Students with Special Learning Disabilities

1. PHASE two: Pre-Referral

1.1. The pre-referral step in the special education process is formal and meant to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education. Pre-referral intervention is typically conducted by a Student Centered Team usually consisting of the teacher, the parents/guardians, an administrator, other general education teachers, nurse, guidance counselor, and any other adult involved in the education of the student. The general education teacher provides background information regarding the problem exhibited by the student and the team works together to develop possible solutions (Project IDEAL |http://www.projectidealonline.org/v/special-education-referral-process)

2. PHASE FOUR: Special Education Evaluation

2.1. IDEA requires that students referred for special education services receive a nondiscriminatory multi-factored evaluation.

2.2. The evaluation must be comprehensive and use evaluation tools and strategies that are technically sound and accepted. Most students receive a battery of formal evaluations that measure: Intelligence Achievement Behavioral Disability-specific issues Medical

3. PHASE SIX: IEP Meeting (IEP and LRE)

3.1. The Individualized Education Program (IEP) is a legal contract between the parents and the school district that describes the special education services to be provided by the local education agency which is the local school district. While IEP documents vary, the basic parts of an IEP include:

4. PHASE EIGHT: Reevaluation

4.1. Each year, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP. During these annual meetings, the IEP team should discuss the positive and negative elements of the special education services provided and determine, based on any new assessment data, what services should be provided in the upcoming school year.

5. Recognition

5.1. Teachers and school faculty identify significant discreptancies in reading, writing, math, speech or social interaction. This process needs to be backed by evidence

5.1.1. Evidenced must be submitted to the school administration. Parents should be involved.

5.1.1.1. IEP is drawned. Parents should be at all meetings

6. PHASE THREE: Referral for Special Education Evaluation

6.1. If, after interventions in the general education classroom, the student continues to experience difficulty, school personnel may refer the child for a special education evaluation. The official referral begins the formal process of determining eligibility for special education services. Once a referral is provided, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase of the referral process (Project Ideal | Retrieved on December 4th 2014 ).

7. PHASE FIVE: Eligibility (FAPE)

7.1. IDEA states that each child is entitled to a Free Appropriate Public Education (FAPE.) Special education services are one way to accomplish that requirement for some students with disabilities. Within 30 days of the completion of the evaluation, the individuals that took part in the process thus far will meet to determine eligibility. In simple terms, a student is considered eligible for special education services if (1) the child has a disability as defined by IDEA which negatively impacts his/her educational performance, and (2) the child needs special education services in order to benefit from education.

8. PHASE SEVEN: IEP Implementation

8.1. Once the IEP is developed and signed by members of the IEP team it is the responsibility of the entire IEP team to ensure that the IEP is implemented. The IEP team may meet as frequently as needed to discuss the implementation of the IEP. School personnel are required to provide documentation of the mastery of benchmarks and annual goals. The IEP document is a “living” document and can be altered during the school term if needed. The IEP goals and benchmarks provide the objectives for the education of the student and prescribe what services will be provided by the local school district and school campus to achieve those objectives. However, it must be understood that school agencies are not required to meet all the goals within the school term, but they must provide evidence of a “good faith effort” toward achieving the goals. * Here, I remember Paige using that same expression, "a living document", that should be updated at least four times a year.