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Child Find
According to the laws of IDEA, all schools are required to evaluate and identify all children with disabilities that might require special education services within all grade levels (Wrightslaw, 2013). This means that a secondary teacher must still be vigilant and understand that she will encounter students that need help and have not been identified yet. -
Molly is struggling
Molly, a sophomore in high school, has been struggling in her English classes for the last few years. She has always received passing grades, but this year she is already on the verge of failure. Writing, an activity that Molly particularly despises, has become a larger part the requirments for English than in previous years. -
Mrs. Nolan suspects a learning disability
Mrs. Nolan, Molly's English teacher, has noted on Molly's papers that her organization, even in sentence structure, needs improvement. Molly often omits words and repeats ideas or sentences. During class discussions, she is an active participant and makes relevant points. Molly seems to avoid writing whenever possible. Mrs. Nolan decides to talk to Molly's other teachers and her parents about this. -
Mrs. Nolan makes the referral for Molly to be evaluated for special education services
After discussing Molly's performance with other teachers, Mrs. Nolan finds that writing is a problem in other classes. Mrs. Nolan contacts Molly's parents to discuss her plans for referral and gain their consent.
New Hampshire state law requires that parents be given notification in writing if a non-parent makes the referral (Parent Information Center on Special Education, 2013). -
Disposition of Referral
The disposition of referral is a meeting conducted by the school's IEP team and the student's parents in which it is determined whether or not the student can progress successfully with only general education services (PICSE, 2013). This meeting must take place within fifteen days of the referral (PICSE, 2013). -
Evaluation (within forty-five days of disposition)
The IEP team will need written consent from the parents before the evaluation can take place (PICSE, 2013). The evaluation will consist of student testing and other performance data, such as grade reports, to determine if the child is eligible for special education services. If the parents do not agree with the evaluation, they can request another outside evaluation which the school will be required to provide financially (PICSE, 2013). -
Evaluation meeting with Eligibility Determination
After testing and collecting perfromance reviews from teachers, the IEP team believes that Molly has dysgraphia, a learning disability that inhibits her mental processing required for writing. The IEP team determines that Molly is eligible for specil education serivces under IDEA as she fals into the learning disability category and her disability negatively impacts her educational performance. -
Individualized Education Plan (within thirty days of evaluation results)
The IEP team meets during the first week of school after the holiday break to decide the best plan for Molly's education. The team documents Molly's current performance level and sets goals for next year. Then the team details the modifications and accommodations that Molly will need to meet these goals. She will need alternate assignments and assessments. Molly will also be required to use the classroom computer for any in class writing to help her with syntax and spelling. -
Placement
Molly's parents sign the IEP. Now the IEP team decides that the least restrictive environment for Molly will be to keep her in all of her normal classes. Molly will use her elected study period twice a week to work with the district's writing specialist. Molly will also have the use of voice activated software to help her with written assignments and help her develop better skills. During assessments and after school, Molly will have the aid of a special education teacher. -
Monitoring
The IEP team and Molly's parents decide to review and possibly adjust Molly's IEP so that it will be in place at the start of the next school year. Molly's parents also request that a formal reevaluation be done at the beginning of Molly's senior year so that she is fully prepared for college and they can ensure that accommodations are made for her. They also want her to have the benefit of the three year reevaluation that she would have had if she had been identified earlier.
