The Components of the Exceptional Education Process
A. Definitions of the Exceptionalities covered in the Exceptional Student Program
1. Mentally Handicapped (EMH, TMH, SPMH) The mentally handicapped student is one who may not be able to learn quickly or as much as most other students his age. This includes students who are EMH "educable," TMH "trainable," or SPMH "profound." In order to be eligible for "mentally handicapped" programs and services, a student must meet all the requirements listed in the State Board of Education Rules.
2. Specific Learning Disabled (SLD) The student with a specific learning disability is one who seems to have average or better ability, health, vision, hearing, and intelligence, but is still unable to learn things as easily or as quickly as most other students his age. In order to be eligible for "specific learning disabled" programs and services, a student must meet all the requirements listed in the State Board of Education Rules.
3. Hearing Impaired The hearing impaired student is one who has a loss of some or most of his ability to hear. This includes students who are deaf or hard-of-hearing. In order to be eligible for "hearing impaired" programs and services, a student must meet all requirements listed in the State Board of Education Rules.
4. Blind/Visually Impaired The visually impaired student is one who has a loss of some or all of his ability to see. This includes students who are blind or partially sighted. In order to be eligible for "visually impaired" programs and services, a student must meet all the requirements listed in the State board of Education Rules.
5. Emotional Handicapped (EH, SED) An emotionally handicapped student may seem to act differently, think differently, or have different feelings than most other students his age. This includes students who are "severely emotionally disturbed - (SED)". In order to be eligible for "emotionally handicapped (EH)" programs and services, a student must meet all the requirements listed in the State Board of Education Rules.
6. Physically Impaired (PI) The physically impaired student is one who has a severe illness, condition, or disability which makes it hard for him to learn in the same ways as other students his age. In order to be eligible for "physically impaired" programs and services, a student must meet all the requirements listed in the State Board of Education Rules.
7. Autistic The autistic student may seem to act, talk, think or behave very differently from other students his age. He may not like to be close to people. In order to be eligible for "autistic" programs and services, a student must meet all the requirements listed in the State Board of Education Rules.
8. Speech and Language Impaired The speech or language impaired student is one who has problems in talking so that he can be understood, sharing ideas, expressing needs, or understanding what others are saying. In order to be eligible for "speech and language" programs and services, a student must meet all the requirements listed in the State board of Education Rules.
9. Homebound/Hospitalized A kind of Exceptional Student Education for a student who must stay at home or in a hospital for a period of time because of a severe illness, injury, or health problem. In order to be eligible for "homebound/hospitalization" programs and services, a student must meet all the requirements listed in the State board of Education Rules.
10. Gifted. A gifted student is one who is very, very bright or smart and who learns things much more quickly than other students his age. In order to be eligible for "gifted" programs and services, a student must meet all the requirements listed in the State board of Education Rules.
B. Stages of the Exceptional Education Process:
1. Referral: When a parent, school person, or friend notices that a child is not making progress in school, s/he gives that information in writing to the school system so that an evaluation can be done.
2. Evaluation: An evaluation is a careful look by a team of teachers and specialists at a child's abilities, strengths and weaknesses. It provides information about the child's educational needs and helps to determine whether an exceptional education program is necessary for the child.
3. Eligibility Staffing: for a child to receive exceptional education services, the child must first qualify according to guidelines. At the eligibility staffing a decision is made as to whether or not a child meets the program requirements to receive exceptional education services.
4. Individualized Education Program Development (IEP): Every child in exceptional education must have an IEP. The IEP is a written statement describing the specially designed program developed to meet the needs of the individual child. Parents have a right to participate with the school in the development of their child's I EP.
5. Placement - Program Start: The placement decision identifies the appropriate school program and services needed to meet each child's educational goals. Services may include speech therapy, occupational therapy, transportation, etc. After the goals and objectives of the IEP have been written, and a child has been placed in the school setting, learning activities begin in the classroom. Parents and school people then work together to make the IEP and placement work for the child.
