Early intervention strategies digital brochure

Summary of Special Education Process

Your Name

Grand Canyon University

SPD 500

February 17, 2016

February 17, 2016

Dear Parents,

This letter will inform you about all the steps needed in order to explain the special education process here in Delran, New Jersey.

Some terminology you may or may not be familiar with are:

1. I&RS team: Intervention and Referral Services team identifies the learning, behavior, and health difficulties of students.

2. IEP: Individualized education program

3. IDEA: Individuals with Disabilities Education Act

These terms are very often used in the special education process. The first step to begin the special education process is a referral. It may be from a teacher, guidance counselor, school nurse, or family physician. The next step is the student is evaluated by the intervention and referral services team (I&RS) in all areas of the suspected disability. The I&RS team will then recommend interventions such as teaching methods, sensory items/ activities to be used to aid the child, maybe even basic skills or they may suggest a reading specialist. If these interventions do not seem to be working then the student is brought up again for a reevaluation to see if further services are needed, or if any progress is being made. If progress is not being made the child study team determines if a child qualifies for services. If the child is determined eligible for services an IEP must be written. An IEP meeting is held and parents are involved as part of the IEP team. The team of individuals involved in the special education process may be smaller (3 or 4) or large (up to 14 or 15). Some of these individuals may include: General education teacher, special education teacher, Principal, paraprofessional, psychologist, audiologist, occupational therapist, physical therapist, speech language pathologist, social worker, vocational rehabilitation counselor, school counselor, medical personnel, and family members. There must be at least a school psychologist, special educator, and a representative from general education. Once the IEP is written the child receives services. Every year progress is measured and reported to parents during an annual IEP meeting. Changes are made and goals are set for the upcoming school year.

Role of the school:

“Reviewing the student’s background documents the extent to which a student’s problem has been a persistent problem, offers insight as to the severity of the problem, and provides information as to whether the problem is inherent to the student” (Colarusso, 2013, p. 73). Another role of the school is to look at a student’s file to determine past performance. “It can be used to help evaluate a student’s previous access to learning materials and the pattern of previous school progress” (Colarusso, 2013, p. 73).

Role of the parent:

One very important role of a parent is to answer phone calls from teachers or administrators when called. This may be because they have a question about how a student is acting that particular day or week. When these phone calls are made teachers and administrators want to enlist a parent’s help because they have one focus in mind and that is to teach the student and better them in their educational journey. Another role of the parent is to attend meetings and conferences. These are important because your input helps the teacher get more insight about the child. The more information the teacher has the more the teacher will be able to help the child.

Role of the student:

The role of the student is to do the best he or she can. With the support of teacher, school community, and the support of family the student will be in good hands.

References:

Colarusso, R. P., O'Rourke, C. M., & Leontovich, M. A. (2013). Special education for all

teachers (6th ed.). Kendall Hunt.