Special Education is

• Specifically designed instruction to meet the unique needs of students with disabilites 

• Can consist of

  • Individualized curriculum 

  • General education curriculum with modifications or adaptations 

  • Combination of both 

• Supports in an Individualized Education Plan (IEP) do not necessarily cover that child's entire education. It only addresses educational needs that are a direct result of the child's disability 

The purpose

• To meet the unique needs of students with disabilities by addressing their specific needs through special education services. 

Services are provided 

• In various settings such as 

  • Classrooms

  • Homes

  • Hospitals/Institutions 

• Schools must ensure that a continuum of alternative placements is available to meet the nees of children with disabilities 

13 Disabilities Categories that fall under Special Education

• Autism

• Deaf-Blindness

• Developmental Delay

• Emotional Disturbance

• Hearing Impairment, Including Deafness 

• Intellectual Disability

• Multiple Disabilities 

• Orthopedic Impairment 

• Other Health Impairment

• Specific Learning Disability

• Speech or Language Impairment 

• Traumatic Brain Injury

• Visual Impairment, Including Blindness

Laws that mandate special education services 

• Section 504 of the Rehavilitation Act of 1973  is defined as ensuring individuals with disabilities shall not be excluded, denied benefits of, or be subjected to discrmination by any federal agency receiving federal financial assistance 

• Individuals with Disabilities Education Act (IDEA) is defined as ensuring individuals with disabilites must be provided a free and appropriate education (IEPs). 

Request

• • A request from any agency or parent can be made; however, schools are not required to conduct the evaluation. The request should be thoroughly investigated, though, especially if the child is not making adequate progress through general education curriculum

Parent Rights

• Upon request, the parents should be provided with a copy of the Parents rights in Special Education

RED

• The team, along with the parents, should conduct a Review of Existing Data (REDs) meeting to determine the need for an evaluation. One of two decisions can be made: No additional data needed or additional data needed 

Consent

• The parents must be provided written notice of the decision, the reasons for the decision, and all evaluation procedures to be used during the assessment process. The team must obtain informed consent to move forward with the evaluation 

Evaluation

• Possible evaluation procedures include: 

  • Vision/Hearing

  • Health/Medical Information

  • Adaptive Behavior

  • Perceptual/Processing

  • Developmental

  • Intellectual/Cognitive

  • Functional Behavior

  • Psychological, Social/Emotional

  • Academic Performance/Achievement 

  • Communication/Language

  • Motor Abilities

  • Observation in Classroom/Other Environment 

  • Sociocultural

  • Vocational 

  • Assistive Technology 

 MEEGS

• Within 45 school days, and in the Multidisciplinary Evaluation and Eligibility Group Summary (MEEGS), quilified professionals and the parent must determine the following: 

  • The student is a student with a disabillity 

    • Cannot be due to lack of instruction or lack of English proficiency 

  • The student's disability has an adverse impact on the student's education 

    • Adverse impact exists over time despite alternative strategies provided in the classroom with fidelity 

  • The student has a need for special education services