6. Annual Review: Any time there is a change, or proposed change in a child's school program, parents and school people must gather more information and reassess the appropriate educational program for the child. Every three years, there is a new evaluation and eligibility decision for every child in special education. This is called the triennial review.
C. The Evaluation Process:
1. Deciding on the evaluation:
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Talk to someone - share your feeling about the evaluation |
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Get parent handbooks and pamphlets on evaluation |
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Make a list of all your questions |
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Identify the school people responsible for your child's evaluation |
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Ask the school people to write down the reasons for the evaluation |
2. Before evaluation:
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Make a list of the difficult and helpful parts of a previous evaluation |
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Talk with your child about the reasons for the evaluation |
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Choose a friend to share the evaluation with you |
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Visit the place where the evaluation will be given |
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Give your child the chance to make some choices about the evaluation |
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Watch to make sure your child's needs are met (fatigue, hunger, bathroom needs, etc.) |
3. During evaluation:
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Review the day's plan with your child (including a celebration when it's over!) |
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Let your child know you will be there, if appropriate |
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Observe the evaluation if you can and write down your thoughts concerning your child's responses |
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Make sure your child is feeling up to par |
4. After evaluation:
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Ask child which activities and people your child liked and disliked |
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Praise child for success in completing the evaluation |
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Plan and hold a celebration activity for your child . . . and for you! |
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Write down any additional thoughts you have regarding the evaluation experience |
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Get a copy of the evaluation report and read it to see if it sounds accurate |
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Meet with the school people so they may explain to you the results of the evaluation |
5. Evaluation analysis:
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Check the date the tests were given |
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Check to see if factual information is correct, i.e., name, birth date, etc. |
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Check math computation |
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Check to see if the test was completed on the same day or if it was broken up into different segments and give on different dates |
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Check who administered the test |
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Check was it a screening test or diagnostic test |
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Check was it given in a group or individually |
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Check if this test can be used to determine intervention strategies or is its only purpose to provide a numerical score |
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Check if it is a timed test |
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Check if the test(s) is age appropriate, is it in your child's native language, and is it discriminatory in any area |
6. Questions you might asked of person who administered test(s) to your child:
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Did you observe my child in his classroom? |
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What specific learning strengths and weaknesses appear on the test(s)? |
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How does this information directly relate to the problems which caused my child to be referred for testing? |
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What specific recommendations can you give to help solve these problems? |
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Can you meet with my child's teacher and me to help plan an educational program? |
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If I have questions in the future, how can I reach you? |
Note: You have the right to examine, correct and obtain copies of your child's school records.
The Evaluation Team:
| Title |
Name |
Business Address |
Telephone |
| Evaluation Team Coordinator |
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| Evaluation Specialist(s) |
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| Therapist(s) |
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| Psychologist |
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| School Counselor |
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D. The Eligibility Decision Making Process
The eligibility decision is usually made by a staffing committee. It is the purpose of the committee to decide if a child is eligible to receive exceptional education services. This decision is made by comparing the results of the evaluation and other important information against the definition of handicapping conditions as written in the law. The law includes in its regulations definitions for the following handicapping conditions: deaf, deaf-blind, hard of hearing, mentally handicapped, multi-handicapped, physically impaired, other health impaired, emotionally handicapped, specific learning disability, speech impaired and visually impaired.
If all of the formal and informal information about a child matches the definition of a handicapping condition, the child will be eligible for exceptional education services. Should the committee feel the results don't match, the child will not be eligible for exceptional education services.
Parents can attend the eligibility or staffing committee meeting. If you are a part of the meeting, but don't understand the definition of the handicapping condition your child is believed to have, ask to have the definition explained.
