Service Delivery Models Scenarios1. Carla spends reading and.docx

Service Delivery Models Scenarios
1. Carla spends reading and math time with a special education
teacher, but the rest of the day she is with a general education
teacher.
2. Lester lives at Woodmoor House, a school for the blind. He
goes home on weekends and some holidays.
3. Destiny is in an included classroom where she is getting
additional services to assist her in being ready for the transition
to kindergarten in a public school. These services include
speech therapy, occupational therapy, and physical therapy.
4. Spencer spends all day in a general education classroom.
Once a week, his teacher meets with a special education teacher
to discuss strategies to help Spencer learn better.
5. Tyler is a two year old who receives services in his home,
with his mother, father, or grandmother present and involved.
He receives speech services and occupational therapy twice a
week. The other days of the week, the family works on these
skills at home as directed by the service providers. .
6. Marisol spends all day in a general education classroom. She
has an aide who stays with her all day and takes notes for her.
Her aide also makes sure she has all her materials and helps her
communicate with the teacher and students if she has difficulty.
7. Marcus spends all day in a general education classroom.
There are two teachers who teach. Marcus often works one-on-
one or in small groups with one of the teachers while the other
one teaches a whole group lesson.

8. Richard has a special education teacher for all his major
subjects. His class has physical education, art, music, lunch and
recess with another 2nd grade classroom of general education
students. He and the other students are in a public school.
9. Devonte has been full time in a family child care program
since he was 8 weeks old. Specialists come there to work with
him on his language, adaptive, and motor skills. A nurse or aide
also comes to check on his feeding tube and discuss how he is
progressing. Soon the case worker and the rest of the special
education team will be meeting with both Devonte’s parents and
the family child care provider to discuss transitions, since he
will be turning 3 within the next several months.
10. LaToya spends all day in a general education classroom. For
reading and language arts she works with a special education
teacher who comes into the classroom. Most of the time, the
teacher just works with LaToya, but sometimes she has other
children join LaToya for a small group lesson.
11. Brittany goes to a special education school. She has a
special education teacher for her subjects and other teachers
who help with physical therapy, occupational therapy, and
speech.
12. Sylvia spends all day in a special education classroom
within a public school. She and her classmates have little to no
contact with the rest of the classrooms in the school.
13. Max is in a center where all classrooms are for children with
significant delays. In his classroom, he works on language,
motor, adaptive (social), and self-care skills. He receives one-
on-one, small group, and large group services in all these areas.
The special ed team will be meeting with his family soon to
discuss next steps as he moves to kindergarten.

· Developed and written by Teresa L. Bridger, Ph.D.
Levels of Special Education LRE Placements/Service Delivery
Models for K-12
Level 1: General Education Classroom (NOT PART OF
SPECIAL ED SYSTEM)
· Accommodations are made by the general education teacher as
needed.
· The child does not usually have an IEP.
· Examples include: Differentiation, small group or one-on-one
instruction as needed, re-teaching, etc. All effective teachers do
this for any child who seems to not grasp concepts/skills or who
is failing behind.
Level 2: General Ed Classroom with Consultation (least
restrictive/specialized)
· A special education teacher consults with the general
education teacher.
· The consultation involves suggestions for strategies,
resources, accommodations, and/or modifications to curriculum,
materials, and strategies used by the general ed teacher with
that child with special needs.
Level 3: General Ed Classroom with Accommodations
· This level can look many different ways- much depends on the
philosophy of the school system toward inclusion, the number
of children included within a particular classroom, and the
individual needs of the child with special needs.
· This is an inclusive setting with typically developing peers in
a general ed classroom.
· This is the setting where the greatest number of students with
disabilities are served.

· Some examples include:
· Itinerant Teachers:
· A special ed teacher may float from general ed classroom to
general ed classroom, giving assistance or individual help to
children with special needs in their regular classrooms. This is
called an “itinerant teacher.”
· The special ed teacher may work with an individual child or a
small group of children who all need help on the same skills.
These children in the small group do not have to all be children
with special needs.
· The itinerant teacher’s schedule is based on each special ed
child’s IEP. The teacher may help one child with reading,
another with math, and a third on organization.
· A school may have one or several itinerant teachers,
depending on the number and needs of the special needs
children within that school.
· Co-Teaching:
· This is when both a special education teacher and a general ed
teacher teach together in the same room.
· There are both general ed children and usually several
students with disabilities who are included.
· The teachers may team teach, one may teach the lesson while
the other moves around the room and assists any child who
needs help-but focuses mainly on the included children, or one
teacher may teach the lesson, while the other works with a small
group of children on a skill or concept.
· Another format is that one teacher teaches the lesson while the
other works one-on-one with an included child during all or part
of the lesson-the child the teacher works with may vary
depending on the subject being taught.
· Resource Room:
· The child leaves the general ed classroom for a set amount of
time per day or week for special instruction from the special
education teacher in the special ed teacher’s room. This room is
called the resource room.
· This is the first model where the child leaves the regular

education room for academic services.
· Usually a resource room teacher has children coming to
him/her all day for various subject areas. These children may be
assisted individually or in small groups.
· Again, a school may have one or several resource room
teachers, depending on the number and needs of the special
needs children within that school.
· Support Services:
· Aides, paraprofessionals, attendants or scribes may accompany
the child for only particular classes or for the whole day. These
support professionals may provide personal assistance, mobility
assistance, writing/reading assistance, speaking/communication
assistance, or other needed services that the included student
requires.
· At this level, any services a child with special needs would
receive are usually provided within the general ed classroom or
the student leaves the gen ed classroom for short periods-this
includes: occupational therapy, physical therapy, speech and/or
language services, additional instructional time for needed
subjects or concepts, including ESL (English as a Second
Language) or specialized services for mobility (for children of
low vision) or other specially needed services for the included
child.
Level 4: Self-Contained Classroom with Inclusive Opportunities
· This is a classroom where all children in the class have special
needs and are taught by a special ed teacher with at least one
aide.
· This classroom is within a general ed public school.
· Most of the school day will be spent with the special
education teacher and all or some of the students will have
general education inclusion when/where appropriate. Sometimes
these inclusive opportunities are for the whole class (for
example, they all go to PE class with general ed classroom) or
sometimes they are for small groups of the students. The aide or

