Writing
SPD500 Grand Canyon University Special Education Process Flowchart

SPD500

Grand Canyon University

Question Description

Due Date: Apr 16, 2018

Details:

Create a flowchart or graphic organizer depicting your understanding of the special education process and laws followed within a school or district. During this topic’s field experience gather information and materials provided to parents of individuals with exceptionalities for guidance.

In addition to your completed flowchart or graphic organizer, write a 500-750 word parent-friendly summary of the special education process. In the summary, explain the roles of the school, the parents, and the students.

Examples for flow charts: https://creately.com/blog/diagrams/flowchart-guide...

Unformatted Attachment Preview

Heather Manko Grand Canyon University: SPD 500 February 14, 2018 Special Education Process Flowchart Identify a Need Formal Assessment Eligibility • to be completed within 45 calendar days of first report • upon enrollment into the school system, or returing children who have not previously been identified • parents can also notify teachers of concerns they may have about their child's developmental and/or educational progress • determine if the disability/delay is affecting the students educational success and if certain adjustments, modifications, or accomodations would be beneficial • All concerns are listed on a referral. Once the referral is recieved, the proper testing and/or screenings are scheduled. • Parents are to be notified within 10 days of the screening and/or testing that will take place. • The assessment is conducted by a certified professional. Once the test is complete and analyzed, parents must be notified, within 10 days, of any concerns, or lack thereof, they have found. • Academic testing is broken down into subject catergories (ELA, Math, Science, etc.) • If no concerns are found, no further action is necessary once the parents are notified. • Review of screening and testing materials are used to further document and determine if there is an impending disability causing the means for concern • Evaluation Team determines eligibility using both formal and informal assessment procedures • The testing assists in determining student qualifications for special education services under the Individuals with Disabilities Education Act (IDEA) • A multidisciplinary team uses federal and state regulations to determine if the student meets all requirements for special education services • Once a diagnosis has been made, an Individualized Education Plan (IEP) is created by the Special Education team, along with input from assessors, teachers, parents, and other pertinent predecessors. • A multidisciplinary team uses federal and state regulations to determine if the student meets all The requirements for special education services Individualize • After the initial IEP meeting, meetings are held once a year for renewal. This continues through d Education graduation, or until services are terminated. Meetings can be held more frequently upon request. Plan (IEP) • Placement is discussed and determined at the IEP meeting. Decisions must be in aggreance with all parties involved in the IEP process • Special Education laws require, and entitle, students to recieve instruction in the Least Restrictive Placement, Environment Accommodations • Services such as occupational therapy, physical therapy, speech, etc. may be placed into effect if it is ,& believed to be of benefit to the student Specialized Services Review and Update of Services • Once initial implementation takes place, annual meetings are held to review student progress, as well as modify the IEP as necessary • Modifications/Accomodations can be made before the annual meeting if an amendment is made to the IEP. • An IEP meeting can be requested at any time throughout the year if issues should arise • New assessments are given every three years to determine eligibility for services Parent Summary of the Special Education Process When a student shows signs of struggling in the educational setting, it is important to determine the root of the problem. There are many ways your child can be helped in the classroom. If your child should be diagnosed with a disability, the public school system is equipped to offer an ample amount of support and assistance. The law requires all public schools to provide all students, regardless of their ability, with a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). They are also required to follow the specific Individualized Education Program (IEP) that is set into place for students. Just like with any legal process, there are specific steps that need to be taken in order to determine the eligibility of your child. Below is a brief guideline. 1. Identify a need. – If you believe your child may have some form of a disability… • Concerns can be expressed by parents, teachers, administrators, and/or a medical professional. Once a concern is expressed, an evaluation for special education eligibility will be ordered. • Parents/Guardians have the right to request their child be tested for Special Education services at any given time. 2. Conduct formal assessments. – In order to be determined eligible, the student must take a formal assessment…. • formal assessment evaluations are directed by certified professionals who are licensed in a specific area. They will be able to perform the test and determine if there is any form of learning disability or delay. • The assessments that are conducted are used as diagnostic tools. They do not give specific answers, but they do give information on strategies that may help your child be more successful in the classroom. • Assessments are broken down into different categories (math, reading, etc.) and can rule out issues with sight and sound. 3. Hold an IEP meeting. - Once an official diagnosis of your child’s learning disability or other impairment has been made… • An Individualized Education Plan (IEP) will be created for your student. It will include learning goals to strive for, as well as different ways he/she will be assisted in the classroom. These forms of assistance are often referred to as accommodations or modifications. • Once the disability has been documented, the IEP meeting must be held within 30 days. • After the initial meeting, IEP meetings are then held once a year for renewal and updates. This is done until the student graduates, or until services are terminated; whichever comes first. • IDEA requires each of the following to be represented at the IEP meeting: o parent o special education teacher o general education teacher o interpreter for test results/information o district representative such as a principal (IDEA 2017). 4. Placement, Accommodations, & Specialized Services: • Sometimes it is best for students to receive all or part of their instruction outside of the general education classroom. This will be discussed and determined at the IEP meeting. o FAPE is a law that states that all students should receive their instruction in the general education classroom as much as possible. • The decision of where to place your child is based on a consensus. • There are some specialty services that could potentially be offered to your child if they would be of benefit. Some of these services include occupational therapy, physical therapy, and speech pathology. 