorder is present in a student if at least six of the following twelve characteristics are expressed by a student with at least two of the characteristics from subdivision (1), one characteristic from subdivision (2), and one characteristic from subdivision (3): Click here to skip to Step 4 Subdivision (2) Qualitative impairment in communication as manifested by at least one of the following: (a) Delay in, or total lack of, the development of spoken language not accommodated by an attempt to compensate through alternative modes of communication, such as gesture or mime; (b) In an individual with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others; ( (c) Stereotyped and repetitive use of language or idiosyncratic language; (d) Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level;

11. ASD: Diagnostic Criteria An autistic disorder is present in a student if at least six of the following twelve characteristics are expressed by a student with at least two of the characteristics from subdivision (1), one characteristic from subdivision (2), and one characteristic from subdivision (3): Click here to skip to Step 4 Subdivision (3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities as manifested by at least one of the following: (a) Encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus; (b) Apparently inflexible adherence to specific, nonfunctional routines or rituals; (c) Stereotyped and repetitive motor mannerisms, such as hand or finger flapping or twisting, or complex whole-body movements; (d) Persistent preoccupation with parts of objects. A student with autism also exhibits delays or abnormal functioning in at least one of the following areas, with onset generally prior to age three: social interaction, language used as a social communication, or symbolic or imaginative play. A student who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in this section are satisfied.

12. Deafness, Vision Impairment, and Deaf-Blindness Click here to skip to Step 4 • Hearing Loss is defined as the inability to hear within a normal range without sound amplification. • Deafness is defined as hearing loss so significant that even with sound amplification, hearing is still significantly impaired and educational performance is affected. • Vision Impairment is defined as vision so impaired that even with correction, education is affected. • A child diagnosed with Deaf-Blindness is experiencing BOTH hearing and vision loss. • Due to the physical disabilities, a child with deaf-blindness has severe communication, developmental, and educational needs that CANNOT be met under the categories of Deafness or Blindness

13. Developmental Delay • Diagnosed typically in children ages 3-5-years-old • The student demonstrates a severe delay in one or more areas of development and needs special education and related services. • Cognitive development, • Physical development, • Communication development, • Social or emotional development, and • Adaptive development. • The student may not be identified as a student with a disability if the student's delay in development is due to factors related to environment, economic disadvantage, or cultural difference. Click here to skip to Step 4

14. Cognitive Disability • Diagnosed by determining a child’s ability to learn, think, and solve problems (IQ) and how well a person can function independently adaptive behavior • IQ scores will test in low range (less than 75) • Adaptive skills will assess a child’s skills in daily living, communication, and social skills. • Educational Needs: Vary based on the child’s IQ and adaptive skills needs; typically requires concrete learning opportunities and functional living skills. Click here to skip to Step 4

15. Multiple Disabilities • Multiple disabilities means concomitant impairments (more than one diagnosis) • such as a cognitive disability-blindness or a cognitive disability-orthopedic impairment, • The combination of diagnoses is severe • Educational needs cannot be accommodated in special education programs solely for one of the impairments. • Multiple disabilities does not include deaf-blindness. Click here to skip to Step 4

16. Other Health Impairments (OHI) • Diagnostic category that is an “umbrella” for health related diagnoses that affect educational performance • Possible diagnoses: • chronic or acute health problem, such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, attention deficit disorder or attention deficit hyperactivity disorder, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, Tourette syndrome, or diabetes • Most common: ADHD/ADD Click here to skip to Step 4

17. Emotional Disability • Diagnostic category that is an “umbrella” for all behavioral/emotional diagnoses (depression, conduct, anxiety, psychiatric) • Child typically displays behaviors/emotional struggles that impede all areas of life (learning, social, communication) and last for a significant period of time (more than 6 months) • Behaviors must impact educational functioning; • Educational Needs: Vary based on the child’s specific needs; behavior/emotional needs may or may not affect educational performance; counseling, medications, structured support Click here to skip to Step 4

18. Specific Learning Disability • Disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language • imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. • Could includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. • The term does not apply to students who meet the qualifications of a different disability category. Click here to skip to Step 4

19. Specific Learning Disability • Typically, a child with a learning disability demonstrates a discrepancy between his achievement (how well he or she performs academically) and ability (what the child’s potential capabilities are) • Areas of struggle typically include: (a) Oral expression; (b) Listening comprehension; (c) Written expression; (d) Basic reading skill; (e) Reading fluency skills; (f) Reading comprehension; (g) Mathematics calculation; and (h) Mathematics problem solving; Click here to skip to Step 4

20. Speech or Language Disorder • Speech or language impairment is a communication disorder (stuttering, impaired articulation, a language disorder, or a voice disorder) that adversely affects a child's educational performance. • Language disorder is a reduced ability, whether developmental or acquired, to comprehend or express ideas through spoken, written, or gestural language. • May be characterized by: • limited vocabulary, • an inability to function through the use of words (pragmatics) and their meanings (semantics), • faulty grammatical patterns (syntax and morphology), or • the faulty reproduction of speech sounds (phonology). • A language disorder may have a direct or indirect affect on a student's cognitive, social, emotional, or educational development or performance and deviates from accepted norms. Click here to skip to Step 4

21. Traumatic Brain Injury (TBI) • Acquired injury to the brain caused by an external physical force, resulting in a total or partial functional disability or psychosocial impairment, or both, that adversely affects a student's educational performance. • Applies to open or closed head injuries resulting in impairments in one or more areas, • cognition; language; • memory; • attention; • reasoning; • abstract thinking; • judgment; • problem solving; • sensory, • perceptual, and • motor abilities; • psychosocial behavior; • physical functions; • information processing; and • speech Click here to skip to Step 4

22. The Special Education Process • Step 4: Individual Education Plan, or IEP. • How is the IEP created? • Present Levels of Academic Achievement and Functioning • Identification of student’s strengths/weaknesses • Parental Input • How does the child’s disability affect involvement and progress in general education curriculum?