teacher may accompany these small groups to the gen ed setting
or they may go on their own.
Level 5: Full Time Self-Contained Classroom
· This is a classroom where all children in the class have special
needs and are taught by a special ed teacher and an aide.
· This classroom is within a general ed public school.
· Within a self-contained classroom, the special education
teacher has her students all day long.
· There are few opportunities for inclusion but transition
services/skills are available/taught.
Level 6: Special Day School
· This is a school which has an entire population of children
within the school have special needs.
· At this level, the child is no longer in a general ed school.
· These special day schools can be part of the public school
system or may be private.
· A few special day schools have partnerships with general ed
schools to promote inclusive activities/opportunities.
Level 7: Residential School
· This is the most restrictive/specialized setting in special
education.
· This is a school where children stay overnight. Some
children/schools may have weekend visits home. Some may not.
· Typically, residential schools are reserved for two
populations: children with deafness or blindness, or those with
severe disabilities and medical needs who cannot be served at
home.
Think of these levels as a triangle. Most students are served at
the bottom of the triangle, where it is bigger. This would
represent Levels 1-4. Fewer children are served as each level
increases. Therefore, there are far fewer children in level 6

placements than level 2.
NOTE: This LRE document does NOT include home and
hospital instruction. That is outside of the classroom, and
conducted by teachers (within and outside of) the public school
setting. Home and hospital instruction is usually short term, but
for a very few, it is the best way to provide the services the
child needs.
· Developed and written by Teresa L. Bridger, Ph.D.
At levels 1-3 the general education teacher is the primary
teacher.
At levels 4-7 the special education teacher is the primary
teacher.
A Parent’s Guide to Understanding Your Individualized
Education Program (IEP)
Rights and Responsibilities in Maryland
Maryland State Department of Education
Division of Special Education/Early Intervention Services
September 2014
This guide is designed to help you understand your rights and
responsibilities as a member of your child’s Individualized
Education Program (IEP) team. For more information please see
Understanding the Evaluation, Eligibility, and Individualized
Education Program (IEP) Process in Maryland. The federal

Individuals with Disabilities Education Act (IDEA) and the
Maryland Code of Maryland Regulations (COMAR) provides
parents certain protections, called procedural safeguards. This
document does not replace your procedural safeguards in
Maryland’s Parental Rights: Maryland Procedural Safeguards
Notice. To view the full version of the Parental Rights:
Maryland Procedural Safeguards, visit the Maryland State
Department of Education (MSDE) web site at
www.MarylandPublicSchools.org.
Parents and Maryland’s Individualized Education Program (IEP)
Team Process
Parent Notice and Participation
Individualized Education Program (IEP) Team
· You are a member of the IEP team and should participate as an
equal partner.
· You are to be invited to each IEP team meeting about your
child.
· You are to receive a copy of all documents the IEP team plans
to discuss at least five (5) business days before your child’s IEP
team meeting.
· The IEP team meeting is to be at a mutually agreed upon date
and place.
· If you cannot attend a proposed IEP team meeting, you may
suggest another date and time.
· You may ask others to attend the IEP team meeting with you.
· If your native language is not English, the local school system
is to provide an interpreter for you to enable you to participate
in the meeting.
· If you cannot attend in person, you and school staff may agree
to use other ways to participate, such as video conferencing or
conference call.
· You have the right to excuse or not excuse another member of
your child’s IEP team from attending an IEP team meeting.
· The local school system cannot excuse a required team
member without your permission. You are to receive a copy of
the proposed or final IEP five (5) business days after the

completion of the IEP.
You are a member of your child’s IEP team. Other IEP team
members include:
· At least one of your child’s regular education teachers;
· At least one of your child’s special education providers;
· A school administrator who can commit local school system
resources;
· An individual who can explain the test results and what they
mean for instruction (this may be the school administrator,
teacher, or another professional);
· Other individuals you or the school system want to attend,
because they know your child and have special expertise about
your child; and
· Your child, when appropriate.
· Your child must be invited to attend his/her IEP team
meetings, beginning at age 14 to consider transition,
postsecondary goals and services needed to reach his/her
desired goals.
·
IEP Team Meetings
·
At a minimum, IEP Team meetings are held to:
· Review the referral and your concerns to decide what tests are
needed, if any, to determine if your child has a disability that
requires special education.
· Review test results to decide if your child has a disability that
requires special education (Step 3: Initial Evaluation).
· Develop an IEP for your child to describe the services and
support to be provided to you and/or your child (Step 4: IEP).
· Review your child’s progress at least annually (Step 7: Annual
Review).
· You may request an IEP team meeting at any time to review
your child’s IEP.
Steps in Maryland’s Special Education Process

Step 1:
Referral
The first step in the special education process is referral. You or
your child’s teacher may make a written referral to your child’s
school if you suspect your child may have a disability and needs
special education services. You will be invited to an IEP team
meeting to review the referral and other information to decide
iftesting is needed.
Go to Step 2: Assessment
Step 2:
Assessment
This is to help the IEP team decide if your child has a disability
and needs special education. The tests are to cover all areas
connected to the suspected disability, such as: health,
reasoning, communication, social/emotional skills, behavior,
self-help, physical and vocational needs and abilities. Your
permission (consent) is required before individualized tests can
be given.
If your child has a disability and needs special education, the
information obtained from the tests assists the IEP team to
choose the right services and supports, and to create your
child’s IEP.
Go to Step 3: Eligibility
Step 3:
Eligibility (Initial Evaluation)
The initial evaluation IEP team meeting is to be held within 60
days of your consent for tests. At this meeting the IEP team is
to decide whether your child has a disability that requires
special education.
There are 14 identified disabilities that may require special
education services: Autism, Deaf-Blindness, Deafness,

Developmental Delay (through age 7), Emotional Disability,
Hearing Impairment, Intellectual Disability, Multiple
Disabilities, Orthopedic Impairment, Other Health Impairment,
Specific Learning Disability, Speech or Language Impairment,
Traumatic Brain Injury, or Visual Impairment, including
Blindness.
Go to Step 4: IEP Development if the IEP team decides your
child needs special education services.
Stop here if the IEP team decides your child does not need
special education services. If you do not agree, refer to the
Parental Rights: Maryland Procedural Safeguards, Resolving
Disagreements.
Step 4:
IEP Development
If your child’s IEP team decides your child has a disability and
needs special education, the IEP team is to develop a program
of services based on your child's needs, not his/her category of
disability, within 30 days of the Initial Evaluation Meeting. The
IEP is a written document that describes the accommodations,
modifications and services your child needs to receive an
appropriate education. It also lists annual goals and objectives
school staff use to measure your child’s progress and determine
whether the services and placement are appropriate.
Your child’s school may not begin to provide special education
services until you give consent.
Go to Step 5: IEP Implementation if you give initial consent.
Stop here if you do not give initial consent for the local school
system to begin providing special education services to your
child.
Step 5:

IEP Implementation
Your child is to receive services, as listed on the IEP, as soon
as possible after the IEP team meeting where your child’s IEP
was developed. Each of your child’s service providers is to have
access to a copy of the IEP and be informed of their specific
responsibilities, accommodations, modifications, and supports
for your child.
Go to Step 6: Progress Monitoring
Step 6:
Progress Monitoring
Your child’s IEPis to include information on how you are to be
informed of your child’s progress toward meeting his/her annual
goals. You are to receive the progress reports as often as a
parent of a nondisabled child is informed of their child’s
progress.
Go to Step 7: Annual Review
Step 7:
Annual ReviewThe IEP team is to review your child’s IEP at
least annually to decide whether your child is achieving his or
her annual goals and to revise your child’s IEP, as appropriate.
The IEP team is to also address:· Any lack of expected progress
toward the annual goals and in the general education
curriculum, if appropriate;· The results of any reevaluation, if
appropriate;· Information about your child;· Your child’s
anticipated needs; or· Other matters.After the annual IEP Team
meeting, you and the school may agree not to convene an IEP
Team meeting for the purposes of making changes, and instead
may develop a written document to amend or modify the child’s
IEP. You are to be given a revised copy of the IEP with the
amendments incorporated.
After the first Annual Review the IEP cycle includes Steps 5, 6
and 7 until the IEP team needs to consider Step 8: Reevaluation.

Step 8:
Reevaluation
The purpose of the revaluation is to decide:
· If your child continues to be a child with a disability;
· Your child’s educational needs and present levels of academic
achievement and related developmental needs;
· Whether additions or modifications to special education
services are needed to help your child meet the measurable
annual goals and to participate in the general curriculum; and
· Whether your child continues to need special education
services.
A reevaluation may or may not require new tests. Your child’s
IEP team is to reevaluate your child:
· At least once every three (3) years;
· If you or your child’s teacher asks for new tests; and
· Before the IEP can determine your child no longer needs
special education.
A school is not required to give new individualized tests to your
child:
a. Unless you ask for new tests;
b. Before your child’s graduates from high school with a regular
high school diploma; or
c. If no longer eligible for special education services.
A Parent’s Guide to Understanding Your Individualized
Education Program (IEP)
Rights and Responsibilities in Maryland
A publication of the Maryland State Department of Education
200 West Baltimore Street, Baltimore, Maryland 21201
410-767-0238 (phone), 410-333-1571 (fax), 1-800-535-0182

(toll-free)
MarylandPublicSchools.org
Lillian M. Lowery, Ed.D.
State Superintendent of Schools
Charlene M. Dukes, Ed.D., President
State Board of Education
Marcella E. Franczkowski, M.S.
Assistant State Superintendent
Lawrence J. Hogan, Jr., Governor
Developed and produced with funds from the U.S. Department
of Education, IDEA Part B Grant #H027A013035A, Copyright
2014, Maryland State Department of Education (MSDE).
Readers are allowed and encouraged to copy and share this
document, but must credit the MSDE Division of Special
Education/Early Intervention Services. The Maryland State
Department of Education does not discriminate on the basis of
age, ancestry, color, creed, gender identity and expression,
genetic information, marital status, disability, national origin,
race, religion, sex, or sexual orientation in matters affecting
employment or in providing access to programs.
Local Contact Information:
4
A Parent’s Guide to Understanding Your IEP Rights and
Responsibilities in Maryland_MSDE-DSE/EIS, 3/20/15 – page

The Beginnings of InclusionIf you recall from the previous
module’s readings, immediately after the first special ed law
was implemented in 1978 and throughout the 1980’s, there was
a term used in special ed called “mainstreaming.This meant that
children were placed in an appropriate setting and when the
special education teacher or spec ed team decided they were
ready, the child was given access to general education. Today,
the term is still used, but the correct term is really “inclusion”
and it means that ALL students should have the opportunity to
be with general education students when and where appropriate.
Along with a change in terminology, there is now a process in
place for assisting the special ed team in making more informed
decisions for where and when inclusion should take place. This
all came later, in the 1990’s with the IDEA Act. This should be
a review from the last mod’s readings.
Mainstreaming:
ProblemsMainstreaming had problems because it too often was
an arbitrary decision, or one that was made for the wrong or
inappropriate reasons. One problem with mainstreaming
students, was that many times, the students were not taught or
given the skills necessary to actually do well in a general
classroom, and then of course, never put back into a gen ed
classroom. The example I like to use is a real example from
when I taught self-contained LD (learning disabled) students in
a public school in the late 1980’s.
*

Mainstreaming:
ProblemsI taught 5th and 6th grade age students who were
reading (in Sept) at or below the 1st grade level. I began by
teaching them reading through the use of alternative texts
(rather than the reading textbooks used by most teachers at the
time). We read folktales, poetry, newspapers, tall tales, and
studied Roman and Greek mythology. By January, most of my
students were reading well above the 1st grade level.By the end
of the year, almost all my students were reading at or above the
3rd grade level. So, for the following year, we discussed
mainstreaming many of my students. Besides content, part of
what I taught them was study skills, critical thinking and
problem solving skills, and social skills. My aide and I worked
hard to help our students act like 5th and 6th graders and they
were the only special ed class in the school asked to attend the
end of the year picnic for the general ed students of their grade
level.My students were ready to be mainstreamed, because I had
taught them the skills they needed to be successful and given
them the tools they needed to be effective learners at their grade
level.
*
Mainstreaming:
ProblemsThe classroom next to our room was also 5th and 6th
grade age students who read at or below the 1st grade
level.However, that teacher taught traditionally and followed

the textbook (not only was the reading text we were given for
these students a first grade reader with a floppy-eared bunny on
the cover, but the students had been in the book for multiple
years!) When my students were considered for mainstreaming,
she was greatly distressed that her students were not. When she
asked why not, the principal told her that her students’ reading
levels had not changed throughout the year nor had her students
been able to integrate successfully in general education
activities throughout the year. My students had the skills to do
well in gen education and unfortunately, her students did not.
Was it the difference in the students? No, it was the difference
in teaching strategies AND, most importantly, a difference in
attitude toward the role of special education.
*
RemediationAnd that was the main problem with
mainstreaming: too much was left up to the individual teacher
and the special ed team in the school. Some of these problems
still exist with inclusion, but there are some procedures,
policies, and processes in place to make sure that the biggest
potential problems are addressed. Unfortunately, even with the
procedures and processes in place in today’s schools, there are
still problems with inclusion of children with disabilities, both
in general education classrooms, and full day special education
classrooms.Let’s look at the first point I listed above: difference
in teaching strategies.Unfortunately, what occurs in many
special education settings and with children in any level of
special education is an emphasis on review and remediation.