The Eligibility Committee:
| Title |
Name |
Business Address |
Telephone |
| Staffing Specialist |
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| Evaluation Team Member(s) |
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| Other District or School Staff called in: |
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| Consultant(s) used by you: |
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E. The IEP Process:
1. Who attends the IEP meeting?
For a child NEW to the school system:
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1. Director of Exceptional Education |
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2. Member of the evaluation team |
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3. Parents |
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4. Child, when appropriate |
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5. Other individuals chosen by the parents and the school |
For the child ALREADY in exceptional education:
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1. Principal responsible for the supervision of the special services |
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2. The child's teachers |
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3. Parents |
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4. Child, when appropriate |
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5. Other individuals chosen by the parents and the school |
For a child placed in a PRIVATE special education setting:
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1. A representative of the private school |
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2. A representative of the local public school responsible for supervision of special services |
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3. Parents |
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4. Child, when appropriate |
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5. Other individuals chosen by the parents and the school |
2. When is an IEP meeting held?
For a child NEW to exceptional education: The IEP must be developed within 30 days after the eligibility decision
For a child ALREADY in exceptional education:
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1. At the beginning of the school year with the new and/or former teacher |
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2. At the end of the year for annual review |
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3. Whenever an update of review is requested by the parents or school people |
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Note: The IEP meeting must be scheduled at a time and place that is convenient for parents and others who attend. |
3. What is contained in an IEP?
An IEP contains statements about:
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Your child's present level of educational performance in all areas |
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Annual goals for each area |
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Instructional objectives for each area |
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The exceptional education and related services to be provided to meet each of the goals and objectives |
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The amount of time the child will be able to spend in regular education programs. |
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The dates for beginning the services and the planned length of the services. |
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How progress will be determined, on at least an annual basis. |
4. At the end of the IEP meeting:
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If you are satisfied that the IEP meets your child's needs to the fullest extent possible, you may sign the IEP at that time. |
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If you would like to relax and then read the IEP again, tell the school people you would like to review the IEP over the next day or two. Ask that they provide you with a copy of the IEP and tell them exactly when you will give them your final decision regarding the IEP. |
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If you do NOT find the IEP totally acceptable, you may: |
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Not sign the IEP and ask to meet again informally to resolve the disagreement. |
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Sign the IEP but note which parts you disagree with and state your plan to appeal those parts of the IEP. |
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Refuse to sign the IEP and state in writing your intention to appeal the IEP. Before doing this, inquire what services your child will receive while the appeal is made. |
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Sign the IEP and state which parts you disagree with but write nothing about your plan to appeal. |
The Individualized Education Program (IEP) Meeting
| Title |
Name |
Business Address |
Telephone |
| School's Exceptional Education Representative |
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| Classroom Teacher(s) |
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| Child's Therapist(s) |
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| Your consultant(s) |
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| Your friend(s) |
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| District Representative |
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F. The Placement Process
Placement means the setting where your child will be educated. This includes:
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the school or center |
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the classroom and teacher |
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the amount of time the child will spend with typical students who have no handicaps |
Placement decisions are based on:
Because each child is different, the school system must have different types of schools and classes to match the educational needs of students.
Parents should become familiar with the placement choices available for their children. Parents can often visit other schools and classes to see what they are like.
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Least Restrictive Environment |
The best kind of exceptional education placement for children is the setting that gives them the child as much contact as possible with children their own age while it meets all of their learning and physical needs.
