| Following the passage of the Individuals with | | | | others, depending on the specific needs of the |
| Disabilities Education Act (IDEA 97), parents of | | | | child As a parent, you decide whether to have |
| children with special needs have become even | | | | your child assessed.When you choose to do so, |
| more important members of their child's education | | | | you will be asked to sign a permission form, which |
| team, working with educators to develop a plan | | | | describes the kinds of people involved in the |
| that will help their child succeed in the public school | | | | process and the types of tests they use. These |
| system. This is not available in the private school | | | | tests may include measures of specific school |
| system, unfortunately.This individualized education | | | | skills, such as math or reading, as well as more |
| plan (IEP) describes the goals the team has set | | | | general developmental skills, such as language and |
| for the child for the school year as well as any | | | | speech. Once the team members complete their |
| special supports that are needed to help achieve | | | | individual assessments, they develop a |
| those goals.Who Needs an IEP?A child who has | | | | Comprehensive Evaluation Report (CER) that |
| difficulty functioning and/or learning and has been | | | | compiles their findings and outlines the skills and |
| identified as a special needs student is the perfect | | | | support the child will need. The parents then have |
| candidate for an IEP.Children who are struggling in | | | | a chance to review the report before the IEP is |
| school may qualify for support services, allowing | | | | developed.Development of an IEP The next step |
| them to be taught in a special way, for a variety | | | | is an IEP meeting at which the team and parents |
| of reasons:learning disabilities | | | | decide what will go into the plan. In addition to the |
| autism | | | | evaluation team, a regular teacher needs to be |
| attention deficit hyperactivity disorder | | | | present to offer suggestions about how the plan |
| developmental delay | | | | can help the child's progress in the standard |
| emotional disorders | | | | education curriculum.At the meeting, the team will |
| hearing impairment | | | | discuss your child's educational needs - as |
| mental retardation | | | | described in the Comprehensive Evaluation Report |
| speech or language impairment | | | | - and come up with specific, measurable |
| visual impairmentOther children, who have | | | | short-term and annual goals for each of those |
| advanced skills, either overall or in one specific | | | | needs. When you attend this meeting, you can |
| area of learning such as math or reading, may | | | | take an active role in helping to develop the goals |
| need an enriched education curriculum so they | | | | and determining which skills or areas will receive |
| don't become bored. In most cases, the services | | | | the most attention. The cover page of the IEP |
| and goals outlined in an IEP can be provided in a | | | | outlines the support services your child will receive |
| standard public school environment. This can be | | | | and how often they will be provided (for example, |
| done in the regular classroom (for example, a | | | | counseling once per week and physical therapy |
| reading teacher helping a small group of children | | | | four times per week).Support services may |
| who need extra assistance while the other kids in | | | | include audiology, counseling, hearing or vision |
| the class work on reading with the regular | | | | therapy, nursing, medical services, occupational or |
| teacher) or in a special resource room in the | | | | physical therapy, special education, speech |
| regular school. The special resource room can | | | | therapy, and many others. If the team |
| serve a group of children with similar needs who | | | | recommends several services, the amount of |
| are brought together for help. However, children | | | | time they take in the child's school schedule can |
| who need intense intervention may be taught in a | | | | seem overwhelming. To ease that load, some |
| different special school environment, depending on | | | | services may be provided on a consultative basis. |
| their needs.These classes have fewer students | | | | In these cases, the professional consults with the |
| per teacher, allowing for more individualized and at | | | | teacher to come up with strategies to help the |
| times one-on-one attention. In addition, the | | | | child but doesn't offer any hands-on instruction.For |
| teacher usually has specific training in helping | | | | instance, an occupational therapist may suggest |
| children with special educational needs, and may | | | | accommodations for a child with fine motor |
| be a "special education resource teacher".The | | | | problems that affect their handwriting, and the |
| children spend most of their day in a special | | | | classroom teacher would incorporate these |
