chapter 4: identification and planning

Chapter 4Identification and Planning for

Students with Special Needs

Based on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)

Chapter 4 Questions What is the process through which students’

eligibility for special education services is determined?

How are infants and toddlers, preschoolers, and school-age children with special needs identified?

What types of plans are made for students with special needs?

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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IDEA Part C: Ages 0-2

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Programs for families with children, birth to 3, with disabilities and developmental delays.

Provides services to families to help children reach their potential.

State and federally funded through IDEA.

In Texas, the lead agency is the:

Early Childhood Intervention

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Eligibility for ECI Services Developmental Delay

Atypical Development

Medical Diagnosis

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Steps in the ECI Process Child Find

Referral (2 day rule)

Intake/Screening

Evaluation

IFSP meeting

Service Delivery

Review

Transition

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Array of ECI Services Assistive Technology Audiology Developmental Services Early Identification,

Screening & Assessment Family Counseling Family Education Medical Services Nursing Services

Nutrition Services Occupational Therapy Physical Therapy Psychological Services Service Coordination Social Work Services Speech-Language Therapy Vision Services

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Location of ECI Services Services are provided in homes and

community settings. Young children learn best when taught in

natural and familiar environments.

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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IDEA Part B: Ages 3-21

Preschool (ages 3-5)Eligible children exhibit developmental delays in:

communication gross and fine motor skills cognitive skills social or emotional behavior adaptive behavior (self-help)

Children can be labeled “developmentally delayed” rather than with a specific disability category label.

Use same identification process as that used for school-aged children.

Services provided by public school system (PPCD class, speech therapy, etc.).

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Effectiveness of Early Intervention

Reduces or eliminates developmental delays

Results in fewer children being retained in later grades

Reduces educational costs to school programs Improves the quality of parent, child, and family

relationships

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Multi-Tier System of Supports or Response to Intervention

http://www.rti4success.org/

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Multi-Level “Tiered” Intervention

Early Intervening Services in

General Education

Special Education &/or Additional Early

Intervening Services

1

2

3

Progress Monitorin

g

3 Tiers

80% should be making acceptable progress.

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Purpose of MTSS/RTI Limit academic failure by providing timely

assistance Provide information about instructional needs Provide data for potential special education

evaluation Eliminate inadequate instruction as possible

cause of low achievement Reduce the number of referrals for special

education Accurately identify children with true disabilities

Identification Process (after RTI)

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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ReferralCan be submitted by anyone (teacher, parent,

other school personnel, etc.)Describes concerns (observations) about

academic and/or behavioral performance Identifies interventions attempted and results

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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Evaluation Individual evaluation in all areas related to suspected

disability Can include RTI data Includes more than one test Use validated, unbiased tests Administered by qualified persons Given individually, in students’ native language Must have parents’ consent

Rosenberg/Westling/McLeskeySpecial Education for Today’s Teachers: An Introduction

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ARD/IEP Meeting Participants: general education teacher, special

education teacher, administrator, evaluator, specialists/therapists, parent, and possibly others (student, advocate, doctor, etc.)

Review evaluation data Decide whether child has disability Identify needs of the child Determine placement and services

Individualized Education Program (IEP)

Present level of performance Annual measureable goals How progress measured and reported Statement of special education and related services Extent of participation in general education Dates, frequency, location, and duration of services

Other Special Education Plans Individualized Family Service Plan (ISFP) 504 Plan Behavior Intervention Plan Transition Plan