Special Education

The comprehensive evaluation involves gathering and analyzing information that is related to the educational needs of the student. Should the screening committee decide that a comprehensive evaluation is necessary to determine if a student has a disability under the Individuals with Disabilities Education Act (IDEA), the Special Education Committee (SEC) – of which the parent is a member – will determine the types of assessments that will be completed as part of the comprehensive evaluation. An observation is a component of every comprehensive evaluation regardless of the suspected disability category. Additionally, a current hearing screening must be available for the SEC’s consideration during the eligibility process. Written parental consent must be obtained prior to administration of any assessment component comprising the comprehensive evaluation.

The components of a comprehensive evaluation must include all areas of this suspected disability. This may include:

1. Medical - a written report from a licensed physician indicating general medical history and medical/health problems which may impede learning.
2. Sociocultural - a written report from a qualified school social worker which describes family history, structure and dynamics, developmental and health history, and social/adaptive behavior in the home, school, and community. This information is obtained through interviews with parents or primary caregivers in addition to other social appraisal methods.
3. Psychological - a written report from a qualified psychologist based on the use of a battery of appropriate instruments which shall include individual intelligence test(s), and psychoeducational tests.
4. Developmental - a written report describing how the student presently functions in the major areas of development such as cognition, motor, social/adaptive behavior, perception, and communication.
5. Other - a written report such as speech, language, occupational therapy, physical therapy, as appropriate.

All components of this comprehensive evaluation will be completed in time to have the reports available to the parent(s) no later than 2 business days before the scheduled eligibility meeting.

Within 65 business days from the date of the receipt of the referral for a suspected disability, the evaluation components must be complete and eligibility for special education determined. Eligibility is determined by the Special Education Committee (SEC). The SEC analyzes the data against the eligibility criteria. A child is found eligible for special education and related services if the child meets the eligibility criteria to be a child with a disability, and if there is documented evidence that as a result of the child’s disability, the child needs special education and related services due to an adverse educational impact.

When a student has been determined eligible for special education, a summary of essential deliberations is forwarded to the Individualized Education Program (IEP) team. The IEP must be developed within 30 calendar days of eligibility.

Each student who meets the qualifications for special education under IDEA is entitled to an Individualized Education Program (IEP). The IEP team is made-up of parents, school personnel and students (when appropriate) who work together in developing the IEP. The IEP states:

For the initial IEP, no services will be provided until parent consent is received. The IEP is valid for up to one calendar year unless the IEP committee agrees to make changes before then.

The educational placement decision for a student with disability is based on the IEP. It is made after the IEP has been developed with consideration of the least restrictive environment (LRE) for the child. The least restrictive environment concept means that students with disabilities will be educated to the maximum extent possible with students who are not disabled. This placement decision is the responsibility of the IEP team.