Expert answer:SPD500 Grand Canyon University Special Education P

  

Solved by verified expert:Due Date: Apr 16, 2018 Details:Create a flowchart or graphic organizer depicting your understanding of the special education process and laws followed within a school or district. During this topic’s field experience gather information and materials provided to parents of individuals with exceptionalities for guidance.In addition to your completed flowchart or graphic organizer, write a 500-750 word parent-friendly summary of the special education process. In the summary, explain the roles of the school, the parents, and the students.Examples for flow charts: https://creately.com/blog/diagrams/flowchart-guide…
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Heather Manko
Grand Canyon University: SPD 500
February 14, 2018
Special Education Process Flowchart
Identify
a
Need
Formal
Assessment
Eligibility
• to be completed within 45 calendar days of first report
• upon enrollment into the school system, or returing children who have not previously been identified
• parents can also notify teachers of concerns they may have about their child’s developmental and/or
educational progress
• determine if the disability/delay is affecting the students educational success and if certain adjustments,
modifications, or accomodations would be beneficial
• All concerns are listed on a referral. Once the referral is recieved, the proper testing and/or screenings are
scheduled.
• Parents are to be notified within 10 days of the screening and/or testing that will take place.
• The assessment is conducted by a certified professional. Once the test is complete and analyzed, parents
must be notified, within 10 days, of any concerns, or lack thereof, they have found.
• Academic testing is broken down into subject catergories (ELA, Math, Science, etc.)
• If no concerns are found, no further action is necessary once the parents are notified.
• Review of screening and testing materials are used to further document and determine if there is an
impending disability causing the means for concern
• Evaluation Team determines eligibility using both formal and informal assessment procedures
• The testing assists in determining student qualifications for special education services under the
Individuals with Disabilities Education Act (IDEA)
• A multidisciplinary team uses federal and state regulations to determine if the student meets all
requirements for special education services
• Once a diagnosis has been made, an Individualized Education Plan (IEP) is created by the Special
Education team, along with input from assessors, teachers, parents, and other pertinent predecessors.
• A multidisciplinary team uses federal and state regulations to determine if the student meets all
The
requirements for special education services
Individualize • After the initial IEP meeting, meetings are held once a year for renewal. This continues through
d Education graduation, or until services are terminated. Meetings can be held more frequently upon request.
Plan (IEP)
• Placement is discussed and determined at the IEP meeting. Decisions must be in aggreance with all parties
involved in the IEP process
• Special Education laws require, and entitle, students to recieve instruction in the Least Restrictive
Placement,
Environment
Accommodations