*
RemediationWhat is remediation? Catching up and repeating or
reteaching skills missed or not previously learned.Why is
remediation used as a primary strategy in special education
classes and with students with disabilities, even in the general
classroom setting?
*
RemediationSpecial education was designed to assist students
who were behind academically or who needed extra assistance
to achieve.This means that there is (and should be) an emphasis
on remediation. Without remediation, students cannot move
ahead and learn new concepts.Many special education teacher
programs, even today, train teachers that remediation and
review are the primary ways to teach students with disabilities
who are behind in their learning.
*
RemediationWhy is this a problem?Because if all a teacher does
is review and remediate, when does a child learn the new skills
for their chronological age/grade level?Many children will not
be diagnosed as needing special ed services if they are not

“significantly” behind. 2 years behind is considered significant
so this means there are a lot of skills and concepts a child has
missed.
*
RemediationFor example, let’s say a child enters kindergarten 2
years behind.In order for the child to function on grade level (K
level), it would mean a teacher would need to not only
remediate and review for 3 and 4 year old skills, but new
kindergarten skills would need to be taught too.That’s a lot of
content to cover in one school year!
*
RemediationObviously, a teacher must remediate and teach
skills not previously learned, but if that is all that is done, then
it is highly doubtful that a child will end the year on grade
level.The rule of thumb is that a child can typically gain 6
months (1/2 year) each academic school year.
*
RemediationTherefore, if a child is behind 2 years when they

enter kindergarten, the following chart shows what will
happen.Child 1 is the child behind and Child 2 is a child on
grade level.Look at the chart. What do you see happening in the
chart to the child with special needs?
*
Remediation
*
RemediationWhat happens to the child with a learning issue or
who is behind in their academics?The child becomes further and
further behind each year.This ensures that the child will never
have the skills to return to general education (if they are in a
full day special ed program) or to be on grade level in a gen ed
classroom. In other words, they most likely will never be able to
leave the special education system.This is one of the main
reasons (in my opinion) that you see few students exit special
ed.(One note-on IEP/IFSPs we often write goals for increasing
one academic year-ex. from 1st grade to 2nd grade. This is
typically used even though research shows most children cannot
increase their skills this much annually.)
*

Successful Strategies: AccelerationSo, if remediation alone is
not the answer, then what needs to be done if a child is to ever
be successfully included in general education and/or transition
out of special education?As stated earlier, remediation is
absolutely necessary. But what is also necessary, is to teach the
grade level content.So, is it possible to do this?
*
Successful Strategies: AccelerationThe only way to accomplish
both these goals (1-mastering grade level content and skills and
2-remediation and review of prior content and skills) is to both
remediate and accelerate.What does accelerate mean?
*
Successful Strategies: AccelerationAcceleration means that
students need to learn prior skills within learning new
skills.Remember that just because a child has trouble with
reading or math, does not necessarily mean they can’t think. So
when teaching basic skills, embed them within interesting,
hands-on, and age appropriate content. (We’ll talk a lot more

about this when we begin to discuss specific areas of
disability.)
*
Successful Strategies: AccelerationDoes remediation and
acceleration work for all special education students?Definitely
not. Why not?
*
Successful Strategies: AccelerationUnfortunately, (and
obviously,) there will be some children who can not
successfully learn in a general education classroom- who will
always need extensive special education services, and who will
be best served by being in special education for their entire
educational experience (a more specialized LRE). This is
especially true of children with severe and/or multiple
handicaps.For these children, acceleration is not necessary, nor
is it appropriate.
*
Successful Strategies: AccelerationFor the large majority of

children with disabilities, especially those who are in a general
education inclusive setting, and/or classroom, acceleration is
key to assisting them in gaining skills needed for the workforce
or to higher academic achievement.Therefore, for most special
education teachers, acceleration needs to go hand-in-hand with
remediation.
*
Successful Strategies: AttitudeAnother successful strategy that
teachers need to use, especially in an inclusive setting, is that of
a positive attitude.This means not just in general, but in how
you, as a teacher, include, treat, and think about the children
with disabilities that you work with.
Successful Strategies: AttitudeIf you think about the example I
gave from my own teaching career, attitude was another
important ingredient in helping my students be successful. My
students were demoralized, embarrassed, and felt they were
stupid.And why wouldn’t they feel this way? They were 10-12
years old and still reading in a first grade reader, that was still
too hard for them to read from!
Successful Strategies: AttitudeTherefore, one of the first things
I did was to do some self-esteem activities with them, tell them
that there was no reason they couldn’t learn and read, and that I
had some strategies to help them with this. I told them if they
worked hard with me, we could make great strides in their

academic skills.
Successful Strategies: AttitudeMost of my students had learning
disabilities, so we talked about what that means and what we
could do to compensate or retrain their brain so they could learn
better. Although I was realistic, I also made sure that everything
we did was done in a positive way, and that they were never
made to feel that they could not do it.
Successful Strategies: AttitudeWhen you are in a gen ed
classroom, this often means you have to ensure that everyone in
the classroom also shares this positive attitude. This is what is
truly meant by an inclusive setting!Research shows that
inclusion is of benefit for everyone who participated in it: gen
ed teachers, gen ed students, students with disabilities, schools,
and parents.
Successful Strategies: AttitudeWhy?Gen ed teachers must use
research based effective strategies to reach students with
disabilities and teach them, so it helps them become more
effective teachers (because these strategies should be used with
ALL students).Gen ed students, parents, the school as a whole
(and the teachers) who are involved with inclusion have been
found to be more empathetic and more tolerant of others who
are not like them, and these feelings persistent over time (years,
if not life long).
Successful Strategies: AttitudeSo, it’s important for schools and

teachers to make sure that inclusion is a real, positive
experience for everyone, not just something that lip service is
paid to, but no one really likes or approves of. As a teacher, you
need to make sure that you are treating all your students in
respectful ways, and making sure that negative behaviors such
as exclusion and bullying are not present in your classroom.Of
course, all children may be the victims of these negative
behaviors, but research shows that children with disabilities are
bullied at a much higher rate than those children without
disabilities.
Successful Strategies: High ExpectationsHigh expectations does
go hand in hand with positive attitudes, but high expectations
mean that you are not setting the bar too low for your students
with disabilities. You don’t want to have them struggle and be
frustrated, but you also don’t want to not “accelerate” them in
their needed skill areas.
Successful Strategies: High ExpectationsRemember that all
children do well with high, yet realistic expectations-this is
what the research shows.The research also shows that children
will meet your expectations-if you think poorly of them or have
low expectations, they will meet them, and like wise if you have
high expectations, they will meet them!
Successful Strategies: High ExpectationsThink of my earlier
example from my own classroom-without high expectations
from me (and the tools to meet those expectations!) my students
would not have made the same gains in skills!