5. Annual Reviews: • Once the initial IEP meeting takes place, an annual review meeting will be held. This meeting is designed to update the IEP with the child’s progress and plan as needed. If changes are need prior to the annual meeting, an amendment can be made. • Parents/Guardians can request an IEP meeting at any time during the school year. Teachers reserve this right as well. • New assessments are performed every three years to determine if your student remains eligible for special education services. If you have any questions or concerns that have not been answered in this letter, please feel free to reach out to your student’s local school district. Not only are you your child’s parent/guardian, you are their advocate. The educators at your child’s school are there to help them meet their educational goals and needs. Don’t hesitate to contact them. References Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2017). NAME CLASS DATE Graphic Organizer Flow Chart Copyright © by Holt, Rinehart and Winston. All rights reserved. Heather Manko Grand Canyon University: SPD 500 February 14, 2018 Special Education Process Flowchart Identify a Need Formal Assessment Eligibility • to be completed within 45 calendar days of first report • upon enrollment into the school system, or returing children who have not previously been identified • parents can also notify teachers of concerns they may have about their child's developmental and/or educational progress • determine if the disability/delay is affecting the students educational success and if certain adjustments, modifications, or accomodations would be beneficial • All concerns are listed on a referral. Once the referral is recieved, the proper testing and/or screenings are scheduled. • Parents are to be notified within 10 days of the screening and/or testing that will take place. • The assessment is conducted by a certified professional. Once the test is complete and analyzed, parents must be notified, within 10 days, of any concerns, or lack thereof, they have found. • Academic testing is broken down into subject catergories (ELA, Math, Science, etc.) • If no concerns are found, no further action is necessary once the parents are notified. • Review of screening and testing materials are used to further document and determine if there is an impending disability causing the means for concern • Evaluation Team determines eligibility using both formal and informal assessment procedures • The testing assists in determining student qualifications for special education services under the Individuals with Disabilities Education Act (IDEA) • A multidisciplinary team uses federal and state regulations to determine if the student meets all requirements for special education services • Once a diagnosis has been made, an Individualized Education Plan (IEP) is created by the Special Education team, along with input from assessors, teachers, parents, and other pertinent predecessors. • A multidisciplinary team uses federal and state regulations to determine if the student meets all The requirements for special education services Individualize • After the initial IEP meeting, meetings are held once a year for renewal. This continues through d Education graduation, or until services are terminated. Meetings can be held more frequently upon request. Plan (IEP) • Placement is discussed and determined at the IEP meeting. Decisions must be in aggreance with all parties involved in the IEP process • Special Education laws require, and entitle, students to recieve instruction in the Least Restrictive Placement, Environment Accommodations • Services such as occupational therapy, physical therapy, speech, etc. may be placed into effect if it is ,& believed to be of benefit to the student Specialized Services Review and Update of Services • Once initial implementation takes place, annual meetings are held to review student progress, as well as modify the IEP as necessary • Modifications/Accomodations can be made before the annual meeting if an amendment is made to the IEP. • An IEP meeting can be requested at any time throughout the year if issues should arise • New assessments are given every three years to determine eligibility for services Parent Summary of the Special Education Process When a student shows signs of struggling in the educational setting, it is important to determine the root of the problem. There are many ways your child can be helped in the classroom. If your child should be diagnosed with a disability, the public school system is equipped to offer an ample amount of support and assistance. The law requires all public schools to provide all students, regardless of their ability, with a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). They are also required to follow the specific Individualized Education Program (IEP) that is set into place for students. Just like with any legal process, there are specific steps that need to be taken in order to determine the eligibility of your child. Below is a brief guideline. 1. Identify a need. – If you believe your child may have some form of a disability… • Concerns can be expressed by parents, teachers, administrators, and/or a medical professional. Once a concern is expressed, an evaluation for special education eligibility will be ordered. • Parents/Guardians have the right to request their child be tested for Special Education services at any given time. 2. Conduct formal assessments. – In order to be determined eligible, the student must take a formal assessment…. • formal assessment evaluations are directed by certified professionals who are licensed in a specific area. They will be able to perform the test and determine if there is any form of learning disability or delay. • The assessments that are conducted are used as diagnostic tools. They do not give specific answers, but they do give information on strategies that may help your child be more successful in the classroom. • Assessments are broken down into different categories (math, reading, etc.) and can rule out issues with sight and sound. 3. Hold an IEP meeting. - Once an official diagnosis of your child’s learning disability or other impairment has been made… • An Individualized Education Plan (IEP) will be created for your student. It will include learning goals to strive for, as well as different ways he/she will be assisted in the classroom. These forms of assistance are often referred to as accommodations or modifications. • Once the disability has been documented, the IEP meeting must be held within 30 days. • After the initial meeting, IEP meetings are then held once a year for renewal and updates. This is done until the student graduates, or until services are terminated; whichever comes first. • IDEA requires each of the following to be represented at the IEP meeting: o parent o special education teacher o general education teacher o interpreter for test results/information o district representative such as a principal (IDEA 2017). 4. Placement, Accommodations, & Specialized Services: • Sometimes it is best for students to receive all or part of their instruction outside of the general education classroom. This will be discussed and determined at the IEP meeting. o FAPE is a law that states that all students should receive their instruction in the general education classroom as much as possible. • The decision of where to place your child is based on a consensus. • There are some specialty services that could potentially be offered to your child if they would be of benefit. Some of these services include occupational therapy, physical therapy, and speech pathology. 5. Annual Reviews: • Once the initial IEP meeting takes place, an annual review meeting will be held. This meeting is designed to update the IEP with the child’s progress and plan as needed. If changes are need prior to the annual meeting, an amendment can be made. • Parents/Guardians can request an IEP meeting at any time during the school year. Teachers reserve this right as well. • New assessments are performed every three years to determine if your student remains eligible for special education services. If you have any questions or concerns that have not been answered in this letter, please feel free to reach out to your student’s local school district. Not only are you your child’s parent/guardian, you are their advocate. The educators at your child’s school are there to help them meet their educational goals and needs. Don’t hesitate to contact them. References Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2017). ...
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Final Answer