Services such as occupational therapy, physical therapy, speech, etc. may be placed into effect if it is
,&
believed
to be of benefit to the student
Specialized
Services
Review and
Update of
Services
• Once initial implementation takes place, annual meetings are held to review student progress, as well as
modify the IEP as necessary
• Modifications/Accomodations can be made before the annual meeting if an amendment is made to the
IEP.
• An IEP meeting can be requested at any time throughout the year if issues should arise
• New assessments are given every three years to determine eligibility for services
Parent Summary of the Special Education Process
When a student shows signs of struggling in the educational setting, it is important to determine the root of the
problem. There are many ways your child can be helped in the classroom. If your child should be diagnosed with a
disability, the public school system is equipped to offer an ample amount of support and assistance. The law requires all
public schools to provide all students, regardless of their ability, with a Free and Appropriate Public Education (FAPE) in
the Least Restrictive Environment (LRE). They are also required to follow the specific Individualized Education Program
(IEP) that is set into place for students. Just like with any legal process, there are specific steps that need to be taken in
order to determine the eligibility of your child. Below is a brief guideline.
1. Identify a need. – If you believe your child may have some form of a disability…
• Concerns can be expressed by parents, teachers, administrators, and/or a medical professional. Once a
concern is expressed, an evaluation for special education eligibility will be ordered.
• Parents/Guardians have the right to request their child be tested for Special Education services at any
given time.
2. Conduct formal assessments. – In order to be determined eligible, the student must take a formal assessment….
• formal assessment evaluations are directed by certified professionals who are licensed in a specific area.
They will be able to perform the test and determine if there is any form of learning disability or delay.
• The assessments that are conducted are used as diagnostic tools. They do not give specific answers, but
they do give information on strategies that may help your child be more successful in the classroom.
• Assessments are broken down into different categories (math, reading, etc.) and can rule out issues with
sight and sound.
3. Hold an IEP meeting. – Once an official diagnosis of your child’s learning disability or other impairment has
been made…
• An Individualized Education Plan (IEP) will be created for your student. It will include learning goals to
strive for, as well as different ways he/she will be assisted in the classroom. These forms of assistance
are often referred to as accommodations or modifications.
• Once the disability has been documented, the IEP meeting must be held within 30 days.
• After the initial meeting, IEP meetings are then held once a year for renewal and updates. This is done
until the student graduates, or until services are terminated; whichever comes first.
• IDEA requires each of the following to be represented at the IEP meeting:
o parent
o special education teacher
o general education teacher
o interpreter for test results/information
o district representative such as a principal (IDEA 2017).
4. Placement, Accommodations, & Specialized Services:
• Sometimes it is best for students to receive all or part of their instruction outside of the general
education classroom. This will be discussed and determined at the IEP meeting.
o FAPE is a law that states that all students should receive their instruction in the general
education classroom as much as possible.
• The decision of where to place your child is based on a consensus.
• There are some specialty services that could potentially be offered to your child if they would be of
benefit. Some of these services include occupational therapy, physical therapy, and speech pathology.
5. Annual Reviews:
• Once the initial IEP meeting takes place, an annual review meeting will be held. This meeting is designed
to update the IEP with the child’s progress and plan as needed. If changes are need prior to the annual
meeting, an amendment can be made.
• Parents/Guardians can request an IEP meeting at any time during the school year. Teachers reserve this
right as well.
• New assessments are performed every three years to determine if your student remains eligible for
special education services.
If you have any questions or concerns that have not been answered in this letter, please feel free to reach out to your
student’s local school district. Not only are you your child’s parent/guardian, you are their advocate. The educators at
your child’s school are there to help them meet their educational goals and needs. Don’t hesitate to contact them.
References
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2017).
NAME
CLASS
DATE
Graphic Organizer
Flow Chart
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Heather Manko
Grand Canyon University: SPD 500
February 14, 2018
Special Education Process Flowchart
Identify
a
Need
Formal
Assessment
Eligibility
• to be completed within 45 calendar days of first report
• upon enrollment into the school system, or returing children who have not previously been identified
• parents can also notify teachers of concerns they may have about their child’s developmental and/or
educational progress
• determine if the disability/delay is affecting the students educational success and if certain adjustments,
modifications, or accomodations would be beneficial
• All concerns are listed on a referral. Once the referral is recieved, the proper testing and/or screenings are
scheduled.
• Parents are to be notified within 10 days of the screening and/or testing that will take place.
• The assessment is conducted by a certified professional. Once the test is complete and analyzed, parents
must be notified, within 10 days, of any concerns, or lack thereof, they have found.
• Academic testing is broken down into subject catergories (ELA, Math, Science, etc.)
• If no concerns are found, no further action is necessary once the parents are notified.
• Review of screening and testing materials are used to further document and determine if there is an
impending disability causing the means for concern
• Evaluation Team determines eligibility using both formal and informal assessment procedures
• The testing assists in determining student qualifications for special education services under the
Individuals with Disabilities Education Act (IDEA)
• A multidisciplinary team uses federal and state regulations to determine if the student meets all
requirements for special education services
• Once a diagnosis has been made, an Individualized Education Plan (IEP) is created by the Special
Education team, along with input from assessors, teachers, parents, and other pertinent predecessors.
• A multidisciplinary team uses federal and state regulations to determine if the student meets all
The
requirements for special education services
Individualize • After the initial IEP meeting, meetings are held once a year for renewal. This continues through
d Education graduation, or until services are terminated. Meetings can be held more frequently upon request.
Plan (IEP)
• Placement is discussed and determined at the IEP meeting. Decisions must be in aggreance with all parties
involved in the IEP process
• Special Education laws require, and entitle, students to recieve instruction in the Least Restrictive
Placement,
Environment
Accommodations

