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Eligibility for Special Education

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					Eligibility for Special Education
Birth to 3 & 3-5 Services

Birth to 3:

Individualized Family Service Plan (IFSP)

3-5 Services:

Individualized Education Plan (IEP)

Referral Process: In General
 Anyone

can refer

 Types
 

Verbal (Face-Face; Phone) Written (Name, Date, Relation, Concerns, DOB)

a timeline  Parent consent to evaluate

 Starts

Basics of Eligibility: In General
participation  Team evaluation & decision-making  Review existing reports & medical history  Observation  Use multiple sources of evidence
 Parent

Focus on the family‟s needs to support the child with special needs.

Birth to 3 Referral

Birth to 3 Referral

 

Screening
Informal assessment of development Is an evaluation needed?


 

Evaluation
Would start the 45 day timeline Early Intervention team formed

Early Intervention Team
 Parent(s)

interventionists representing different disciplines  Service Coordinator  At least one person with expertise in typical and atypical development

 Two

Qualified Team Options
      

Audiologists* Nutritionists Occupational Therapist* Physical Therapist* Physicians Psychologists Rehab Counselors

     

Registered Nurse School Psychologist Social Worker Special Educator Speech/Language Pathologist Other

B-3 Eligibility
Delay determined by Early Intervention Team. -OR Diagnosed Physical or Mental Condition with a high probability of leading to a delay. -OR Atypical Development
 Developmental

Developmental Delay
Supported by: History  Observations of the child  Determination of 25% delay or 1.3 standard deviation below the mean in one developmental area
 Developmental

Developmental Areas
 Cognitive– knowing/thinking/learning

 Communication– speech/language

and Fine Motor- large/small muscles  Social/Emotional- interacting/dealing with feelings &
others

 Gross

 Adaptive/Self-Help- changing behavior based on
environment/take care of self (eating/feeding/cleaning)

Diagnosed Condition
 Genetic

 Perinatal
 Neurological  Sensory  Physical  Social-Emotional

Atypical Development
Applies to:  Growth & Development  Sensory & Regulatory  Chronic Illness/Medically Fragile  Social/Emotional

If found Ineligible
to re-screen in 3-6 months  Provide activity handouts or ideas  Resources in community that enhance/facilitate child development  Name and number for contact person for future concerns  Follow up letter to physician and/or referral source
 Offer

If Eligible

1. 2. 3. 4.

Assessment process to Develop Initial Individual Family Service Plan (IFSP)
Additional procedures if needed to determine functioning in all 5 areas. Identify Child‟s unique strengths and needs Identify family‟s strengths, resources, priorities and concerns (voluntary) Identify Child‟s natural environments, routines, activities and desired future activities



Develop IFSP within 45 days of referral for evaluation

Preschool Transition Timeline
Refer to handout, or the powerpoint presentation online at the Collaborating Partners site
(click on link below).

Powerpoint presentation

3-5 Services Referral

Focus changes to child‟s educational development and accessing the general education curriculum and program.

3-5 Referral
can refer  Must be in writing  Parents must be notified prior
 Anyone

for referral  ID existing data  Consent for evaluation  90 days to complete process

 Reasons

Child Transitioning from Birth to 3


LEAs required at Transition Planning Conference (If invited by Birth to 3)
Must meet with individual families* If suspects that child with disability, must ensure referral is initiated

 

Individualized Education Program (IEP) Team
    

Parent(s) Local Educational Agency (LEA) Rep Regular Education representative (#13 of Bulletin) Special Education Teacher Other, as needed, or who have knowledge or special expertise

3-5 Eligibility Process

2 Questions To answer

1st Question
Does the child have a disability?

Info Used in Evaluation


Existing Data
 

Birth to 3 Records Other evaluations



Possibly, additional testing

 

Observations Parent Report

11 Possible Disability Areas

Possible Disability Areas

 




Autism Cognitive Disability (CD) Emotional or Behavioral Disability (EBD) Hearing Impairment (HI) Specific Learning Disability (SLD) (additional form)

Possible Disability Areas
     

Orthopedically Impaired Other Health Impaired (OHI) Speech or Language Impairment (S/L) Traumatic Brain Injury (TBI) Visual Impairment (VI) Significant Developmental Delay (SDD)*

Autism
Must:  Generally evident before age 3  “Adversely effects learning and educational performance”  Difficulties interacting  Problems with social-communication

Autism link

Autism
And, 1 or more:  Delays/regressions/advanced skills  Abnormalities in thinking process  Unusual/repetitive responses  Distress over changes

Cognitive Disability (CD)*
 

Significiantly below average thinking abilities Problems adapting and functioning in various environments and getting their needs & wants met; “Adversely effects learning and educational performance”



