ESE 601 week 2 discussion

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Ashford University *

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601

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Health Science

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Feb 20, 2024

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docx

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Define and summarize the referral, evaluation, and eligibility processes when identifying individuals with exceptionalities. When there is a request for your child to be evaluated for special education, this is considered a referral. A referral can be made by the parents, teachers, doctors, or even therapists that work with the child. In my son’s case he was referred to special education from his physical and speech therapist when he was two and a half because he was aging out of the special program we have in our town. This way he could still get these services through the school system at a young age. The evaluation is a process where you, as the parent, would meet with an evaluator and the child to determine if your child is disabled in the eyes of the school system. This evaluation can include a series of tasks for the child to complete or even tests for the child. Young children could stack blocks, repeat words, understand one step directions, etc. If a child is deemed disabled, then they would become eligible for special education services through the schools. The schools would then determine if the child needed to be in special education class settings all day or if they would benefit from an inclusion class setting. Demonstrate an understanding of the timeline and sequence of events as it relates to these processes. For a timeline of events, I decided to look at what my state offers as rules and regulations for this process. I got most of this information from the Parent Educational Advocacy Training Center (PEATC) website. In the state of Virginia, the school must get a referral. After this referral is sent to the special education administrator, they have three business days to initiate the eligibility evaluation process (p.4). Within ten business days from the receipt of referral, the school team must meet to review the referral (p.5). Within three business days from that meeting, the school team will refer to the Special Education Administrator for special education evaluation if determined appropriate (p.6). Within 65 days from date of referral to special education administrator, the initial evaluation must be completed (p.7). At least two days before this meeting evaluation reports much be available for the parents to review. Copies of these reports must be provided to the parents at the end of the meeting or within ten calendar days after the meeting (p.9). A re-evaluation is to occur every three years to determine if the child is still eligible for special education services. Individualized education plans (IEP) are to be in effect at the start of each school year. IEP’s should be developed within 30 calendar days of the date of eligibility and copies should be sent to parents within ten calendar days from the end of meeting. Business days would be Monday to Friday, excluding state and federal holidays. Whereas calendar days include weekends and holidays. If the timeline was to end of a weekend or holiday it would be pushed to the next available day that isn’t a holiday or weekend.

Identify all relevant members of the team and classify their roles and responsibilities in these procedures. There are many people that are a part of the referral, evaluation, and eligibility process and each of them is a vital part of the team. First you have the parents of the child. They are an important part of the team because they can give a firsthand account of what the child does and does not do. They can communicate the student’s strengths and weaknesses and represent in the best interest of the child. Next, you have the teacher or teachers. If the child is in general education, then they would have a regular education teacher. If the child is already in special education classes, then they would have a special education teacher. If the child is in both types of class settings, then both teachers should be included. According to the Center for Parent Information and Resources (CPIR) (2017), the teachers can help know how to modify the education curriculum to help the child learn (p.2). CPIR also states that the teachers can offer advice on how to achieve the goals that may be listed in the individualized education plan (IEP) (p.6). Next, is a representative of the public agency. This is someone who is qualified to provide special education or supervise its provision (CPIR, 2017, p.5). This could be someone who is on the board of special education or oversees the department. Next, is individuals with knowledge or expertise regarding the child. This could be occupational or physical therapists, speech therapists, and even physical education providers. Lastly, if the child is old enough and is aware enough they are more than welcome to be a part of the team. References Center for Parent Information and Resources (CPIR), (2022). Parents of the IEP Team . Retrieved from https://www.parentcenterhub.org/iep-parents Center for Parent Information and Resources (CPIR), (2017) Special Educators on the IEP Team. Retrieved from https://www.parentcenterhub.org Center for Parent Information and Resources (CPIR),(2017) Regular Educators on the IEP Team. Retrieved from https://www.parentcenterhub.org Center for Parent Information and Resources (CPIR), (2017). A Representative of the School System on the IEP Team. Retrieved from https://www.parentcenterhub.org

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