10 Basic Steps in Special Education | Center for Parent Information and Resources
When a child is having trouble in school, it’s important to find out why. The child may have a disability. By law, schools must provide special help to eligible children with disabilities. This help is called special education and related services.
There’s a lot to know about the process by which children are identified as having a disability and in need of special education and related services.
This brief overview is an excellent place to start. Here, we’ve distilled the process into 10 basic steps. Once you have the big picture of the process, it’s easier to understand the many details under each step. We’ve indicated throughout this overview where, on our site, click here to ask a question via email or you can set up a free appointment for a consult by clicking here.
Step 1. Child is identified as possibly needing special education and related services.
There are two primary ways in which children are identified as possibly needing special education and related services: the system known as (which operates in each state), and by referral of a parent or school personnel. Child Find
Child Find. Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct what are known as Child Find activities.
When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child. Parents can also call the Child Find office and ask that their child be evaluated.
Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s teacher or other school professional to ask that their child be evaluated. This request may be verbal, but it’s best to put it in writing.
Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent. However, if a State’s IDEA regulations give a different timeline for completion of the evaluation, the State’s timeline is applied.
Step 2. Child is evaluated.
is an essential early step in the special education process for a child. It’s intended to answer these questions: Evaluation
Does the child have a disability that requires the provision of special education and related services?
What are the child’s specific educational needs?
What special education services and related services, then, are appropriate for addressing those needs?
By law, the initial evaluation of the child must be “full and individual”—which is to say, focused on that child and that child alone. The evaluation must assess the child in all areas related to the child’s suspected disability.
The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child.
If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.
Step 3. Eligibility is decided.
A group of qualified professionals and the parents look at the child’s evaluation results. Together, they decide if the child is a “,” as defined by IDEA. If the parents do not agree with the eligibility decision, they may ask for a hearing to challenge the decision. child with a disability
Step 4. Child is found eligible for services.
If the child is found to be a child with a disability, as defined by IDEA, he or she eligiblefor special education and related services. Within 30 calendar days after a child is determined eligible, a team of school professionals and the parents must meet to write an (IEP) for the child. individualized education program
Step 5. IEP meeting is scheduled.
The school system schedules and conducts the IEP Meeting . School staff must:
contact the participants, including the parents;
notify parents early enough to make sure they have an opportunity to attend;
schedule the meeting at a time and place agreeable to parents and the school;
tell the parents the purpose, time, and location of the meeting;
tell the parents who will be attending; and
tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
Step 6. IEP meeting is held and the IEP is written.
The gathers to talk about the child’s needs and write the student’s IEP. Parents and the student (when appropriate) are full participating members of the team. If the child’s IEP team
Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the IEP is written and this consent is given.
If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for , or the school may offer mediation. Parents may file a mediation
Step 7. After the IEP is written, services are provided.
The school makes sure that the child’s IEP is carried out as it was written. Parents are given a copy of the IEP. Each of the child’s teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the that must be provided to the child, in keeping with the IEP. accommodations, modifications, and supports
Step 8. Progress is measured and reported to parents.
The child’s progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child’s progress and whether that progress is enough for the child to achieve the goals by the end of the year. These must be given to parents at least as often as parents are informed of their nondisabled children’s progress. progress reports
Step 9. IEP is reviewed.
The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to participate in these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP, and agree or disagree with the placement.
If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation, or a due process hearing. They may also file a complaint with the state education agency.
Step 10. Child is reevaluated.
At least every three years the child must be reevaluated. This evaluation is sometimes called a “triennial.” Its purpose is to find out if the child continues to be a child with a disability, as defined by IDEA, and what the child’s educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a new evaluation.
Special Needs Trusts Online Can Help!
I am a Special Needs Trust Attorney and I am here to help. I am the founder of a nonprofit corporation that provides quality information about Able Accounts and affordable Special Needs Trusts to families. I have over 20 years of experience helping families just like yours.
t Attorney and I am here to help. I am the founder of a nonprofit corporation that provides quality information about resources available to families as well as providing affordable Special Needs Trusts and estate planning for families. I have over 20 years of experience helping families just like yours. Find out more information at SpecialNeedsTrustsOnline.com or click here to set up a free appointment.
Mary Price, is the Massachusetts MAICEI (Massachusetts Inclusive Concurrent Enrollment Initiative) Director for the Department of Higher Education, and has been in this role since January 2020. In this role, Mary oversees the fourteen MAICEI programs at many public colleges and universities throughout the state. Prior to her role as MAICEI Director, Mary served for over ten years as the MAICEI (EXCEL) Director at Bridgewater State University. It was there that she instituted the EXCEL (formally MAICEI) program, which is considered the flagship program for the state. Bridgewater State University was the first four-year institute of Higher Education in Massachusetts to launch such a program and has a successful residence life program as well. Mary has extensive background in grant writing, special education, and higher education. Prior to coming on board at BSU, Mary was an educator for middle and high school in the public sector.