CD Definition & Checklist

Cognitive Disability (CD)*


“Academic Functioning” for 3-5yrs.*  2 sds below mean in at least 2 areas: 1. Academic readiness 2. Comprehension of language or communication 3. Motor skills

Emotional Behavioral Disability (EBD)*


“Emotional behavioral disability, means social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills. “
EBD Definition & Checklist

Emotional Behavioral Disability (EBD)*
 Adversely
     

affects at least 1:

Academic progress Social relationships Personal adjustment Classroom adjustment Self care Vocational skills
EBD Definition & Checklist

Emotional Behavioral Disability (EBD)*
chronic and frequent  School and 1 other setting
 Severe,

Hearing Impairment


“Adversely effects learning and educational performance”
Academic performance, speech perception and production, or language and communication skills data Current evaluation by audiologist
Definition





Specific Learning Disability (SLD)*


Problem with 1 or more of the basic psychological processes- acquiring, organizing or expressing info Manifests in school Impaired ability to listen, reason, speak, read, write, spell or do math calculations
Definitions & forms Additional form

 

Specific Learning Disability
All must be true:
 

Delayed Classroom Achievement Significant Discrepancy
 

Between Academic achievement & Intellectual ability Regression formula used to determine



Information Processing


Storage, organization, acquisition, retrieval, expression or manipulation

 

General Education Setting Observation Speech/Language Pathologist on team
 

If, oral expression or listening comprehension problems To determine if a speech/language impairment not learning disability

Specific Learning Disability
3-6 year olds usually don‟t qualify because:
  

Regression Formula - Fewer skills Tests not enough sensitive Labeling issues

Orthopedically Impaired


Means “a severe orthopedic impairment that adversely affects a child‟s . . .‟
Orthopedic impairment




 



problem with “bones, joints, muscles and related structures” Congenital anomaly Diseases Impairments
Definition

Other Health Impairment
 Means

“having limited strength, vitality or alertness, due to chronic or acute health problems.”
. . Adversely affects a child‟s educational performance.”
Definition

 “.

Attention Deficit Disorder (ADD) Attention Deficit Hyperactive Disorder (ADHD)
 Requires
 Doesn‟t


medical diagnosis

automatically qualify

If not, services thru Section 504

 Other

Health Impaired, usually

Speech or Language Impairment*


Speech/sound production, voice, fluency, or language
that significantly adversely affects . . . Or social, emotional or vocational development
Definition & Checklist

 

Speech or Language (S/L)
May not identify if:


Mild or developmentally appropriate  Consistent with developmental levels  English As Second Language (SL/ELL) issues  Auditory processing w/o s/l impairment  Tongue thrust w/o speech impairment  Elective/selective mutism

Speech or Language (S/L)


Must include DPI certified Speech/Language Pathologist
Formal and/or informal measures Most recent assessment

 

Traumatic Brain Injury
 

Acquired external injury that adversely affects . . May use criterion-referenced, achievement, observation, work samples, and neuropsychological data



Must have „medical info from licensed physician‟

Definition

Visual Impairment (VI)*


Even after correction, visual functioning significantly adversely . . .

Definition & Checklist Braille Form

Visual Impairment (VI)*
All following must occur:
 



Functional vision evaluation - How uses vision in variety of tasks & settings Ophthalmologist or Optometrist evaluation - Physician or provider, respectively Orientation & Mobility Evaluation (O& M) - How uses info to know where one is in space, and be able to move to another place safely & efficiently

Significant Developmental Delay (SDD)*


Means “children ages 3, 4 or 5 who are experiencing significant delays in areas of physical, cognition, communication, social-emotional or adaptive development.” ONLY when all other areas eliminated Must include vision and hearing screening  VisionSurvey – alternative to standard screening
Definition Checklist
VisionSurvey

 

Once answer 1st Question: Do they have a disability? If, yes, then . . .

2nd Question
Does the child need special education services to access general education curriculum at this time?

Yes? No?

IF . . . Appropriate modifications can be made to access general ed curriculum, and meet educational standards that apply to all

THEN . . . May not need special education
Adapted from DPI Eligibility Training

If no, then . . .
Team needs to share:
1. 2.

Present level of performance and educational needs Services available thru Local Educational Agency (LEA) Services available thru Community resources

3.

IF . . . Appropriate modifications can‟t be made so that the student can access general ed curriculum, and that meet educational standards that apply to all

THEN . . . May need special education
Adapted from DPI Eligibility Training

If yes, then . . .
I.E.P. Team begins process:  writing goals and objectives  determining supports and training needed

And then . . .
Discuss placement OPTIONS

Preschool Options Website

Conclusion
 Final

questions? graph - again

 Human


				
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