Successful Strategies: High ExpectationsOne thing to be careful
of-do not set a higher standard of success for your students with
disabilities than for the rest of your class.What does this
mean?For example, how many of your typical developing (not-
special education) students always get 100%’s?
Successful Strategies: High ExpectationsNone, right?!Even your
A students don’t always get 100% or A’s on everything!Yet,
when we build an IEP, we often say that the student must earn
100% to have mastered the skill!If it’s not a basic skill, such as
letter or number identification, or a needed life skill such as
navigating to a work site, there is no reason it should be 100%.
Successful Strategies: High ExpectationsAll your other students
move ahead in the curriculum even if they get C’s (or even if
they fail) right? So why would you make a child with a
disability get a higher level than you would a child without a
disability?Answer-you shouldn’t.
Successful Strategies: High ExpectationsUnless, like we said
earlier, it’s a basic skill, and needed to move on. ORA life skill
where 100% is needed. For example, if we are teaching our
student how to ride the bus to work, we don’t want them
successful only 90% of the time, do we? No, because that would
mean they were lost 10% of the time!In this case, 100% is the
needed level of success!

Successful Strategies: High ExpectationsHowever, for most
academic tasks, a C level is acceptable mastery (70-75%) since
that is where we allow all our other students to be also. And
with this mastery level, students can still move on.Then you can
do the remediate while accelerating strategy!Some skills may
even require a 80%, but in general, few require higher than this.
Keep this in mind as we move through this mod and when we
talk about IEP/IFSPS in our next mod (and practice this in your
own classrooms!)
Successful Strategies: Tools for SupportWhich brings us to our
next successful strategy: Giving students the tools they need to
be successful.Know that all students don’t learn the same and
that some students will not need additional tools or strategies to
learn and some will.
Successful Strategies: Tools for SupportEquality is everyone
gets treated the same. Equity means that everyone gets the
tools, resources, opportunities, and strategies for learning that
they need so everyone can meet the same bar
(outcome/standard/level).This means using research based
(evidenced based) teaching strategies that will enhance learning
for ALL students but are absolutely necessary for success for
some of our students (such as many of our students with
disabilities.)
Successful Strategies: Tools for SupportThese tools
include:Give more examples of conceptsUse more
visualsProvide ore hands on, interactive, or active learning

opportunitiesHave more time to practice before gradingMore
small group or paired workAdditional time working with adult,
alone or in small groups, on skillsContinuous assessment of
learningClear and simple directions and language given to
students
Successful Strategies: Tools for SupportIn addition, these
strategies have proven to assist in learning as well:Structure and
routinesPositive classroom climateOrganized classroom and
classroom processes and proceduresPositive Classroom
Management strategiesConsistency Classroom rules
Successful Strategies: Tools for SupportAs you may note, these
are all strategies that all effective teachers use for all students,
but remember that these strategies are absolutely necessary for
students who are struggling to be more successful. We will talk
more about these strategies as we get into our mods on specific
disabilities, but keep these strategies in mind!(Note: These are
called accommodations when used to assist a child with an
IEP/IFSP in being more successful! We will talk more about
accommodations in our mod on IEP/IFSPS.)
InclusionUsing these strategies, and keeping these things in
mind, will help make inclusion a positive experience for
everyone involved.One other benefit of inclusion, is that the
support which is given to the student(s) with disabilities, can be
of benefit to other students who are struggling but not in the
special ed system. This may be people (aides for example) or
the strategies we discussed above.

InclusionAides who are meeting with small groups are legally
allowed to meet with any struggling students, not just the
students they are assigned to (through the IEP). This is also true
of other support staff (speech, OT, PT, ESL, etc)And with the
teacher using effective, evidenced based teaching strategies,
such as those we have discussed, will also benefit all
students.These services and strategies may keep some of these
struggling students on grade level so that they do not need to be
referred.
Inclusion-TermsJust to clarify:Inclusion is the process that
takes place in included (or inclusive) settings.
Included/inclusive settings usually means in the general
education classroom with typically developing peers, but it can
also mean in a more specialized setting but the students still
receiving opportunities to be with non-disabled peers.The terms
inclusion, inclusive, and included are all forms of the same
concept!
InclusionRemember that inclusion is where all students are
considered for a general education classroom, and other
placements, more restrictive/specialized placements, are only
used if a general education classroom is not appropriate or has
not been successful. Remember all children deserve to be
included!We will talk more about this later!
Developed and written by Teresa L. Bridger, Ph.D.
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AssessmentAssessments must be conducted and the status must
be reported in both the IEP and IFSP.Present levels of
performance must also be listed in the IEP/IFSP.For a child to
initially be identified as needed special ed services, various
types of assessments must take place.Assessments are also used
to decide the nature of instruction and related services needed
to accommodate that child’s learning, and/or to establish
progress of a student who is already receiving
services.Remember we discussed earlier (when talking about
referral process) that a parent must sign consent that a child can
be tested. Then, and only then, will the assessments take place.

Assessment: Physical ExamFirst, we are going to discuss the
initial evaluation process (identification of a disability).All
children are usually first given a physical to rule out any
medical problems. This is not done by the school system, but
through the child’s pediatrician or hospital testing services.This
is a very important first step. For example, we don’t want to
label a child as having a cognitive disability when they actually
are deaf.
Assessment: IQ TestMany of the other assessments are done by
a school psychologist. This goes back to that appropriate
evaluation component of IDEA that we discussed in the last
module.These assessments will include what’s usually called a
complete psychological exam. This includes: an IQ test and
achievement tests or developmental milestone charting, as well
as other tests depending on the child’s presenting behaviors,
reasons for referral, and age of child.
Assessment: IQ TestAn IQ test is an Intelligence Quotient Test.
This does not measure how smart someone is. It measures the
capacity someone has to be smart. It does not measure
achievement, but measures capability. This means a child can
do poorly in school, but have a high IQ.The first IQ test was
developed for adults and is called the Standford-Binet. It is an
individual test.The most common IQ test for children is called
the WISC-The Wechsler Intelligence Scale for Children. This is
also an individual test. This test would not be done with infants
and toddlers, but by age 2-3 could be used depending on the
developmental age of the child. It is usually used through the
young teen years.

