A Parent's Guide
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Related
Topics
A Parent's
Guide To Special Ed Part I
A Parent's
Guide To Special Ed Part II
Assistive Technology Eliminate
Barriers
Below is the order of events from identification of a disability through
development of an IEP. While Connecticut schools may use their own forms,
the processes are essentially the same as shown here.
(1) Referral/Request for an Evaluation
This can be made by parents or a professional. If a professional requests an evaluation, then the school or service provider must notify parents in writing.
(2) Evaluation
Parent permission is needed for the initial evaluation. The evaluation must assess
the child in several areas.
(3) Eligibility Meeting
The results of the evaluation are reviewed by a team beginning with the parent or a professional. The NICHCY State Resource Sheet lists many of the people involved in special education and disability issues in your state.
School personnel involved in educating students with special needs: usually includes a school psychologist, a teacher, a therapist, a special education supervisor, and/or administrator and others. Parents may be invited to attend this meeting. At the eligibility meeting it is determined whether or not the child is eligible for special services.
(4) Not Found Eligible
The child will stay in his/her current placement. Parents can disagree with the eligibility decision and have the right to take their child for an Independent Educational Evaluation (IEE). They can request the school system to pay for this IEE if they feel the initial evaluation was not properly done.
Found Eligible
(5) Individualized Education Program and Placement Meeting
Parents must be invited to attend this meeting. At this meeting the child's special education program is written. The IEP includes the goals and objectives of the child's program, types of specialized services that may be needed, and the amount and time he/she will spend in regular education activities.
Where the IEP is to be implemented is also determined at this meeting. This is known as the placement.
Placement must be in the least restrictive setting appropriate for the child. This is called LRE or Least Restrictive Environment. Placement could be in the regular classroom with needed support services, a resource room for a specified amount of time, a self-contained class, or a separate facility.
Parents have the right to agree or disagree with the IEP and proposed placement.
(6) Parents Disagree
Parents may discuss their concerns with the IEP team and try to work out a compromise. If they still disagree, parents can begin their Due Process Rights.
Parents Agree
(7) Annual IEP Meeting
At an IEP meeting the child's progress is reviewed, the IEP is updated, and the child's placement is discussed. Parents must be invited to attend. Parents can make suggestions for changes, agree or disagree with the IEP goals, and agree or disagree with the placement. This meeting must take place at least once a year. Parents or school personnel can request an IEP and placement review at any time.
(8) Parents Disagree
Parents can discuss their concerns with the special education staff and review team. There are several options, including additional testing, an independent evaluation, or other activities which are in keeping with parents' Due Process Rights.
(9) Parents Agree
The child will continue in the special education program with the updated IEP. There will be an IEP review each year and an in-depth re-evaluation at least every three years.
Information provided by: Autism
PPD Resources Network
Related Topics
A Parent's
Guide To Special Ed Part I
A Parent's Guide To Special Ed Part II
Assistive Technology Eliminate
Barriers
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