| classroom and join the regular classes for | | | | suggestions into the handwriting lessons being |
| nonacademic activities (like gym and music) or in | | | | taught to the entire class. Other services can be |
| academic activities in which they don't need extra | | | | delivered right in the classroom, so the child's day |
| help. Because the goal of IDEA 97 is to make | | | | isn't interrupted.For the same child who has |
| sure that each child is educated in the least | | | | difficulty with handwriting, an occupational therapist |
| restrictive environment possible, usually every | | | | might work one-on-one with them while everyone |
| effort is made to help children stay in a regular | | | | else practices their handwriting skills. When |
| classroom as much as possible.However, when | | | | deciding how and where services are offered, the |
| the child's needs are best met in a special | | | | child's comfort and dignity need to be a top |
| education class, then they may be placed in | | | | priority.The IEP will be reviewed annually to update |
| one.The Referral and Evaluation ProcessThe | | | | the goals and make sure the levels of service |
| referral process generally begins when a parent or | | | | meet your child's needs. However, IEP's can be |
| teacher notices a child is having trouble in the | | | | changed at any time on an as-needed basis. If |
| classroom, and the parent or teacher notifies the | | | | you think your child needs different, fewer or |
| school counselor or school psychologist. The first | | | | more services, you can request a meeting and |
| step is to gather specific data regarding the | | | | bring the team together to discuss your |
| student's progress and/or academic challenges | | | | concerns.What Are Your Legal Rights? Specific |
| and difficulties.This may be done through:a | | | | timelines ensure that the development of an IEP |
| conference with the parents | | | | moves from referral to providing services as |
| a conference with the student, age dependent | | | | quickly as possible. Be sure to ask about this time |
| analysis of the student's performance (attention, | | | | frame and pick up a copy of your Parents' Rights |
| behavior, class work, homework, quizzes, tests, | | | | when your child is referred.These guidelines |
| work completion, etc.) | | | | (sometimes called Procedural Safeguards) outline |
| observation of the student in their normal school | | | | your rights as a parent to control what happens |
| environmentHaving this information helps school | | | | to your child during every step of the process. |
| personnel determine the next step.At this point, | | | | The Parents' Rights also describe how you can |
| strategies that are specific to the student could | | | | proceed if you disagree with any part of the |
| be implemented for a period of time, which may | | | | comprehensive evaluation report or the |
| help them become more successful in school. If | | | | individualized education plan - mediation and Due |
| this doesn't work, then the child would need to be | | | | Process hearings are both options.You can obtain |
| tested for a specific learning disability to help | | | | information about free or low-cost legal |
| determine whether they qualify for special | | | | representation from the school district, or, if your |
| education services. It is very important to note, | | | | child is in Early Intervention (for kids ages 3 to 5), |
| though, that the presence of a disability does not | | | | you can get info through that program.Special |
| automatically guarantee the child will receive | | | | Educational Attorneys and Child Right's Advocates |
| special education services.For a child to be eligible, | | | | familiar with the IEP process will provide paid |
| the disability must affect the child's functioning at | | | | representation when you need it.You may also |
| their public school.To determine a child's eligibility, a | | | | invite anyone who knows or works with your |
| multidisciplinary team of professionals will evaluate | | | | child to be a part of the IEP team when you feel |
| the child based on their observations; the child's | | | | their input would be helpful.A Final Important |
| performance on standardized tests; and daily | | | | NoteThe IEP process is very complex, however, |
| work such as class work, homework, quizzes, and | | | | it's also an effective way to develop a plan that |
| tests. The professionals on the evaluation team | | | | addresses how your child functions and |
| may include:a psychologist | | | | learns.When you have concerns, do not hesitate |
| a hearing or vision specialist | | | | to ask questions about the evaluation findings or |
| an occupational therapist | | | | the goals recommended by the team.You know |
| a physical therapist | | | | your child best of all and you need to play a |
| a special education teacher | | | | central role in creating a learning plan tailored to |
| a speech therapist | | | | your child's specific needs.Dore E. |