23. The Special Education Process • Step 4:Individual Education Plan, or IEP. • Determination of Special Factors • Is the child limited English proficient? • What is the child’s primary mode of communication? • Does the student require Braille? • How does the child’s behavior impede his learning and/or the learning of others? • Assistive Technology, Adaptive PE, Assessments, Transition

24. The Special Education Process • Step 4: Individual Education Plan, or IEP. • Creating measurable objectives and goals • During this step, the special education teacher will use the Present Levels of Performance section to identify your child’s needs. • Each identified NEED will have a corresponding objective that will guide your child’s curriculum for the next year. • Objectives: The big plan • Goals: The small steps to meeting the objectives

25. The Special Education Process • Step 4: Individual Education Plan, or IEP. • Related Services • The support services that your child may or may not need to meet his educational or developmental goals. • It must include who, where, and the amount (min/hr not $$) • Includes: Speech/language, occupational, physical, recreational therapies, counseling or social worker (individual or family), medical services, mobility needs, interpreting, transportation • If your child needs it, it should be identified here. If not, it does NOT have to be included in the IEP.

26. The Special Education Process • Step 4: Individual Education Plan, or IEP. • Least Restrictive Environment • Where will your child attend classes? • What special education services will be provided? • If your child is removed from the general classroom setting, how will he or she be participate with non-disabled peers? • Justification for Placement • Extended School Year

27. The Special Education Process • Step 4: Individual Education Plan, or IEP. • Important Things to Remember: • An IEP meeting will be held to determine and discuss the details of the IEP. Almost always, a draft of the IEP will be written before this meeting takes place. BUT it can be (and usually is) changed. • The IEP is like a service contract – what it says is what you get. • Anyone on the MDT (including you) can call a meeting at any time to discuss the IEP and any changes you may wish to make. The IEP MUST be updated yearly. • You will receive progress updates throughout the year. When and how frequently you are updated depends upon the agreement in the IEP. • The evaluation portion of the special education process will occur every three years. If the MDT team feels an evaluation is warranted, it may be repeated, but only one time per year. Link to SD Parents Rights

28. The Special Education Process • Step 4: Implementation of IEP • THE IMPORTANT STEP • Your child has been referred, evaluated, diagnosed, and an IEP has been written. • NOW, the IEP will be implemented for your child. • Curriculum changes will be addressed so goals can be met. • Related Services will begin. • Change of placement (if warranted) will occur.

29. The Special Education Process • Summary: • You are a part of the team. What you say matters more than any expert! • Be proactive. If you don’t know, ask. If you don’t like something, discuss it. If you want something, make it known. • We all have the same goal. Educators want your child to succeed. Let’s work together to make it happen.

30. YOU are the expert! • Love your child. • Discipline your child. • Advocate for your child. • Ask questions. • Find experts. • Read the research. • Find trusted resources in your community. • Know the laws! • TAKE CARE OF YOURSELVES! "The only way we can be there for our children is to be there for ourselves." (Anonymous)

31. Know Your Rights: The History of Special Education Legislation • 1960s – Parents began organizing advocacy groups for their children with special needs. • 1971 – Pennsylvania Association for Retarded Children (PARC) • Free and Appropriate Public Education (FAPE) • Assured that all children, including children with disabilities, are given the right to a free and appropriate education. • 1973 – Vocational Rehabilitation Act, Section 504 • States that all recipients of federal funds provide FAPE and that any individual with a disability has the right to be included in all educational programs AND in the vocational settings as well

32. Know Your Rights: The History of Special Education Legislation • 1975 – PL 94-142 – Education for All Handicapped Children • Requires all children between ages 3-18 be provided with a free and appropriate education • Appropriate is defined as: • Suited to the disability, age, maturity, past achievements and child and parent expectations • Program should meet students’ needs in the LEAST restrictive environment • PL 98-199 Education of the Handicapped Act • Extended the authorization of federal aid to state and local school

33. Know Your Rights: The History of Special Education Legislation • 1986 – Infants and Toddlers with Disabilities • Established statewide, comprehensive, coordinated, multidisciplinary, interagency programs of early intervention services for infants and toddlers and their families • 1990 – Americans with Disabilities Act • Requires childcare centers to serve all children with few exceptions • Defines discrimination • Identifies stipulations for accessibility • Free and Appropriate Public Education (FAPE) • Assured that all children, including children with disabilities, are given the right to a free and appropriate education.

34. The Significance of Early Intervention • A child’s brain is a sponge! Children’s brains are able to change, adapt and learn at a MUCH rapid rate. The earlier a disability is identified, the greater opportunity for learning. • The brain (and children) are strengthened by positive early experiences, • stable relationships with adults • safe and supportive environments, and • appropriate nutrition. • Cognition and language skills are developed when a child is physically healthy and has positive, successful social/emotional development. • High quality early intervention services can improve a child’s outcomes significantly! (According to The Center on the Developing Child at Harvard University)

35. Speak Out for Children Come let us gather together.Come let us speak now as one.Speak for the rights of the children.Speak out the needs to be done. Speak for the hearts that are hungry.Speak for the hearts that are sad.Speak for each child a beginningThat futures a heart ever glad. Speak for a world where the childrenCome first in each thought and each plan.Speak for a world where the childrenHave rights – no matter the land. Come, let us ring out our voices,Come, stand together and sayEach child has the right to a future!Each voice can help light the way!                        Jean Warren