Attached.

Running Head: Flowchart of Special Education Process

Flowchart of Special Education Process
Student’s name:
SPD 500
Instructor’s name:
Date of submission:

1

2

Flowchart of Special Education Process
Flowchart of Special Education Process
1. Identifying a need
It involves identifying a child with the
likelihood of requiring special
education or services. IDEA requires
every state to identify, locate and
evaluate disabled children in need of
special eduaction and services through
Child Find. The disability should be
affecting the child's education and
require a special instructional design.
The referral for evaluation may come
from a parent or school professional,
done verbally but best if written. It is
done within 45 days (CPIR, 2017).

2. Formal Evaluation of the child

3.Decision on eligibility

Evaluates a learning disability or other
impairment requiring special
education and services. It bases on
concerns presented on the referral. A
classroom teacher conducts the
assessment assisted by a medical
specialist. The law requires that the
assessment is individual, focused on
the child alone(CPIR, 2017)

The parent and professionals such as
the special education department of
the school assesses the classroom
teacher's findings.They further screen
and test the child for disability. They
then categorize the child as being
disabled according to IDEA. The
parent is notified of the results which
inform the next move.

.

5. Scheduling of Individualzed
Education Program Meeting
4.Child is found eligible for services
If the child is declared a child with
disability as per IDEA, he or she is
supposed to recieve the
services(CPIR, 2017)
.

The school staff plans and notifies all
parties required to meet. They
communicate the time, venue and
purpose of the meeting. The team
comprising of school professionals
and parents should meet within 30
calender days to write the
individualized Educatio...

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