The first step in getting special education help for your child is to get your child evaluated. Once the evaluation is complete, a team of professionals will meet to discuss your child’s specific needs. This team will draft an Individualized Education Plan (IEP) for your child. It is essential that you and your child are on the same page with the IEP team, and that you have your child’s consent to receive services.
Getting Your Child Evaluated
Getting your child evaluated for special education is a process that must be done in a timely manner. The evaluation can be done at a preschool or at home. The school district can provide you with a list of evaluators and agencies that can help. Before your child is evaluated, it is important to have all necessary paperwork filled out and signed. The evaluator’s role is to identify any disabilities and write a report describing your child’s needs and abilities.
The evaluation process should be thorough and objective. A psychologist or other professionals who have specific knowledge of a disability will perform the evaluation. This process will likely involve several sessions. The evaluation team will review your child’s medical and social history, as well as their school performance and behavior. Once they have completed the evaluation, they will make recommendations for your child’s educational program. If you are not happy with the evaluation, you can request a hearing to challenge the results.
If you think that your child may have a disability, you can ask for an evaluation for special education. To get your child evaluated for special education, you must fill out a referral form. You can either send the form in writing or hand deliver it. Make sure that you ask for a signed copy.
Meeting With Iep Team
Parents are essential members of the IEP team and can provide key insight into a child’s needs and learning style. They can also help the team understand what services and accommodations are appropriate for a child with a disability. Additionally, parents can report on the extent to which skills learned in school are applied at home.
Parents should prepare for the meeting by bringing relevant documents. These documents should provide additional context to the discussion about the child. For example, if your child has an IEP, it is helpful to have the outgoing version on hand for reference. Additionally, parents should bring a file folder so that they can organize the paperwork and take notes in the meeting.
IEP team meetings will typically begin with introductions of the team members and an explanation of their roles. They will then discuss the goals and objectives that the team will be working toward. Once goals are established, the team will discuss the services and supports needed to make the goals attainable for the child.
Response To Intervention (Rti)
Response to Intervention, or RtI, is a system of support that is aimed at ensuring the academic achievement of children with disabilities. It is a proactive prevention approach that focuses on identifying a child’s needs and delivering individualized instruction to help it reach those needs. It calls for differentiated curriculum and tiers of increasingly intensive scientific research-based interventions.
RtI is a process of early intervention that is designed to help children in the early grades who may not yet be deemed eligible for special education. It includes educational evaluations, teacher professional development, and scientifically-based literacy instruction. The process also involves regular progress monitoring reports to parents.
The RtI process places underperforming students in a specific intervention based on their needs. In most cases, the interventions in the RTI program fall into one of three categories. The first two categories are considered Tier One, while Tier Three is associated with special education and Section 504. However, not all students in this category receive special education services.
Bilingual Special Education
Bilingual special education is based on the premise that students with special needs learn best when they have the opportunity to use their preferred language. This approach is implemented at the local level to provide educational experiences that build lifelong learning skills. The basic elements of a bilingual special education program are the child’s current educational status, the goals for acculturation and growth in both the first and second languages, and the appropriate assessment practices.
Bilingual special education programs are usually based on an individual student’s IEP. The child’s IEP team must recommend that the student participate in a bilingual special education program based on their IEP needs. This program is not available in every district, but can be a great option for students who have special needs.
Fortunately, a growing number of districts are addressing this problem. For example, the Clark County school district is taking the initiative in meeting the needs of Hispanic students by developing a bilingual special education resource room at John C. Fremont Middle School.