An overview of the Special Education Process and how the IEP (Individualized Education Plan) is constructed and implemented

An overview of the Special Education Process and how the IEP (Individualized Education Plan) is constructed and implemented

Virginia Department of Education: Parent s Guide to Special Education Valuable tool for new parents or those wishing to learn more about the special education process. Covers topic related to the referral process, eligibility determination, timelines, IEP formation, implementation, and procedural safeguards.

There are five steps in the special education process: Identification & Referral Evaluation Determination of Eligibility Development of an individualized education program (IEP) and determination of services Reevaluation (conducted at least every 3 years) To be eligible for special education services, the child s disability must impact their education and require specialized instruction. Remember: Medical diagnosis and educational diagnosis are not always the same.

Eligibility categories: Autism Deafness Deaf-blindness Developmental Delay Emotional Disability Hearing impairment, including deafness Intellectual disability Multiple disabilities Orthopedic impairment Other Health Impairment (OHI) Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment (including blindness)

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child s educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied. (34 CFR 300.8(c)(1)) Regulations Governing Special Education Programs for Children with Disabilities in Virginia (2010) http://www.doe.virginia.gov/special_ed/regulations/state/regs_spece d_disability_va.pdf

504: A section of the Rehabilitation Act of 1973 ADA: Americans with Disabilities Act DD: Developmental Disability ED: Emotional Disability FAPE: Free & Appropriate Public Education FBA: Functional Behavioral Assessment IDEA: Individuals with Disabilities Education Act IDEIA: Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) LRE: Least Restrictive Environment OT: Occupational Therapy PDD: Pervasive Developmental Disorder PWN: Prior Written Notice SEAC: Special Education Advisory Committee SI: Sensory Integration SLD: Specific Learning Disability SP/L; S/L: Speech/Language SPED: Special Education VDOE: Virginia Department of Education VAAP: Virginia Alternative Assessment Program VGLA: Virginia Grade Level Alternative Program

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. IDEA governs how an Individualized Education Plan (IEP) is constructed and implemented. Currently, the Virginia Department of Education uses a Standards-Based IEP, which is tied directly to the state s content standards. Both the student s present level of performance and some of the annual IEP goals are aligned with and based on the state s grade-level standards which creates a program that is aimed at getting the student to a proficient level on the state standards. Section 504 of the 1973 Rehabilitation Act provides special accommodations for qualifying students with a medical or mental impairment that substantially limits a major life function. It provides equal access. The 504 plan is constructed by the school staff to give a child special considerations or accommodations with the classroom climate, seating arrangements, health services, modified assignments, testing accommodations, behavioral management plans, transportation and modification of physical education.

Transition IEP The transition from school to adulthood is a process for all students, regardless of their abilities or diagnoses that begin when a student and their parents begin planning for their post high school life. In the state of Virginia, all students with disabilities who have an IEP are required to develop a transition plan as part of their IEP at the age of 14. Virginia Department of Education: Autism Spectrum Disorders and the Transition to Adulthood

Keep good records! Document in writing any conversations you have with teachers, staff, or administrators. You can call an IEP meeting at any time. You can take a friend, family member or educational advocate with you to IEP meetings. Please let the IEP team know in advance. You can also call a FAPT (Family Assessment and Planning Team) meeting to discuss alternative placement for your child or contact CSA (Children s Services Act) Coordinator in Your Area http://www.csa.virginia.gov/rosters_reporting/coord3a.cfm Request in advance any reports or documents that will be discussed during upcoming IEP team meetings.