Sometimes, though, kids keep struggling long beyond that. If that happens, an evaluation could be a good next step.
Be specific when answering this question for yourself. Is your child struggling with a certain subject, like reading or math? Is your child struggling socially or having trouble concentrating in class?
Are the challenges affecting your child outside of school? Have you noticed the same kinds of difficulties at home, too? Have you heard about the same kinds of challenges from multiple teachers? Or maybe your child struggles in the same areas from year to year, even with different teachers. These questions can help you think about whether to request an evaluation.
Learn about what can cause trouble with reading , writing , math , and focus. The PTI can tell you what steps to take next to find help for your child. Evaluating your child means more than the school just giving your child a test. The school must evaluate your child in all the areas where your child may be affected by the possible disability. A Reviewing existing information A team of people, including you, begins by looking at the information the school already has about your child.
You may have information about your child you wish to share as well. The team will look at information such as:. B Deciding if more information is still needed The information collected above will help the group decide:. C Collecting more information about your child Your informed written permission is required before the school may collect additional information about your son or daughter. The school must also describe how it will collect the information.
This includes describing the tests that will be used and the other ways the school will gather information about your child. After you give your consent, the school will go ahead as described. The information it gathers will give the evaluation team the information it needs to make the types of decisions listed above. The school collects information about your child from many different people and in many different ways.
Tests are an important part of an evaluation, but they are only a part. The evaluation should also include:. At least one regular education teacher, if your child is or may be participating in the regular educational environment;. A school administrator who knows about policies for special education, about children with disabilities, about the general education curriculum the curriculum used by students who do not have disabilities , and about available resources;.
Someone who can interpret the evaluation results and talk about what instruction may be necessary for your child;. Individuals invited by you or the school who have knowledge or special expertise about your child;. Representatives from any other agencies that may be responsible for paying for or providing transition services if your child is age 16 or, if appropriate, younger and will be planning for life after high school ; and.
These other qualified professionals may be responsible for collecting specific kinds of information about your child. They may include:.
Professionals will observe your child. They may give your child written tests or talk personally with your child. IDEA gives clear directions about how schools must conduct evaluations. For example, tests and interviews must be given in the language for example, Spanish, sign language or communication mode for example, Braille, using a picture board or an alternative augmentative communication device that is most likely to yield accurate information about what your child knows or can do developmentally, functionally, and academically.
The tests must also be given in a way that does not discriminate against your child because he or she has a disability or is from a different racial or cultural background. More than one procedure is needed to see where your child may be having difficulty and to identify his or her strengths and needs. In other cases, schools may not have the staff to do all of the evaluations needed. These schools will have to hire outside people or agencies to do some or all of the evaluation. If your child is evaluated outside of the school, the school must make the arrangements.
The school will say in writing exactly what type of testing is to be done. All of these evaluation procedures are done at no cost to parents.
In some cases, once the evaluation has begun, the outside specialist may ask to do more testing. Make sure you tell the specialist to contact the school. If the testing is going beyond what the school originally asked for, the school needs to agree to pay for the extra testing. All of the information about your child will be used:. This decision will be made when the evaluation has been completed, and the results are available. Under IDEA, a child may not be found eligible for services if the determining reason for thinking the child is eligible is that:.
If your child is found eligible, you and the school will work together to design an individualized education program for your child. This process is described in detail in Part III.
This documentation is provided at no cost to you. Read the information the school system gives you. If that information is not in the materials the school gives you, ask the school for it.
IDEA includes many different mechanisms for resolving disagreements, including mediation. The school is required to tell you what those mechanisms are and how to use them. The PTI can tell you what steps to take next.
If your child is found eligible for special education and related services and you disagree with that decision, or if you do not want your child to receive special education and related services, you have the right to decline these services for your child.
The school may provide your child with special education and related services only if you agree. Also, you may cancel special education and related services for your child at any time. It is important to note, however, that if you decline or cancel special education for your child and later change your mind, the evaluation process must be repeated. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.
Every child who receives special education must have an IEP. The IEP has two general purposes: 1 to set learning goals for your child; and 2 to state the supports and services that the school district will provide for your child. These are listed below between the lines. Take a moment to read over this list. Present levels of academic achievement and functional performance.
This statement describes how your child is currently achieving in school. Annual goals. The IEP must state annual goals for your child, what you and the school team think he or she can reasonably accomplish in a year. They must also help your son or daughter participate in and progress in the general education curriculum. Special education and related services to be provided. The IEP must list the special education and related services to be provided to your child.
This includes supplementary aids and services e. It also includes changes to the program or supports for school personnel that will be provided for your child. Participation with children without disabilities. The IEP must include an explanation that answers this question: How much of the school day will your child be educated separately from children without disabilities or not participate in extracurricular or other nonacademic activities such as lunch or clubs?
Dates and location. The IEP must state a when special education and related and supplementary aids and services will begin; b how often they will be provided; c where they will be provided; and d how long they will last. Participation in state and district-wide assessments. Your state and district probably give tests of student achievement to children in certain grades or age groups. In order to participate in these tests, your child may need individual accommodations or changes in how the tests are administered.
If your child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for your child, how your child will be tested instead, and why the alternate assessment selected is appropriate for your child.
Transition services. The IEP must also include the transition services needed to help your child reach those goals, including what your child should study. Measuring progress. Concerned About Development? Ask About Developmental Screening.
Ask For a Referral. Get an Evaluation. More Tips for Parents. Why Act Early? Related Pages. Physical Developmental Delays: What to look for. Links with this icon indicate that you are leaving the CDC website. Linking to a non-federal website does not constitute an endorsement by CDC or any of its employees of the sponsors or the information and products presented on the website.
0コメント