G. Least Restrictive Environment (LRE) Concept
Content of LRE
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Examples of the least to most restrictive environments |
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Parents's Checklist on the Least Restrictive Environment
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The School |
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Physical Inclusion |
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Social Inclusion |
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Individualized Education Program |
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Parent Involvement |
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Attitudes |
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Staff |
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Examples of the least to most restrictive environments:
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1. Exceptional children included into regular classes, with or without supportive services |
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2. Regular class attendance plus supplementary instructional services |
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3. Part time or resource room special class |
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4. Full time self-contained special class |
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5. Homebound |
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6. Instruction in hospital, residential, or total care settings |
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7. Special schools or exceptional education center in public school system |
Parents's Checklist on the Least Restrictive Environment
The School:
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Does your child attend a regular public school? |
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Is this the same school child would attend if not disabled? |
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Is the proportion of students with disabilities at the school roughly the same as their proportion in the school district? |
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Is the school physically accessible? (Can students with mobility impairments use the same entrance as other students? Are water fountains, bathrooms, and other facilities accessible?) |
Physical Inclusion:
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Are special classes and programs spread throughout the school (as opposed to being congregated in a separate section or wing?) |
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Are special classes and programs located alongside regular classes? |
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Are special classes and programs indistinguishable from regular classes (e.g., do they have the same titles as regular classes "room 220" instead of "resource room"?) |
Social Inclusion:
Does your child use (to the same extent as other students):
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the cafeteria at the same time as other students |
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hallway lockers |
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the school playground with other students |
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regular school buses with other students |
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the school library or media center (in a small group) |
Does your child participate in (to the extent as other students):
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school assemblies |
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graduation exercises |
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school social activities |
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school clubs |
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regular music classes |
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regular art classes |
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regular physical education classes |
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regular home room |
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regular study halls |
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field trips with other students |
Does your child perform the same school jobs as other students (e.g., attendance monitor, audio-visual equipment aide, or cafeteria helper?)
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Is your child included with regular education students when participating in regular activities? |
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Does your child's school provide for typical students to serve as helpers, buddies, tutors or friends for special education students? |
Individualized Education Program:
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Does your child's IEP specifically address the least restrictive environment? |
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Does your child's IEP provide for participation in regular academic or extracurricular activities? |
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Does the school district have written criteria for making decisions on the least restrictive environment? |
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Does your child participate in regular academic programs to the extent possible? |
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Are supportive services (aides, interpreters, equipment, assistive technology) provided when your child participates in regular activities? |
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Are resource rooms used as a supplement to regular educational programs rather than being used as placements (i.e., do students spend more time in regular programs than resource rooms? ) |
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Does your child receive related services (physical therapy, occupational therapy, health services, speech and communication services) that is needed? |
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Does your child's IEP specify criteria for movement to a least restrictive program? |
Parent Involvement:
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Are your encouraged to provided ways and suggestions on how to have your included into regular school activities? |
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Does the school encourage parents of special education students to participate in the P.T.O.(P.T.A.)? |
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Does the school involve parents in planning for inclusion activities and policies? |
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Does the school explain the program options available to students to parents? |
Attitudes:
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Are typical students encouraged to interact with special education students? |
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Do social studies, health, and other academic courses include sessions on disabilities? |
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Do regular teachers promote positive attitudes among regular education students about relating to people with special needs? |
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Does the school have books, films, and media presentations on disabilities? |
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Are parents of students with disabilities and adults with disabilities invited to speak to regular classes? |
Staff:
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Do special education teachers coach athletic teams, serve as home room teachers, sponsor school service clubs, and perform other faculty responsibilities? |
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Do regular and special education teachers share the same lounge? |
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Do regular and special education teachers hold joint staff meetings? |
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Are in service training sessions on special education offered to all school personnel? |
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Do regular and special education teachers plan inclusion activities together? |
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Are consultants available to help special and regular education teachers with curricula? |
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Does the principal demonstrate support for inclusion with staff and parents? |
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Is the principal involved with special education programs? |
H. After the Child is in the Program
1. Making it Work:
Once a child is in the classroom setting, it is the goal of both the parents and the school to provide the highest possible quality of education for the child. The best situation is one in which the parents and school people are working together for the child. Parents can help this process by doing the following:
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Give the school people some time to get the IEP fully implemented. |
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Tell the teachers and other school people what you like about the way they work with your child. |
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Let the school people know your understanding of the difficulties they face in their job. |
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Try to bring out needed changes in the most friendly, informal way beginning with the teacher in the classroom. |
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Contribute in any way you can to the solutions of problems that occur. |
2. Annual Review:
At the end of the school year, it is time to go over your child's IEP carefully with the teacher:
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to check progress |
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note suggestions for next year and summer activities planned |
Be prepared to take an active part in your child's IEP formulation by:
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frequent communication with teachers |
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making and recording observations of child's progress at home |
3. Triennial Review:
Every three years a full evaluation, including psychological and educational testing, is required, then the full process begins again.
