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    Steps of The Evaluation Process

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    api-338545170
    The evaluation process for determining if a student has a disability and qualifies for special education services involves several key steps. First, concerns are presented by those who suspect a disability, such as teachers or parents. Then interventions are tried in the classroom and their effectiveness is documented. If interventions are unsuccessful, the student is referred for a formal evaluation. Next, consent is obtained from parents and evaluations are conducted by professionals like psychologists, speech therapists, and teachers. Finally, a meeting is held to review results, determine eligibility, and develop an individualized education program (IEP) if qualified for special education services.

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    Steps of The Evaluation Process

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    api-338545170
    93 views2 pages
    The evaluation process for determining if a student has a disability and qualifies for special education services involves several key steps. First, concerns are presented by those who suspect a disability, such as teachers or parents. Then interventions are tried in the classroom and their effectiveness is documented. If interventions are unsuccessful, the student is referred for a formal evaluation. Next, consent is obtained from parents and evaluations are conducted by professionals like psychologists, speech therapists, and teachers. Finally, a meeting is held to review results, determine eligibility, and develop an individualized education program (IEP) if qualified for special education services.

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    The evaluation process for determining if a student has a disability and qualifies for special education services involves several key steps. First, concerns are presented by those who suspect a disability, such as teachers or parents. Then interventions are tried in the classroom and their effectiveness is documented. If interventions are unsuccessful, the student is referred for a formal evaluation. Next, consent is obtained from parents and evaluations are conducted by professionals like psychologists, speech therapists, and teachers. Finally, a meeting is held to review results, determine eligibility, and develop an individualized education program (IEP) if qualified for special education services.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    93 views2 pages

    Steps of The Evaluation Process

    Uploaded by

    api-338545170
    The evaluation process for determining if a student has a disability and qualifies for special education services involves several key steps. First, concerns are presented by those who suspect a disability, such as teachers or parents. Then interventions are tried in the classroom and their effectiveness is documented. If interventions are unsuccessful, the student is referred for a formal evaluation. Next, consent is obtained from parents and evaluations are conducted by professionals like psychologists, speech therapists, and teachers. Finally, a meeting is held to review results, determine eligibility, and develop an individualized education program (IEP) if qualified for special education services.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Steps of the evaluation process

    1. Concerns are presented-this can be done by anyone who suspects


    some may have a disability. This includes teachers, parents, guardians
    etc.
    2. In some schools, pre-referral teams are already in place. Interventions
    are tried and documented to determine if general education
    interventions can meet students needs. If so, student continues to use
    those interventions and referral for evaluation is not needed. If general
    education interventions are not successful, the student is often referred
    by the Pre-referral team or teacher for an evaluation to determine if they
    are eligible for Special Education services. The documentation of the
    pre-referral interventions is valuable data as to what worked and what
    did not work with the student as well all interventions tried.
    3. Once the student is referred for an evaluation by teacher, parent etc. the
    parent or guardian (whomever has educational rights for the child) will
    sign a consent for evaluation usually presented by the School
    Psychologist. Prior to signing the consent, the school must provide the
    parent or guardian with Procedural Safeguards (Parental Rights).
    Once the consent for evaluation is signed, the school as has a predetermined amount of days to complete the evaluation. The number of
    days to complete the evaluation varies state to state.
    4. The evaluation team will evaluate the student during the evaluation
    period. Depending on the nature of the referral, many professionals
    may be involved with this process. It may include School Psychologist,
    Speech and Language Pathologist, Occupational Therapist, Physical
    Therapist , Special Education teacher etc. Each does their part of the
    evaluation and often consults and collaborate with one another as to
    evaluation data and overall findings. Parents are often interviewed or
    asked to complete rating scales etc. to get information as how the child
    functions in all environments.
    5. Once the evaluation has been completed, a meeting will be set up
    with the parent or guardian to go over evaluation results and determine if
    student has a disability and if they are eligible for Special Education
    services. The parent or guardian must have at least a 10 day
    (calendar) notice before the meeting. This gives them time to invite

    anyone they want to go to the meeting with them if they so choose to do


    so. This is their legal right.
    6. A meeting is then held with all professionals who conducted an
    evaluation present along with parent or guardian and it is then eligibility
    for special education services is determined. It is important that
    parents are involved in the determination as they are part of the
    team. If it is determined the student has a disability and is eligible for
    Special Education services, an IEP will then be developed to address
    the needs of the student.
    7.

    IEPs can be written for any length of time but often they are written for
    one year. They need to be reviewed at least once every year.
    Anyone on the IEP team can call an IEP meeting at any time.
    Members of IEP team include student, parent, Special Education
    teacher, General education teacher and LEA rep (often principal).

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