|

Translate/Traduisez/Übersetzen Sie/Traduzca/Traduca/Traduza:

Like anything else in life, there's a method to the special education process. It was put in place to help people who deal with learning disabilities get the best services possible. In order to help you understand this method, here's a simplified version of the Special Education process.

1)Request for evaluation

Someone sees that the child is having difficulty in school and asks that testing be done to find out what's causing the problem. This request can come from parents or educators. If the parents make the request, the district must agree to give a full and individual evaluation. If the request is made from someone else, such as a teacher, a team of educators and an administrator will meet to review the reasons and decide whether to pursue testing. No matter who makes the request, you as the parent, must give written permission for this testing to be done. At this point, you will be informed of your rights and those of your child.

If the district decides not to test, then it must let you know that and inform you of your rights. You can continue to pursue the option through a due process hearing if you wish.

2)Results of the testing

You have the right to be notified of the results of the testing before the meeting. If you don't understand what is being said in the report, you have the right to have someone explain the results to you.

When the testing is done, you will meet with the team of professionals to be told of the results. If your child is found to have a learning disability, and you agree that he should receive special education services, then you must give written permission for this to happen.

If he is not found to have a learning disability, you and his teachers will still have valuable information about him and the ways he learns best.

If you disagree with the results either way, you have the right to have him tested by someone outside the school district. The district must pay for the evaluation or show at a special hearing why it refused.

3) Placement

If you and the school district agree that a learning disability was found, then you and the team will decide the best program for your child. The team will make up an Individualized Education Program (IEP) that will include goals and ways to measure those goals during the year. It will also list the services your child will get and any special aids or helps your child can get, such as special transportation or speech therapy if he needs it.

Your child is entitled to receive his services in the "Least Restrictive Environment. "That means that he will receive the services that are best for him in the place that's best. For example, he won't be placed in the resource room for help with math if he needs help only with reading. He won't be asked to stay in the mainstream for spelling if he has a learning disability in that area. In other words, he will only receive help in things he needs help in.

It's important to be active in this process for your child. If you know the process, you can make sure that it's followed correctly and that your child's rights are recognized. This doesn't mean that you always have to be on the attack, but it does mean that you need to keep a watchful eye. Again, it all comes back to acting on behalf of your child, since he can't do that for himself. And, in the long run, he will be more successful because of you.

Article Keywords: Special Education

A Quick Note From The Publisher... If you like the article above, you may be interested in the following article which is also related to Special Education... Special Education & Mainstreaming In the district I work in, just like others across the United States, special education departments have been dismantled and special education certifications have been debunked. Because special education certifications no longer carry the same weight as other teaching licenses, said educators no longer have the right to teach their own classes. This has lead to most special education students being taught in regular education classrooms. This type of inclusion does not always work. In theory, this form of mainstreaming may seem ideal for special education students, since they are now in an environment with their peers and have the support of another teacher in the room that will adhere to all IEP requirements, including test modification and extended testing time. In practice, however, this only furthers the euphemism of the dreaded No Child Left Behind Act, which seeks to dismantle the public education system through unattainable goals of proficiency for all students by 2014. This can also further isolation of the aforementioned students and distractions to regular education peers, resulting in stagnated social development and more frustration. Money and Education Some mainstreamed students do very well in a regular education classroom, provided they have assistance in implementing their IEPs, but not all special education students work well in this type of environment. Most districts hope to save money by placing disabled children out of the small, specialized classes that many of them need to succeed, and instead educate them in a classroom where they will compete with non-disabled peers. About 5 1/2 million children — 11 to 12 percent of the average public school’s population — are categorized as having special needs. The U.S. Department of Education...