Chapter 4: Identification and Planning

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)

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?

Rosenberg/Westling/McLeskey
Special Education for Today’s Teachers: An Introduction
Copyright © 2008 by Pearson Education, Inc.
All Rights Reserved
IDEA Part C: Ages 0-2

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 Programs for families with children, birth to 3,
with disabilities and developmental delays.
 Provides services to families to help children reach
their potential.
 State and federally funded through IDEA.
 In Texas, the lead agency is the:
Early Childhood Intervention

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Eligibility for ECI Services
 Developmental Delay
 Atypical Development
 Medical Diagnosis

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Steps in the ECI Process
 Child Find
 Referral (2 day rule)
 Intake/Screening
 Evaluation
 IFSP meeting
 Service Delivery
 Review
 Transition

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Array of ECI Services
 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

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Location of ECI Services
 Services are provided in homes and
community settings.
 Young children learn best when taught in
natural and familiar environments.

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IDEA Part B: Ages 3-21

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.).

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Effectiveness of Early Intervention
 Reduces or eliminates developmental delays
 Results in fewer children being retained in later
grades
 Reduces educational costs to school programs
 Improves the quality of parent, child, and family
relationships

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Multi-Tier System of Supports or
Response to Intervention
http://www.rti4success.org/

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Multi-Level “Tiered” Intervention
Early Intervening
Services in General
Education
Special Education &/or
Additional Early
Intervening Services
1
2
3
Progress
Monitoring
3 Tiers
80% should be making acceptable progress.

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Purpose of MTSS/RTI
 Limit academic failure by providing timely
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

Identification Process (after RTI)

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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

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Evaluation
 Individual evaluation in all areas related to suspected
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

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ARD/IEP Meeting
 Participants: general education teacher, special
education teacher, administrator, evaluator,
specialists/therapists, parent, and possibly others
(student, advocate, doctor, etc.)
 Review evaluation data
 Decide whether child has disability
 Identify needs of the child
 Determine placement and services

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

Other Special Education Plans
 Individualized Family Service Plan (ISFP)
 504 Plan
 Behavior Intervention Plan
 Transition Plan

Chapter 4: Identification and Planning

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Chapter 4: Identification and Planning