Essay

Before children can be declared eligible for special education or placed in a special education program, they must be evaluated by a team of professionals. The law requires that schools and other agencies give tests to children that show both their strengths and their weaknesses. This is called nondiscriminatory testing. All tests must be given to children in their own language and in such a way that their abilities and their disabilities are accurately displayed. Children will be placed in special education based upon several tests, not upon one single test or test score. Nondiscriminatory testing ensures that children who do not need special education will not be placed there, and that children who need special school services will get them. (Parent Educational

The Individualized Education Program (IEP) is a legal document used by schools in order to map out a plan of action for those that are in need of special education. An IEP is created for students who have been classified with a disability and are between the ages of 3 and 21. An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual educational needs. Every child who receives special education services must have an IEP. An individualized education program has the goal of setting reasonable improvement

Both anti-discrimination laws and other legislation regulate the practice of school psychology. The Individuals with Disabilities Education Improvement Act (IDEIA) – 2004 provides the rights and responsibilities of the children, parents, schools, and states in evaluation, assessment, and placement of individuals in special education. Informed consent is required prior to both evaluation and placement. Nondiscriminatory and appropriate evaluation in the child’s native language is required by IDEIA. School must place the student in the least restrictive environment. Reevaluation of the student and the placement must be occur every three years, with the Individualized Education Plan (IEP) being reviewed annually. IDEIA includes a provision referred

This law is the foundation for special education in the United States today. IDEIA sets the standard for how we educate children with disabilities. FAPE is the goal set forth for the educational systems. Children should receive an education that meets the standards of the state educational agency from preschool through secondary school by way of an individualized education program (IEP) that leads to the attainment of the same diploma offered to children without disabilities at no cost to the parents. FAPE does not exclude parents from expenses that are incurred by parents of children without disabilities, but it does protect them from extra expenses that arise from the services that their child requires. Also, for a state to meet the FAPE requirements, each student with a disability must have an individualized education program developed for them. An IEP is an extensive document developed by a team that includes the child, their parents, their teachers, the school administrators, and any other school personnel involved in the student’s education. IEPs address the child’s specific needs and how the school plans to meet those needs. Schools must also allow students with disabilities to work toward the same degree or diploma that students without disabilities are also working toward.

After a student is identified with a disability, special education is provided. Special education is individulaized to meet the needs the student. It is fundamentally important that the plan is individualized, that is why educators, parents, and professionals develop an IEP for each student. To ensure that the student has a plan that will most benefit them, each IEP has eight components. The IDEA has six principles which are: zero-reject, nondiscriminatory evaluation, appropriate education, least restrictive environment, parent and student participation, and procedural due process.

Teacher/Student This is often the beginning of the dialog process regarding the need for an IEP. The teacher sees the student on a regular basis, typically dealing with a variety of subjects. The teacher is able to document and view the difficulties that the student may be having, and meet one on one with the student to try to understand the level of difficulty and whether it is cognitive or

Zero-reject- refers to the idea that all children are educable, stating that no student can be determined as “uneducable”.

Finally, when a child demonstrates a limitation, the teacher can immediately implement RTI in the classroom environment. Student progress is monitored and adjusted to meet the specific need of the child. This allows for early identification and intervention of those students that could possibly fail otherwise. The special education referral process will occur only if the child is unresponsive to the intensive instruction provided through RTI.

When children are identified with incapacities, they can register in a special teaching program. Inside a month of analysis, educators to need make an Individual Education Program (IEP) to help children identified by disabilities. As a consequence of the assessment, Bryanna did not qualify for special education facilities with an SLD/ LD description as school staffs had expected she would. Though she did not reply to Tier 2 intrusions, she still wanted to show a inconsistency to be fit with an SLD title.

I’m trying to help find Jillian as well. I just need to talk to a friend again.

1. Nondiscriminatory Identification and Evaluation. It is necessary to take care of biased habits ending in non-linking and placing of young persons into special education (for example; children with ethical and language barriers) this authorization set-up necessary buffers. The determining assessments involved were: (a) administered in a child's primary language, (b)

The federal government’s enactment of this law led the way for state implementation of programs for all students. Six Key mandates were issued as part of the Education for All Handicapped Children Act. The first mandate was that all schools have a zero reject or FAPE policy. This means that regardless of ability all children are eligible for Free Appropriate Public Education. School systems must accept students from six years of age to seventeen years of age. In some cases depending on the particular state this was extended to students as old as twenty-one or as young as three. The second mandate of the act includes a nondiscriminatory evaluation and identification. Assessments in this second mandate include first that they be done in the child’s first language so misdiagnosing a child would not occur. Also the test must be given and administered by qualified persons or an interdisciplinary team with experience on the particular suspected disability and directed to unambiguous areas of need so as to not demonstrate a discrimination

A student needing special education will have to be evaluated to see if they qualify for “child with disability” before anything further happens. Before it is time to evaluate a student and see if they qualify, the guardian of the student must sign a consent form. The school then has sixty days from the time the consent formed is signed to do the evaluation. The student will be evaluated in all the areas where there might be a disability. During the evaluation the students use many different tools and strategies to gather functional, developmental, and academic information. The tools used in the evaluation must be technically sound, must not culturally discriminate, must be in the student’s native language, and someone who is trained and knowledgeable must administer the test. When the evaluation is finished it is all measured together, not in just one area. Every three years a student has to take a re-evaluation unless decided by the school.

The first thing that needs to be done is a letter is written to the school counselor. This letter should give reference to the students weak, and strong points. The letter must indicate the reasons why the student should be enrolled into an IEP program. This letter is then sent to the principal, and then onto the district county administrator. Review of the letter in

Assessment is a regular occurrence in any classroom because it is used to monitor progress of the student and teacher by seeing how well the student understands the content and/or if the given intervention that was given to the student is improving the student’s learning; the latter involves the Response to Intervention model. These results is a key component when determining students’ placement in Special or General Education settings. Educational laws have emphasized an increased focus on assessment of all student comparatively to assess where every student is academically. This flux of students in Special Education has led to a disproportion and overrepresentation of cultural groups. This lead to assessment measures to