Special Services for Students

AED 222

University of Phoenix Axia College

Cynthia Collins

There are many students that for one reason or another need to be enrolled in special education

(SPED) program. In order for this to happen a teacher has to know the student well and be the

student’s advocate. This teacher then initiates sequence of steps in order to get the student into

the SPED program.

First a letter must be drafted and sent to the school counselor. The letter outlines the particular

strengths and weaknesses of the child. The letter would then explain why the student needs

enrollment in SPED. The letter is forwarded to the school principal and then on to the county

school district administration. Here the letter is reviewed in detail. The administration looks

carefully at the child’s list of difficulties in order to ascertain whether or not a SPED program is

necessary. During this time the parents are also allowed review the letter. After the letter is

reviewed by the county school district administration the child will be evaluated if necessary. A

specialist is assigned and a time, place, and date are set for the specialist to evaluate the child.

The parents are kept in the loop at all times.

During the evaluation period the specialist will run multiple screening tests on the student. In

addition the student’s school records will be reviewed in detail. This review focuses both on

academic performance, i.e., grades and behavioral issues, i.e., interactions with the other

students. In particular, earlier intervention efforts and there success, or not, will be scrutinized.

After all of this the specialist may recommend more tests for the child if it is deemed necessary.

For example, the child could be a borderline special needs case. More testing gives a more

accurate read on which side of the line the student falls.

When the evaluation is complete a meeting his held in order to decide if the child is eligible for

SPED classes. The meeting is attended by a school administrator and the specialist who

administered the test, among others. These people consider all of the information in the

evaluation. This ranges from academic or behavioral issues all the way to parental and advocate

statements on behalf of the child. After reviewing the evaluation results a decision is made. If it

turns out that the child is deemed disabled then a specialized education program is created for the

child. The program involves teachers, parents and advocates among others. According to IDEA

2004 the absolute minimum contingent of individuals involved in the program should contain the

parents, the teachers (which includes a special education teacher), a representative of the county

school administration, an interpreter, and other adults who know the child and can offer help.

Parents are entitled to receive a copy of their child’s evaluation and all tests scores. Parents and

supporters can add additional information to their child’s evaluation. This is important because

the program specially designed for the child could be modified after receipt of this information.

Once the program is initiated it is reviewed periodically by the school. This periodic review

must happen at least once a year. In general these reviews happen more frequently. During

these review periods the program may be updated if necessary.

The specialized programs created for SPED students all have the following necessary

ingredients:

A written appraisal of the student’s grade level.

A list of yearly milestones and metrics to assess achievement.

A summary of the special program and the many resources it needs.

An estimate of the amount of time the student spends in the special program in relation to

the amount of time spent in the classroom with the nondisabled children.

A list of assessments that the child undertook.

A plan to measure achievement milestones and to inform parents of progress.

These special programs for SPED children are very important. These programs involve

teachers and parents. Both of these groups have the best interests of the child in mind. When

they work together in the context of the program and the resources provided by the school,

the child has the greatest chance of success. As the student succeeds in school confidence

builds. This is then translated into success outside of school. With this kind of support the

children can conquer their issues and lead normal productive lives.

References

Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2008). Special education for today’s

teachers: An introduction. Upper Saddle River, New Jersey: Pearson Education