Assessment: IQ TestIQ tests have some areas of concern.First,
because they are suppose to measure capacity to learn, they
should be stable over time. In other words, if you score high at
4, you should score similarly at 8, 17, 35 or 62. But this does
not happen. Scores can fluctuate, sometimes by a lot. So, this
may mean they are not accurate.
Assessment: IQ TestSecond, they tend to ask questions that are
part of mainstream, middle class American experience. This
means that children who have not been exposed to that
experience may not score well-not because they aren’t smart,
but because the test is culturally biased.
Assessment: IQ TestFor example, an earlier version of the
WISC, asked children to complete the following: “Jack be
nimble, Jack be quick, ________.” Many children would not be
able to answer that question correctly. If they were not exposed
to that nursery rhyme, this sentence makes no sense. Children
who have not had these types of nursery rhymes read to them
would not do well, children whose parents may not speak
English, or those who were raised in other countries may not be
familiar with this nursery rhyme either. The answer is “Jack
jump over the candlestick.” This is an example of a culturally
biased test question and this particular one is no longer on the
WISC.
Assessment: IQ TestTherefore, with all these problems, you
might ask, why use IQ tests?Well, there are several reasons.
First, it does give a benchmark that is not totally arbitrary to

begin to examine a child’s intelligence. Rarely would IQ score
alone dictate a diagnosis for a child. Second, almost all
standardized tests are culturally biased. Professionals who use
them realize this, and take that into account when testing
children.We do need some standard measurements with which to
begin to identify areas of concern, so even with these flaws, we
still use these tests.
Assessment: IQ TestIQ is measured in what’s called a “bell
shaped curve”. It looks like this:
below average average above average
below 89 90-110 above 110
Assessment: IQ TestAs you can see, most people fall within the
big area (average). There are less people at each end of the
curve. This means that fewer people are severely intellectually
disabled, as well as fewer people who are geniuses. IQ score is
used to begin a diagnosis of some exceptionalities (Talented and
Gifted, and intellectual disability) and must be normal or near
normal to begin other diagnosis’ (learning disabled).
Achievement TestsThe other type of basic assessment that is
usually always completed is an achievement test.This does
measure how a child is achieving. For young children, it is not
an academic test (reading, writing, math), but measuring
appropriate developmental milestones.
Achievement Tests:

Developmental MilestonesTo measure developmental
milestones, several tests can be used. A common one is the
Battelle Developmental Inventory. This test measures all areas
of development: cognitive, emotional and social, fine and gross
motor skills, and adaptive. Language is examined, but usually
more specific language tests are used, esp. if communication is
delayed.A common language/communication test used is the
Goldman Fristoe Test of Articulation (GFTA).
Achievement TestsAchievement tests are given to those
functioning at a pre-reading level and above. (Usually
Kindergarten or 1st grade)Achievement tests look at reading,
writing, math, cognition and problem solving, and sometimes
general knowledge.Many achievement tests can pinpoint
skills/concepts within each of the broader subject areas where a
child has strengths and weakenesses.
Achievement TestsThere are a variety of achievement tests that
can be used, depending on age, as well as preference by states,
school systems, or individual testers. Some that you may hear
mentioned include: WRAT (the Wide Range Achievement Test),
The Woodcock Johnson Test of Student Achievement, the
Peabody Individual Achievement Test, or the KeyMath 3
Diagnostic Assessment.
Other AssessmentsAfter these basic assessments are done, a
variety of other tests can be administered.These can include:
field ground tests (for perception), eye-hand coordination tests,
more indepth language, communication, reading, or math tests,

social inventories or social scales, functional behavior tests (for
life skills behaviors), or problem solving tests.
Behavioral AssessmentsBehavior is also looked at in many
cases.Usually the child’s teacher or child care teacher is asked
to fill out a checklist of behaviors/skills. Sometimes parents are
asked to fill one out also.Formal behavioral assessments may
include: Woodcock-Johnson Scales of Independent Behavior
(SIB) • Vineland Adaptive Behavior Scale • Developmental
Profile II • Child Behavior Checklist • Conners Parent &
Teacher Rating Scales • Behavior Evaluation Scale – 2 All of
these look at appropriateness of behavior for the age of the
child.We will look in more depth at behavioral assessments
when we discuss emotional disorders in a future module.
Other Components of Assessment:
ObservationsAnother tool which aids assessment is that of
observation. Many times, the psychologist (or guidance
counselor or special education teacher) will observe the child at
home, or in childcare, preschool, or school.This provides
another perspective for the assessor to make a more accurate
diagnosis and recommendation.
InterviewsAnother tool that is used in the assessment process is
an indepth interview with the parents.This guides the assessor
to look at various life events as possibly impacting the child’s
needs and growth.Some questions asked are about pregnancy,

labor and delivery (did the baby need oxygen, was the baby blue
at delivery, was it a difficult labor, etc.), early milestones in the
child’s life, family history of diseases or problems (attention
deficit disorder, learning disabilities, depression etc.).
InterviewsThere are 2 types of interviews. (You may remember
this from TED 1200: Child Growth and Development).1)
Structured Interview: This is where the same set of questions
are asked in the same way each time they are used.2)
Unstructured Interview: This is where the questions may change
with each time they are asked or the interviewer may delete or
enlarge on particular questions. Interviews for assessment
process may be either type depending on why they are
conducted.
Present Levels of PerformancePresent levels of performance
simply means how the child is performing in all relevant areas
at this time. These assessments will make up the present levels
of performance that are recorded on the IEP/IFSP (if the child
gets one).Present levels (discussed at the initial special ed team
meeting or on the IEP/IFSP) may also include information from
the classroom (grades, tests, or sample work.) In some cases, it
may include parent examples or if the child is in preschool,
screenings or sample work conducted there.
AssessmentAt this point in the assessment, the assessor has
conducted many different types of assessment, gathered much
data, and now pieces it together to decide what the child’s

