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Everyone whose child is receiving or being considered for special education services will early in their journey become acquainted with an IEP (Individualized Education Plan). Over the next few blogs we’ll look at what an IEP is, the components, the purpose, the obstacles and what parents can do to ensure a positive outcome and an appropriate IEP for their child.
First, let’s look at what happens before an IEP is developed.
The Evaluation
1. A child is identified as having a disability that may be impacting their ability to be educated. Someone requests an initial evaluation – the parent of the child, the local school district, or a state agency – any one of these can make the initial request for evaluation.
2. Parental consent to conduct the initial evaluation is obtained. This consent is for the evaluation only, not for placement or receiving services.
3. The evaluation is conducted and the LEA (local education agency, i.e., the school district) is required to use a “variety of assessment tools and strategies” to gather “relevant functional, developmental and academic information, including information provided by the parent.” It’s important to note that the LEA may “not use any single measurement or assessment as the sole criterion” for determining whether a child has a disability or what the appropriate educational program is.
4. A review of existing evaluation data is conducted and an evaluation report is prepared for the IEP Team. In addition to specific testing, the IEP Team shall consider information provided by the parents, local and state assessments, and classroom observations.
Keep in mind that the purpose of the evaluation is to identify whether the child has a disability as defined by IDEA section 1401(3) and what the child’s educational needs are. The evaluation must be “a full and individual initial evaluation.” Since parents are asked to give consent, you will have the opportunity to verify that indeed your child will be evaluated comprehensively. If you are the person requesting the evaluation, do it in writing and use the words requesting “a comprehensive evaluation”.
IDEA requires the following of evaluations:
• Individualized testing
• Evaluation in native language or mode of communication, unless clearly not feasible to do so (this is important for those adopting older children internationally. Often schools will tell parents that the child’s difficulties are not a disability, but their lack of understanding English. Testing the child in his/her native language will help to identify real areas of disability.)
• Nondiscriminatory evaluations
• Any standardized tests to be validated for the specific purpose for which they are used.
• Tests administered by trained and knowledgeable personnel.
• Tests administered in accordance with any instructions provided by the producer of such tests.
• Student must be assessed in all areas of suspected disability.
Other things to keep in mind about evaluations:
1. Reevaluations are required to be conducted at least every 3 years, unless the parents and LEA agree it is unnecessary.
2. Evaluations must occur before it can be determined that a child is no longer a child with a disability, or requiring a service.
3. Parents can request an Independent Educational Evaluation at public expense if the parents and LEA disagree about the school-conducted evaluation.
Want to know more about IDEA 2004? Check out this blog.
