Pre Referral : O Who Is Needed? Essay

Michael Panico was a boy with who was identified while in first grade as having a specific learning disability. He then qualified for special education and related transportation. Now in third grade Michael’s school, Memorial School in Burlington, Massachesetts only goes to the third grade then they go to another school. Because of this transition services had to be in place as well as an IEP. Michael had a learning disability but was above average or even at times considered superior intelligence. Memorial School recommended Michael be placed in a school in another town that would be very structured because the town/school believed Michael’s disability was emotional whereas his parents said it was neurological. His parents did not like the IEP presented or the recommended placement for Michael at Pine Glen School and Michael’s father wanted a review and he also rejected the new IEP. After reading the case I would have to agree with the father knowing my son would not be in the proper placement. The Massachusetts Department of Education Bureau of Special Education Appeals (BSEA) did the review. The hearing did not take place at this time but mediation did. However the mediation did not work but in the meantime Michael’s parents had him tested at Massachusetts General Hospital where they found him to have a severe learning disorder and emotional difficulties were considered secondary. Michael had perceptual difficulties and it was determined and they recommended a specialized

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

Process of Determining if a Student has a Disability and the Responsibilities of the Teacher

In order for an individual to be recognised as having a learning disability, during their assessment three core criteria must be identified. The individual must present with; a significantly lower than average intellect, a reduced ability to function in, and adjust to, their environment, or the inability to interrelate with others. Whilst diagnosis can take place at any age, these difficulties must arise during childhood.

Special education programs and services are available in many school and are fast growing. In a high school, a principal named Debbie Young has been presented with a situation with the parents of a special education student. Mrs. Young has been a special education teacher and assistant principal in a progressive and affluent school district in the South. Mrs. Young was approached by the parents of Jonathan a severely disabled tenth grader whose parents want him to attend one of the schools in the district. He is profoundly mentally disabled, has spastic quadriplegia, and has a seizure disorder. Mrs. Young refuses his parent’s request because of the huge expenses and the school is not an appropriate place for Jonathan.

Disabilities or Special Requirements – Some children, such as someone who is dyslexic, may need extra time to complete tasks so it is important to know if the child being assessed has any such requirements so he/she’s abilities don’t get underestimated.

The work of Wright and Wright relates that individuals who have children with special needs are well aware of the requirement that they comprehend the laws relating to those special needs in education and the rights of their children. The parents of special needs children know that testing is the primary factor in determining the educational needs and benefits as well as the advancement or alternatively the lack of advancement of their child in the educational endeavor. Wright and Wright note that decisions concerning the child's education is such that must be formulated on the basis of ""¦objective information and facts" rather than reactions and beliefs that are subjective and emotionally based.

For students with special education it is stated under IDEA that “with regards to school discipline, schools may consider each situation on a case-by-case basis when determining if a change of placement appropriate for a special education child who violates school education code” (Understanding School Discipline for Special Education Students). The discipline process for students with disabilities in the special education program can be a difficult topic for most school districts. This paper will answer questions from the case scenario considering what should happen immediately to Charlie?, what services, if any, are provided to Charlie during his removal to an IAES?, and who needs to be contacted?. This paper will also consider the topic of if a manifestation determination review is held for Charlie answering questions on what disciplinary actions are permissible?, What, if, any, services will be provided to Charlie during the duration of the disciplinary action?, and finally what happens if Charlie’s parents appeal the manifestation determination?.

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

Under Section 504 (of the Rehabilitation Act of 1973, 29 U.S.C.A. Section 794), no program or activity receiving federal money may discriminate against any qualified person with a disability. These regulations apply to all schools, including

Debbie Young a high school principal, who had served as a special education teacher and an assistant principal needed to decide if a student Jonathan would be able to attend her school. Jonathan is a severely disabled tenth-grade student, who has multiple disabilities requiring constant care by a specially trained nurse. Johnathan is profoundly mentally disabled, has spastic quadriplegia (cerebral palsy that affect all four limbs), and has a seizure disorder. With this information, Young refuses the parents request due to the expense and the view that this school is not the most appropriate placement for Jonathan. Hopefully, Young has some grounds as to why Jonathan would not do well in her high school, because his parents have rights under the Individuals with Disabilities Education Act to make sure he has

Special education creates opportunities for students, parents, teachers and related staff and administrators to work together to improve educational results students with disabilities. IEPs and 504s are the plans that help educators to develop education for each student with disabilities. The IEP is an important legal document that handles issues in special education properly. There are so many rules that school personnel must follow. In this assignment, I will identify effective procedures for documentation and remediation of the teacher, her behaviors and the allegations about her regarding a special education student.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.