Chapter 4 
Identification and Planning for 
Students with Special Needs 
Based on: Special Education for Today’s Teachers:...
Chapter 4 Questions 
 What is the process through which students’ 
eligibility for special education services is 
determi...
IDEA Part C: Ages 0-2 
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyright © 2...
Early Childhood Intervention 
 Programs for families with children, birth to 3, 
with disabilities and developmental dela...
Eligibility for ECI Services 
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyri...
Steps in the ECI Process 
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyright ...
Array of ECI Services 
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyright © 2...
Location of ECI Services 
 Services are provided in homes and 
Rosenberg/Westling/McLeskey 
Special Education for Today’s...
IDEA Part B: Ages 3-21 
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyright © ...
Preschool (ages 3-5) 
Eligible children exhibit developmental delays in: 
 communication 
 gross and fine motor skills 
...
Effectiveness of Early Intervention 
 Reduces or eliminates developmental delays 
 Results in fewer children being retai...
Response to Intervention 
(before referral, for school-aged children) 
Rosenberg/Westling/McLeskey 
Special Education for ...
Purpose of RTI 
 Limit academic failure by providing timely 
Rosenberg/Westling/McLeskey 
Special Education for Today’s T...
Multi-Level “Tiered” Intervention 
Special Education &/or 
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teac...
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyright © 2008 by Pearson Educatio...
Identification Process (after RTI)
Rosenberg/Westling/McLeskey 
Special Education for Today’s Teachers: An Introduction 
Copyright © 2008 by Pearson Educatio...
Evaluation 
 Individual evaluation in all areas related to suspected 
Rosenberg/Westling/McLeskey 
Special Education for ...
ARD/IEP Meeting 
 Participants: general education teacher, special 
education teacher, administrator, evaluator, 
special...
Individualized Education Program (IEP) 
 Present level of performance 
 Annual measureable goals 
 How progress measure...
Other Special Education Plans 
 Individualized Family Service Plan (ISFP) 
 504 Plan 
 Behavior Intervention Plan 
 Tr...
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Chapter 4: Identification and Planning

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Special education procedures and plans

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Chapter 4: Identification and Planning

  1. 1. Chapter 4 Identification and Planning for Students with Special Needs Based on: Special Education for Today’s Teachers: An Introduction, by Rosenberg, Westling, and McLeskey (second edition)
  2. 2. Chapter 4 Questions  What is the process through which students’ eligibility for special education services is determined?  How are infants and toddlers, preschoolers, and school-age children with special needs identified?  What types of plans are made for students with special needs?
  3. 3. IDEA Part C: Ages 0-2 Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved
  4. 4. Early Childhood Intervention  Programs for families with children, birth to 3, with disabilities and developmental delays.  Provides services to families to help children reach Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved their potential.  State and federally funded through IDEA.  In Texas, the lead agency is the:
  5. 5. Eligibility for ECI Services Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved  Developmental Delay  Atypical Development  Medical Diagnosis
  6. 6. Steps in the ECI Process Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved  Child Find  Referral (2 day rule)  Intake/Screening  Evaluation  IFSP meeting  Service Delivery  Review  Transition
  7. 7. Array of ECI Services Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved  Assistive Technology  Audiology  Developmental Services  Early Identification, Screening & Assessment  Family Counseling  Family Education  Medical Services  Nursing Services  Nutrition Services  Occupational Therapy  Physical Therapy  Psychological Services  Service Coordination  Social Work Services  Speech-Language Therapy  Vision Services
  8. 8. Location of ECI Services  Services are provided in homes and Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved community settings.  Young children learn best when taught in natural and familiar environments.
  9. 9. IDEA Part B: Ages 3-21 Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved
  10. 10. Preschool (ages 3-5) Eligible children exhibit developmental delays in:  communication  gross and fine motor skills  cognitive skills  social or emotional behavior  adaptive behavior (self-help)  Children can be labeled “developmentally delayed” rather than with a specific disability category label.  Use same identification process as that used for school-aged children.  Services provided by public school system (PPCD class, speech therapy, etc.).
  11. 11. Effectiveness of Early Intervention  Reduces or eliminates developmental delays  Results in fewer children being retained in later Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved grades  Reduces educational costs to school programs  Improves the quality of parent, child, and family relationships
  12. 12. Response to Intervention (before referral, for school-aged children) Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved http://www.rti4success.org/
  13. 13. Purpose of RTI  Limit academic failure by providing timely Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved assistance  Provide information about instructional needs  Provide data for potential special education evaluation  Eliminate inadequate instruction as possible cause of low achievement  Reduce the number of referrals for special education  Accurately identify children with true disabilities
  14. 14. Multi-Level “Tiered” Intervention Special Education &/or Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved Early Intervening Services in General Education Additional Early Intervening Services 3 2 1 Progress Monitoring 3 Tiers 80% should be making acceptable progress.
  15. 15. Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved
  16. 16. Identification Process (after RTI)
  17. 17. Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved Referral  Can be submitted by anyone (teacher, parent, other school personnel, etc.)  Describes concerns (observations) about academic and/or behavioral performance  Identifies interventions attempted and results
  18. 18. Evaluation  Individual evaluation in all areas related to suspected Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved disability  Can include RTI data  Includes more than one test  Use validated, unbiased tests  Administered by qualified persons  Given individually, in students’ native language  Must have parents’ consent
  19. 19. ARD/IEP Meeting  Participants: general education teacher, special education teacher, administrator, evaluator, specialists/therapists, parent, and possibly others (student, advocate, doctor, etc.) Rosenberg/Westling/McLeskey Special Education for Today’s Teachers: An Introduction Copyright © 2008 by Pearson Education, Inc. All Rights Reserved  Review evaluation data  Decide whether child has disability  Identify needs of the child  Determine placement and services
  20. 20. Individualized Education Program (IEP)  Present level of performance  Annual measureable goals  How progress measured and reported  Statement of special education and related services  Extent of participation in general education  Dates, frequency, location, and duration of services
  21. 21. Other Special Education Plans  Individualized Family Service Plan (ISFP)  504 Plan  Behavior Intervention Plan  Transition Plan

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