Annual Review Meeting:
| Title |
Name |
Business Address |
Telephone |
| School's Exceptional Education Representative |
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| Classroom Teacher(s) |
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| Child's Therapist(s) |
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| Your consultant(s) |
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| Your friend(s) |
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| District representative |
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I. Observing Your Child's Program in the School
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Let the teacher know ahead of time that you would like to observe in the classroom. |
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Decide what activities you specifically want to observe (reading group, playground time, individual therapy, etc.) |
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Tell the teacher how long you plan to spend in the classroom observing. |
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Observe only your own child and activities that involve your child with other children and adults. |
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Keep conversations with other adults in the classroom to a minimum during the observation. |
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After the classroom visit, make some notes describing your observations, impressions, high points, low points, and concerns. Use the following observation guide to assist you in recording your observation. |
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Follow-up your observations with a brief meeting, phone call or note to the teacher to share your findings, thoughts and concerns. Remember to stress the positive first, so that the teacher will hear your concerns in a constructive frame of mind. Try to close the conversation or note in an upbeat, cooperative manner. |
| Parent's School Observation Record
Date of observation:
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Name of School:
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School Address: |
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Distance from Home: |
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Telephone Number: |
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Contact Person: |
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Age range of students: |
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Educational Exceptionalities: |
PHYSICAL ENVIRONMENT:
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appearance |
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room arrangement |
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safety factors |
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special instruction areas: |
LEARNING ENVIRONMENT:
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size of class: |
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number of teachers/aides/volunteers: |
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length of sessions |
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curriculum used (content or instructional guides) |
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inclusion activities (special and regular education students) |
SOCIAL ENVIRONMENT:
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teacher behavior/attitudes |
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students' behavior with each other and with adults |
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amount of "play" time |
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overall "feel" of the class: |
SPECIAL SERVICES OFFERED:
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Transportation: |
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Assessment Services: |
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Therapy Services: |
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Support Services (library, art, music, physical education etc.): |
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Obvious use of Assistive Technology: |
PARENT INVOLVEMENT: How are parents encouraged to be involved?
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J. Related Services for Exceptional Students
Recreation
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Assessment of leisure function |
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Therapeutic recreation services |
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Recreation programs in schools and community agencies |
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Leisure education |
School Health Services
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provided by a qualified school nurse or other qualified person. |
Social Work Services
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Preparing a social or developmental history on a handicapped child |
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Group and individual counseling with the child and family |
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Working with those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school |
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Mobilizing school and community resources to enable the child to receive maximum benefit from educational program |
Speech & Language Pathology
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Identification of children with speech or language disorders |
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Diagnosis and appraisal of specific speech or language disorders |
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Referral for medical or other professional attention necessary for the habilitation of speech or language disorders |
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Provision of speech and language services for the habilitation or prevention of communicative disorders |
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Counseling and guidance of parents, children, and teachers regarding speech and language disorders |
Occupational Therapy
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Identification of children with fine motor, motor planning or sensory integration disorders |
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Diagnosis and appraisal of specific fine motor and sensory integration disorders |
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Referral for medical or other professional attention necessary for the habilitation of fine motor and sensory integration disorders |
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Provision of occupational therapy services for the habilitation or prevention of fine motor, motor planning and sensory integration disorders |
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Counseling and guidance of parents, children, and teachers regarding fine motor, motor planning and sensory integration disorders |
Physical Therapy
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Identification of children with gross motor or physical disabilities |
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Diagnosis and appraisal of specific physical disabilities |
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Referral for medical or other professional attention necessary for the habilitation of physical disabilities |
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Provision of physical therapy services for the habilitation or prevention of physical disabilities. |
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Counseling and guidance of parents, children, and teachers regarding gross motor and physical disabilities |
Transportation
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Travel to and from school and between schools |
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Travel in and around school buildings |
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Specialized equipment (such as adapted bus, lifts, and ramps,) as required to provide special transportation for a handicapped child |
Assistive Technology
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Computer assisted learning |
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Language boards or electronic language communicators |
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Visual and auditory aids |
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Talking books, books on tape |
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Calculators for math |
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Word processing for handwriting |
Issues to address when thinking about related services:
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Which services are needed? |
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How often are they needed? |
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What length of time will be provided for these services? |
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Who will provide these services? |
K. Due Process - Protection for Your Child's Rights
The special education rights provided by IDEA and PL 94-142 are protected for all participants - the child, parents and educators. If you disagree with school officials regarding your child's rights to special education, there are steps you may follow to solve the problem.