Services such as occupational therapy, physical therapy, speech, etc. may be placed into effect if it is
,&
believed
to be of benefit to the student
Specialized
Services
Review and
Update of
Services
• Once initial implementation takes place, annual meetings are held to review student progress, as well as
modify the IEP as necessary
• Modifications/Accomodations can be made before the annual meeting if an amendment is made to the
IEP.
• An IEP meeting can be requested at any time throughout the year if issues should arise
• New assessments are given every three years to determine eligibility for services
Parent Summary of the Special Education Process
When a student shows signs of struggling in the educational setting, it is important to determine the root of the
problem. There are many ways your child can be helped in the classroom. If your child should be diagnosed with a
disability, the public school system is equipped to offer an ample amount of support and assistance. The law requires all
public schools to provide all students, regardless of their ability, with a Free and Appropriate Public Education (FAPE) in
the Least Restrictive Environment (LRE). They are also required to follow the specific Individualized Education Program
(IEP) that is set into place for students. Just like with any legal process, there are specific steps that need to be taken in
order to determine the eligibility of your child. Below is a brief guideline.
1. Identify a need. – If you believe your child may have some form of a disability…
• Concerns can be expressed by parents, teachers, administrators, and/or a medical professional. Once a
concern is expressed, an evaluation for special education eligibility will be ordered.
• Parents/Guardians have the right to request their child be tested for Special Education services at any
given time.
2. Conduct formal assessments. – In order to be determined eligible, the student must take a formal assessment….
• formal assessment evaluations are directed by certified professionals who are licensed in a specific area.
They will be able to perform the test and determine if there is any form of learning disability or delay.
• The assessments that are conducted are used as diagnostic tools. They do not give specific answers, but
they do give information on strategies that may help your child be more successful in the classroom.
• Assessments are broken down into different categories (math, reading, etc.) and can rule out issues with
sight and sound.
3. Hold an IEP meeting. – Once an official diagnosis of your child’s learning disability or other impairment has
been made…
• An Individualized Education Plan (IEP) will be created for your student. It will include learning goals to
strive for, as well as different ways he/she will be assisted in the classroom. These forms of assistance
are often referred to as accommodations or modifications.
• Once the disability has been documented, the IEP meeting must be held within 30 days.
• After the initial meeting, IEP meetings are then held once a year for renewal and updates. This is done
until the student graduates, or until services are terminated; whichever comes first.
• IDEA requires each of the following to be represented at the IEP meeting:
o parent
o special education teacher
o general education teacher
o interpreter for test results/information
o district representative such as a principal (IDEA 2017).
4. Placement, Accommodations, & Specialized Services:
• Sometimes it is best for students to receive all or part of their instruction outside of the general
education classroom. This will be discussed and determined at the IEP meeting.
o FAPE is a law that states that all students should receive their instruction in the general
education classroom as much as possible.
• The decision of where to place your child is based on a consensus.
• There are some specialty services that could potentially be offered to your child if they would be of
benefit. Some of these services include occupational therapy, physical therapy, and speech pathology.
5. Annual Reviews:
• Once the initial IEP meeting takes place, an annual review meeting will be held. This meeting is designed
to update the IEP with the child’s progress and plan as needed. If changes are need prior to the annual
meeting, an amendment can be made.
• Parents/Guardians can request an IEP meeting at any time during the school year. Teachers reserve this
right as well.
• New assessments are performed every three years to determine if your student remains eligible for
special education services.
If you have any questions or concerns that have not been answered in this letter, please feel free to reach out to your
student’s local school district. Not only are you your child’s parent/guardian, you are their advocate. The educators at
your child’s school are there to help them meet their educational goals and needs. Don’t hesitate to contact them.
References
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2017).

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