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UDL Procedure
Universally Designed Learning is a program which can serve as a “pre-referral classroom interventions prior to formally referring a student for special education” (Yell, P. 188, 2016). By tracking the student’s progress and the data provided through the interventions a teacher can determine if the student is simply struggling with a topic, or if the student needs special education services.It is important that the UDL process does not hinder a child’s access to special education services. -
Disability Suspected
If a student is suspected to have a disability The Child Find process process (through UDL) can be implemented. This process must be completed on all children who are:
•In public and private schools in the area
•Homeless and migrant students
•Students in the states custody
•Students transitioning from early childhood services
Through interventions, data, parent involvement, and teacher collaboration it can be decided if the child should be evaluated for special education services. -
Referral Made
A referral can be made by a parent, teacher, or any other person who believes the students may have a disability. The referral should be made in writing and contain a clear explanation of why it is believed that the student should be evaluated. -
Referral/ Disposition meeting
Once the referral is made the school has 15 calendar days to schedule an IEP meeting which the parents are required to attend.During this meeting we will decide if the child’s needs can be met through regular interventions or if special education services are required. If a child needs special education services further evaluations will be made. The IEP team must notify the parents of the decision in writing. If further evaluation is needed the parents must provide consent in writing. -
Evaluation
If it is determined that a child needs further evaluation the IEP determines what tests need to be completed on the students. These evaluations must be completed with written parental consent. The tests must be completed by certified and trained evaluators, and must occur within 45 calendar days after receiving parental consent. If needed, a 15 day extension can be granted; however, both the parents and the school must agree on this extension. -
Determination of Eligibility and Disability category
Using the evaluation results the IEP team will decide if the student qualifies for special education services. To qualify the child must have a disability that falls within one of the 14 disability categories laid forth by the state. Parents must receive access to these results15 days before the IEP meeting. If the child has one of these disabilities they will qualify for FAPE and will be re-evaluated at least once every three years. -
Development and Approval of the IEP
After it is determined a child has a disability the IEP has 30 days to develop an Individualized Educational Program (IEP). The IEP should be reviewed annually and finalized before the start of the school year. An IEP is not official until it is signed by the parents and the school district representatives. -
Determination of the Educational Placement:
Once the IEP has been approved by both the district and the parent the IEP team will determine the least restrictive environment for the child. This environment needs to ensure that all of the requirements listed in the IEP will be met. -
Implementation and Ongoing Monitoring
Once the IEP is approved it should be implemented as soon as possible. The child’s progress should be monitored consistently throughout the school year by parents, teachers, and the special education team. At least once a year the IEP team will meet to discuss the child’s progress and concerns. The team should revise the IEP at least once a year, but can do so as needed.
