100%(1)1 out of 1 people found this document helpful
This preview shows page 5 - 8 out of 17 pages.
EvaluationoNon discrimination oMore than one testoCould include child being sent to a doctor oTested in all areas that are related to the suspected disability oTests must be given in their language oTests and assessments must be validDoes child have disabilityoNo: 504; he will be monitored and accommodated but no special educationoYes: 3-8 PDD- pervasive development disorder; evaluated most likely has a learning disability or will develop one but doesn’t need a label yet due toage (others ages are given a label)First meeting- evaluation meeting; give all of the information and explain what was found and then tell what is recommended Parent can say I don’t think he has x but y and they can get their own test and the school will payIf it comes back as a different disability than what the school say then the school can accept or go to hearings (different in different states)
Program PlanoPurpose: to develop an IEP (has to be individualized)oPLOP: present level of performance; tells you where the child is currently performing Statement of strengths and weaknesses oEd goals Reading: improve reading comp. by 1 academic yearMath-improve basic computation skill by 1 academic yearA goal for every area that is affected by the disability oCriteria- set the criteria and what meets the criteria IEP ComponentsA statement of present levels of academic achievement and functional performanceA statement of measurable annual goalsA statement of how the child’s progress will be assessedA statement of special education and related services and supplementary aids and serviceAn explanation of the extent to which the student will not participate with non-disabled children in general educationA statement of any individual assessment accommodationsThe projected date for the beginning and duration of servicesBeginning at age 16, an individual transition plan must be developed IEP functions and formats ---IEP functions to provideTeachers and families with the opportunity to be realistic about children’s goals and creative in how to meet these goalsA measure of accountability for teachers and schools --- IEP formats vary widely across school districtThe IEP is not the same as curriculum; IEP objectives are not comprehensive enough to cover the entire scope and sequence of what a student is to learn Least Restrictive Environment (LRE)ServicesMost need for specially designed instruction & supportsFew StudentsHomebound or hospital- student receives special education and related services at home or in a hospital program
Residential school- student receives special education and related services from specially trained staff in a residential facility in which children receive care or services 24 hours a daySeparate school- student receives special education and related services under the direction of a specially trained staff in a specially designed facility (day program)