strength’s and weaknesses are. The evaluation process seeks to
answer 2 questions: Does the child have a disability? And If so,
what is the nature of instruction and services needed for the
child to effectively learn?The evaluation process may reach a
specific diagnosis for the child so they can be labeled and begin
to receive special education services.When an assessor is going
through this process, there are criteria to be met for each of the
exceptionalities. If the criteria has not been met, then there
may not be a diagnosis for an exceptionality. We will discuss
the criteria for each exceptionality in the moduales for each.If a
child does not meet the threshold for diagnosis, but the team
determines there are still significant learning issues, then a 504
plan may be recommended.
Types of AssessmentsWhat we have looked at are the kinds (and
names) of assessments that are used in the initial diagnosis (or
re-evaluation) for students with special needs.Let’s now look at
how these tests (and all tests) are constructed. Why should we
do this? When you see tests, you should know how they are
constructed-construction will impact why it’s used, how it’s
used, what types of information (data) can be gathered, and how
that data should be interpreted.This knowledge will assist you
with not just with this course and special education, but all tests
you are required to give (and make) as a teacher.
Types of Assessments:
ScreeningThere are different types of tests which are used for
different purposes and at different times during the referral
process or a child’s lifetime.One type of assessment is called a
screening.Screenings are routines tests that help identify which
students might need further testing. Screenings are given to all

students.For example, all 5 year olds are screened for vision and
hearing.Screenings help identify those who have more mild
learning issues and might not be identified otherwise.
ScreeningScreenings may be the first step in the referral process
for children.The referral process is the entire process of
identification of special needs for a particular child.Usually
parents, child care providers, or teachers are the first to suspect
learning issues.In order for a child to be referred to the special
ed service team, the person referring needs to fill out a formal
request for referral, and provide documentation as to the reason
for referralThis documentation usually includes screening
information, as well as the area of concern, any classroom
interventions already tried and their results, and any family
concerns or issues expressed.
Types of Assessment:
Formal and Informal TestsThere are both formal and informal
tests.Formal tests are those which have criteria and are
administered following guidelines. Examples of formal tests are
the SAT, the Praxis, and the WISC.Informal tests are those
which a teacher usually does in her classroom, on her own to
gather data.An informal test might be asking children to read a
selected passage aloud, collecting a child’s seat work to
examine writing, or using a portfolio to assess strengths and
weaknesses.

Group and Individual TestsAnother type of assessment is
whether the test is administered to groups or to individuals.
Group tests are when everyone takes the test at the same time or
when the test can be administered to many people at the same
time. Examples of group tests are the MSA, the SAT, and
county wide assessments (public school systems’
tests)Examples of individual tests are the Battelle, the WISC,
and the Gestalt-Bender Field Ground Test.Individual tests
generally cost more, take more time, and are not as frequently
given.
Screening vs. Diagnostic TestsTests can be formal or informal,
group or individual, but they can also be to look at basic
information in a group as a starting point, or they can be used to
gain specific information on a subject area or child.As we said
earlier, screenings are group tests, most are formal (like vision
and hearing), and they are to be used as a starting point for
assessment.Diagnostic tests can also be group or individual, but
are usually formal, and are to assess specific areas within a
child’s learning.
Norm and Criterion Referenced
TestsFinally, there are two types of tests in terms of how they
are scored.Again, this is true of all tests: formal and informal,
group and individual, and screenings and diagnostic tests.Norm

referenced means that test scores are based on a large group of
people who took the test. Your score is compared to that score
and you are told how you scored compared to the norm (that
group of people).For example, when your child comes home
with a test score that says he scored in the 80th percentile
compared to the norm, that means he scored better than 80% of
the people they used for the norm.
Norm Referenced TestsFor special ed children and for some
other groups of children, norm referenced tests may not be the
most accurate indication of performance.Why? Two reasons: 1)
Who was in the norm group? Chances are it was typically
developing/average/children without a disability. If a child has
a learning disability, then they are being scored against learners
without learning issues. Is this fair and, more importantly, is it
an accurate picture of what they know?
Norm Referenced TestsFor example, a child with learning
disabilities may not score well on a test if it is set up in a
confusing or complicated way. This would be a reflection of the
test, not a measure of their knowledge.Another example might
be that sections of the test do not test concepts in a way that is
understandable for children with learning difficulties.
Previously, one norm-referenced achievement test had a section
which tested phonics by having the child sound out a series of
made-up words. This would be especially difficult for many
children with reading or language difficulties, or children whose
first language is not English.

Norm Referenced Tests2) The second reason that norm
referenced tests may not be the best or most accurate reflection
of a child with a disability’s knowledge is that the norm group
may not be a current group of children.Why is this a problem? 2
reasons. One is because society changes and therefore, exposure
to knowledge changes as well as knowledge for particular ages
of children.
Norm Referenced TestsFor example, let’s say the norm group
was given the test in 1995. That is a long time ago. There may
be references on the test which are no longer valid for children
today. (such as phones with cords or the fact that no one had a
cell phone) This may influence how children today answer
questions or understand questions.
Norm Referenced TestsAnother type of example is that some of
the information asked about or explained may not be
appropriate for today. For example, pre-9/11 info or problem
solving may not make sense in today’s world. References to
children’s books may also be outdated (like the previous
example of Jack Be Nimble). In math, we now introduce
concepts in different grades than we used to, as well as teach it
differently. This may influence children’s test scores as well.

Norm Referenced TestsThe second reason concerning a norm
group that is not current, is that the norm group itself may have
changed with time. For example, the United States has become
more diverse since the early 1990’s. We have also become more
urban. Therefore, if the norm group does not reflect the current
group of students, how do we know that the scores are an
accurate reflection of today’s students?
Norm Referenced TestsWith all these issues, you may ask why
use norm-referenced tests at all?The answer is that it may be
good for children across the world, a country or a large region
to be compared to a norm. It gives educators, governments, and
researchers a common ground of measurement based on a
common sample of similar people.
Criterion Referenced TestsCriterion referenced tests are scored
based on criterion or standards.In other words, no matter who
takes the test, they are being scored on specific standards to be
mastered, not against a group of their peers (norm group).Many
high school tests needed for graduation are criterion referenced-
standards need to be met.The MSA (Maryland School
Assessment) and the PARCC exam are criterion based. That is

