Eligibility for Special Education

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Eligibility for Special Education

• Birth to 3 3-5
• Services

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Birth to 3 Individualized Family Service Plan
(IFSP)
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3-5 Services Individualized Education Plan (IEP)
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Referral ProcessIn General

• Anyone can refer
• Types
• Verbal (Face-Face Phone)
• Written (Name, Date, Relation, Concerns, DOB)
• Starts a timeline
• Parent consent to evaluate

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Basics of EligibilityIn General

• Parent participation
• Team evaluation decision-making
• Review existing reports medical history
• Observation
• Use multiple sources of evidence

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Focus on the familys needs to support the child
with special needs.
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Birth to 3 Referral
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Birth to 3 Referral

• Screening
• Informal assessment of development
• Is an evaluation needed?
• Evaluation
• Would start the 45 day timeline
• Early Intervention team formed

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Early Intervention Team

• Parent(s)
• Two interventionists representing different
  disciplines
• Service Coordinator
• At least one person with expertise in typical and
  atypical development

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Qualified Team Options

• Audiologists
• Nutritionists
• Occupational Therapist
• Physical Therapist
• Physicians
• Psychologists
• Rehab Counselors

• Registered Nurse
• School Psychologist
• Social Worker
• Special Educator
• Speech/Language Pathologist
• Other

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B-3 Eligibility

• Developmental Delay determined by Early
  Intervention Team.
• -OR-
• Diagnosed Physical or Mental Condition with a
  high probability of leading to a delay.
• -OR-
• Atypical Development

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Developmental Delay

• Supported by
• Developmental History
• Observations of the child
• Determination of 25 delay or 1.3 standard
  deviation below the mean in one developmental
  area

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Developmental Areas

• Cognitive knowing/thinking/learning
• Communication speech/language
• Gross and Fine Motor- large/small muscles
• Social/Emotional- interacting/dealing with
  feelings others
• Adaptive/Self-Help- changing behavior based on
  environment/take care of self (eating/feeding/clea
  ning)

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Diagnosed Condition

• Genetic
• Perinatal
• Neurological
• Sensory
• Physical
• Social-Emotional

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Atypical Development

• Applies to
• Growth Development
• Sensory Regulatory
• Chronic Illness/Medically Fragile
• Social/Emotional

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If found Ineligible

• Offer to re-screen in 3-6 months
• Provide activity handouts or ideas
• Resources in community that enhance/facilitate
  child development
• Name and number for contact person for future
  concerns
• Follow up letter to physician and/or referral
  source

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If Eligible

• Assessment process to Develop Initial Individual
  Family Service Plan (IFSP)
• Additional procedures if needed to determine
  functioning in all 5 areas.
• Identify Childs unique strengths and needs
• Identify familys strengths, resources,
  priorities and concerns (voluntary)
• Identify Childs natural environments, routines,
  activities and desired future activities
• Develop IFSP within 45 days of referral for
  evaluation

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Preschool Transition Timeline
Refer to handout, or the powerpoint presentation
online at the Collaborating Partners site (click
on link below). Powerpoint presentation
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3-5 ServicesReferral
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Focus changes to childs educational development
and accessing the general education curriculum
and program.
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3-5 Referral

• Anyone can refer
• Must be in writing
• Parents must be notified prior
• Reasons for referral
• ID existing data
• Consent for evaluation
• 90 days to complete process

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Child Transitioning from Birth to 3

• LEAs required at Transition Planning Conference
  (If invited by Birth to 3)
• Must meet with individual families
• If suspects that child with disability,
• must ensure referral is initiated

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Individualized Education Program (IEP) Team

• Parent(s)
• Local Educational Agency (LEA) Rep
• Regular Education representative (13 of
  Bulletin)
• Special Education Teacher
• Other, as needed, or who have knowledge or
  special expertise

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3-5 Eligibility Process

• 2 Questions
• To answer

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1st Question

• Does the child have a disability?

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Info Used in Evaluation

• Existing Data
• Birth to 3 Records
• Other evaluations
• Observations
• Parent Report

• Possibly, additional testing

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11Possible Disability Areas
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Possible Disability Areas

• Autism
• Cognitive Disability (CD)
• Emotional or Behavioral Disability (EBD)
• Hearing Impairment (HI)
• Specific Learning Disability (SLD)
• (additional form)

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Possible Disability Areas

• Orthopedically Impaired
• Other Health Impaired (OHI)
• Speech or Language Impairment (S/L)
• Traumatic Brain Injury (TBI)
• Visual Impairment (VI)
• Significant Developmental Delay (SDD)

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Autism

• Must
• Generally evident before age 3
• Adversely effects learning and educational
  performance
• Difficulties interacting
• Problems with social-communication
• Autism link

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Autism

• And, 1 or more
• Delays/regressions/advanced skills
• Abnormalities in thinking process
• Unusual/repetitive responses
• Distress over changes

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Cognitive Disability(CD)

• Significiantly below average thinking abilities
• Problems adapting and functioning in various
  environments and getting their needs wants met
  
• Adversely effects learning and educational
  performance
• CD Definition Checklist

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Cognitive Disability(CD)

• Academic Functioning for 3-5yrs.
• 2 sds below mean in at least 2 areas
• Academic readiness
• Comprehension of language or communication
• Motor skills

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Emotional Behavioral Disability(EBD)

• Emotional behavioral disability, means social,
  emotional or behavioral functioning that so
  departs from generally accepted, age appropriate
  ethnic or cultural norms that it adversely
  affects a child's academic progress, social
  relationships, personal adjustment, classroom
  adjustment, self-care or vocational skills.
  