Initially: Meet with your child's teacher and the school administrator. Be prepared to state the problem clearly and to present facts supporting your opinions. A disagreement resolved informally is best for everyone, especially your child. If such a meeting does not result in a solution to the problem, more formal steps may be taken.
First Formal Step: Request a conference with the Director of Exceptional Education. Be prepared to state your concerns in specific terms. If a conference does not solve the problem, then you may . . .
Second Formal Step: Request a meeting with the Superintendent of Schools or his representative. If the problem is still unsolved, you may . ..
Third Formal Step: Write a letter to the Director of Special Education, State Department of Education, requesting that your complaint be investigated.
The above three formal steps are recommended, though optional, you could skip them and just proceed to this step:
Fourth Formal Step: Request a Due Process Hearing. Write to the local Superintendent of Schools and request a due process hearing. You may wish to obtain advice from a parent group or legal counselor. The hearing must be concluded within 45 days. If you are not satisfied after receiving the hearing officer's opinion, you may...
Fifth Formal Step: Appeal to State Education Agency for Review of the Local Hearing
This review must be conducted within 30 days. Should you not be satisfied after the appeal process, you may . . .
Sixth Formal Step: Prepare a Civil Suit by getting legal advice you may and pursuing action through the court system.
Identify the Key Players in the Steps of Due Process
| Title |
Name |
Business Address |
Telephone |
| School Board President |
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| School Board Member in your Neighborhood |
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| Sympathetic Board Member to your issues |
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| School Board's Lawyer |
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| Superintendent |
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| District Director of Exceptional Education |
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| School Principal |
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| Local School Coordinator of Exceptional Education |
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| Local Parent Advocacy Organization |
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| State Office for Advocacy for the Disabled |
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| Legal Services for the Disabled |
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| Your Lawyer |
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L. Parents' Summary of the Steps of the Exceptional Education Process
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Referral - The act of telling a school or agency that a student may have special learning needs. A referral can be made by a parent, a teacher, a doctor, or any person who has worked with the student. Children do not have to be in school to be referred. |
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Evaluation - A way of collecting information about a student's special learning needs, strengths, and interests. It is used to help make decisions about whether a student is exceptional and eligible for Exceptional Student Education programs and services. It may include giving individual tests, observing the child, looking at records, and talking with the student and/or his parents. |
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Eligibility-Staffing: A meeting at which a group of school staff members decide whether or not a student is exceptional, what kind of exceptionality he has, and whether or not he is eligible for Exceptional Student Education programs and services. Sometimes parents may be asked to be at this meeting. |
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IEP - Individual Educational Program. A written plan which describes an exceptional student's special individual learning needs and the Exceptional Student Education programs and services which will be given to that student. |
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Program start, placement - Initiation date: The date, month, and year on which a program or service will begin for an exceptional education student. |
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IEP Review - A meeting held at least once a year to look at, study, and talk about an exceptional student's IEP. The purpose of the IEP review is to make decisions about changes in the IEP. |
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Re-evaluation - to evaluate again. An exceptional student must be re-evaluated every three years. |
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Ongoing Staffing - A meeting at which a group of school staff members decide whether or not a student should continue in the Exceptional Student Education programs and services. Sometimes parents may be asked to be at this meeting. |
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