why so many schools do not meet proficiency levels or AYP
(Annual Yearly Progress). The scoring is done on criterion, not
against a group. Quizzes or tests in class also tend to be
criterion based.
Criterion and Norm Referenced TestsBoth types of tests,
criterion and norm referenced have a role and a place in
education.As a teacher, esp. one working with children with
special needs, it is important to know which type of test is
being used.
AssessmentAs you can see, there are many different types of
assessments, depending on the needs and age of the child.There
is a lot of information about the assessments used here. Because
a lot of this is dependent on the child and their needs, I have
provided you with snippets of all of the aspects of
assessment.Now, let’s briefly look at what happens with
assessments after the initial round of testing, if a child is
diagnosed and begins to receive services.
AssessmentNote, if a child is tested for an initial diagnosis, but
is not eligible for special ed services (they do not meet the
criteria for any disability), then 2 things can typically happen:1)
nothing-student is without services, and stays in the gen ed
classroom without special ed services. Then teachers and others
can use strategies they believe will be helpful for the student
but not through special ed, OR2) the student may qualify and
receive 504 services.But let’s look now at what happens with

assessment after the initial diagnosis.
Assessment-After Initial DiagnosisFor children who already
have a diagnosis and are receiving services, future testing may
not be as complete as with the intial round of testing. IEP’s
require retesting every 3 years. However, because the child
already has a diagnosis, some of the tests conducted during the
initial assessment period may no longer be needed.
Assessment-After Initial DiagnosisThe only other time students
will receive more assessments (other than in the classroom or
progress assessments for specific services) is if they are still not
making progress. Then additional testing may be necessary to
see what is going on.
AssessmentNow that we have looked as assessments and the
referral process, keep this in mind as we delve into some other
parts of the process!
The Referral ProcessWe have been discussing the referral
process throughout these readings, but not in a systematic way.I
think it is important for you to see how all these different pieces
fit together in the total referral process.

The Referral Process-Initial ReferralTo begin, let’s look at each
part of the referral process.Referrals to special ed can begin in
several different ways:1. A teacher can refer a child within the
public school system.2. A teacher in a private system (preschool
or private school) can refer a student3. A parent or childcare
provider can refer a child.4. A pediatrician or other doctor can
refer a child.
The Referral Process-Initial ReferralWhat does this mean,
“make a referral”?It means that the person makes a formal
request to explore if a child special education services.This
formal request usually includes: Identifying the issues (why are
they referring the child)Any pretests, screenings, assessments
already completedAny interventions already conducted and the
results.Any evidence of the issues (tests, classwork, anecdotal
records, etc.)
The Referral Process-Initial ReferralThis process is a little
different if the child is identified at birth. Obviously then, there
are not interventions that have been done.If the child is
identified at birth or in the hospital, a social worker at the
hospital usually works with the parents and pediatrician or other
doctor to link the family to special education services.In this
case, this is part of Early Intervention/Early Identification
services that we will talk about in more detail later.We also say
the Early ID/Early Intervention occurs if the child is not yet in
school.

The Referral Process-Initial ReferralAll referrals can be done
with or without a parent’s permission.Calling a special ed office
affiliated with a school system with inquires can also be done
without a parent’s permission .But if the special ed team
decides that testing should occur (the step after a referral is
accepted), then parental permission is needed or the process for
identification cannot move ahead.
The Referral Process-Initial ReferralFor children who are not in
the public school system, the process includes contacting the
public school system special education office to initiate a
referral. If the private school/facility decides to make a referral,
then it is submitted to the school system special education
office.Some private schools have their own special education
team, but most work with the school system, as they have more
resources and expertise.
The Referral Process-Special Ed TeamFor those children in the
public school system, the referral is usually written by the
teacher and is submitted to the school’s special ed team.The
special ed team, whether from the school or a private facility,
usually consists of the following people:The person writing the
referralGeneral educator (if applicable)Guidance counselor
(public or private school only)PsychologistSpecial ed
teacher(s)Reading teacher or specialistMedical personnel (if
appropriate)Principal or directorParent (if parent is involved in
the process at this point)If the child has particular needs
(blindness, deafness, speech, etc.) there may be specialists to
address those needs also.For a young child, this team also
includes the child care teacher or director, a case worker or
social worker, and the therapists involved in working with the

child.
The Referral Process-Special Ed TeamThe team examines the
referral and any other documentation submitted with it.They
will ask the person making the referral, as well as the primary
contact(s) with the child, questions to clarify or expand on the
issues raised in the referral.The team has a discussion and then
decides if the referral has merit.
The Referral Process-Next StepsThe team can make any of the
following decisions:Ask for more information. This may involve
involving the parents if they have not been part of the process,
making classroom observations, or get additional information
from an expert involved with the child (for example a
doctor).Refer to child for testing. This step requires the parent’s
consent to begin. If parents refuse consent, then the special ed
process stops at this point. Recommend strategies or
interventions for the parents and/or teachers to implement.
Usually this will occur for a few months and then the team will
examine the results. It may be a 504 form (requires parent
approval) or done informally (does not require parent approval)
The Referral Process-Next StepsThe second step, after the
referral is assessment.All of the items we will discuss in a bit in
assessment would be conducted in this step.After the
assessments are completed, then the results are presented to the
special ed team (same people that initially heard the referral).
The team then makes a recommendation to either refer the child
for special ed or not. We will talk more about the special ed
team and the roles each member plays in another module.The

rest of the special ed process follows the flow chart attached in
this reading.
The Referral Process-Next StepsIf the team doesn’t feel that the
child meets the qualifications for a diagnosis, then the team can
make the recommendation for a 504 plan, or go back to some of
the things listed in the previous slides (strategies or
accommodations for the general ed teacher to make and
monitor, more testing, etc.)
The Referral Process-Due ProcessRemember that at each step,
the parents must agree with what the team is proposing.If they
do not, then the whole process stops, and no services which
could only be done through an IFSP/IEP can be provided for the
child.As the chart shows, if the parents and team are in
disagreement, they can access the due process proceedings to
formally try to reach an agreement or force one side to agree
with the other.
The Referral Process-Due ProcessIn general, school systems do
not like to use due process because it is expensive (lawyers) and
time consuming (most steps have 10, 30, 45, or 60 day
requirements prior to moving on to the next step).Due process
usually benefits the parents, especially if they hire a parent or
child advocate to assist them in due process.Advocates are very
expensive, but parents may choose to use them, especially if
they are trying to force the school system to place their child in
a more specialized (restrictive) LRE setting, outside of the
school system options.

The Referral Process-Due ProcessAs a general educator, you
will not usually be involved in the due process proceedings,
although sometimes you may be required to discuss or present
evidence on progress made by the child.There is lots of detailed
information on due process, but we will not discuss it in this
class. You can see the entire due process proceedings in detail
by going to either the MSDE.gov website or your local school
system website and searching for “special education due
process.”
The Referral Process-In ConclusionLook at the chart attached to
this reading for some additional information.This presentation
concludes our examination of the basis processes and
procedures for the initial evaluation process.

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