• EBD Definition Checklist

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Emotional Behavioral Disability(EBD)

• Adversely affects at least 1
• Academic progress
• Social relationships
• Personal adjustment
• Classroom adjustment
• Self care
• Vocational skills
• EBD Definition Checklist

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Emotional Behavioral Disability(EBD)

• Severe, chronic and frequent
• School and 1 other setting

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Hearing Impairment

• Adversely effects learning and educational
  performance
• Academic performance, speech perception and
  production, or language and communication skills
  data
• Current evaluation by audiologist
• Definition

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Specific Learning Disability(SLD)

• Problem with 1 or more of the basic psychological
  processes- acquiring, organizing or expressing
  info
• Manifests in school
• Impaired ability to listen, reason, speak, read,
  write, spell or do math calculations
• Definitions forms
• Additional form

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Specific Learning Disability

• All must be true
• Delayed Classroom Achievement
• Significant Discrepancy
• Between Academic achievement Intellectual
  ability
• Regression formula used to determine
• Information Processing
• Storage, organization, acquisition, retrieval,
  expression or manipulation
• General Education Setting Observation
• Speech/Language Pathologist on team
• If, oral expression or listening comprehension
  problems
• To determine if a speech/language impairment not
  learning disability

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Specific Learning Disability

• 3-6 year olds usually dont qualify because
• Regression Formula - Fewer skills
• Tests not enough sensitive
• Labeling issues

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Orthopedically Impaired

• Means a severe orthopedic impairment that
  adversely affects a childs . . .
• Orthopedic impairment
• problem with bones, joints, muscles and related
  structures
• Congenital anomaly
• Diseases
• Impairments
• Definition

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Other Health Impairment

• Means having limited strength, vitality or
  alertness, due to chronic or acute health
  problems.
• . . . Adversely affects a childs educational
  performance.
• Definition

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Attention Deficit Disorder (ADD)Attention
Deficit Hyperactive Disorder (ADHD)

• Requires medical diagnosis
• Doesnt automatically qualify
• If not, services thru Section 504
• Other Health Impaired, usually

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Speech or Language Impairment

• Speech/sound production, voice, fluency, or
  language
• that significantly adversely affects . . .
• Or social, emotional or vocational development
• Definition Checklist

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Speech or Language (S/L)

• May not identify if
• Mild or developmentally appropriate
• Consistent with developmental levels
• English As Second Language (SL/ELL) issues
• Auditory processing w/o s/l impairment
• Tongue thrust w/o speech impairment
• Elective/selective mutism

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Speech or Language (S/L)

• Must include DPI certified Speech/Language
  Pathologist
• Formal and/or informal measures
• Most recent assessment

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Traumatic Brain Injury

• Acquired external injury that adversely affects .
  .
• May use criterion-referenced, achievement,
  observation, work samples, and neuropsychological
  data
• Must have medical info from licensed physician
• Definition

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Visual Impairment (VI)

• Even after correction, visual functioning
  significantly
• adversely . . .
• Definition Checklist
• Braille Form

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Visual Impairment (VI)

• All following must occur
• Functional vision evaluation
• - How uses vision in variety of tasks settings
• Ophthalmologist or Optometrist evaluation
• - Physician or provider, respectively
• Orientation Mobility Evaluation (O M)
• - How uses info to know where one is in space,
  and be able to move to another place safely
  efficiently

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Significant Developmental Delay(SDD)

• Means children ages 3, 4 or 5 who are
  experiencing significant delays in areas of
  physical, cognition, communication,
  social-emotional or adaptive development.
• ONLY when all other areas eliminated
• Must include vision and hearing screening
• VisionSurvey alternative to standard screening
• Definition
• Checklist
• VisionSurvey

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• Once answer 1st Question
• Do they have a disability?
• If, yes, then . . .

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2nd Question

• Does the child need special education
• services to access general education
• curriculum at this time?

• Yes?
• No?

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• IF . . .
• Appropriate modifications can be made
• to access general ed curriculum, and
• meet educational standards that apply
• to all
• THEN . . .
• May not need special education
• Adapted from DPI Eligibility Training

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If no, then . . .

• Team needs to share
• Present level of performance and educational
  needs
• Services available thru Local Educational Agency
  (LEA)
• Services available thru Community resources

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• IF . . .
• Appropriate modifications cant be made so that
• the student can access general ed curriculum, and
  
• that meet educational standards that apply
• to all
• THEN . . .
• May need special education
• Adapted from DPI Eligibility Training

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If yes, then . . .

• I.E.P. Team begins process
• writing goals and objectives
• determining supports and training needed

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And then . . .

• Discuss placement OPTIONS

Preschool Options Website
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Conclusion

• Final questions?
• Human graph - again