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What to do Next
Age 3 through age 21
Research indicates that a collaborative approach improves outcomes for children. The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires that schools include family participation in the education activities of their children. Parents are the voice of their children. Parents need to be empowered to advocate on their children's behalf under the state and federal guidelines. These state and federal guidelines apply to all children with disabilities ages 3-21.
If your child has never been referred, been evaluated or received services then the first place to start is with the referral process. As a parent you have the right to refer your child for an evaluation.
To Access Special Education Services:
- Write a referral letter. A referral must be a written statement asking the school district to evaluate your child to determine if he/she needs special education services. The letter should be addressed to the chairperson of your school district's Committee on Special Education or your school principal. In the letter discuss the reasons you suspect your son or daughter has a disability and summarize the current supports and services he/she is receiving and their outcomes.
- In response to your written referral, the school district should send you:
- An explanation of the tests to be conducted
- An explanation of parents rights
- A request for your permission (consent) to evaluate
- Sign and return the consent to evaluate if - after reviewing the explanation of tests - you still want to have your child evaluated. Upon receipt of your consent to evaluate, your school district will arrange for the evaluation to be completed. Initial evaluations and eligibility must be completed within 60 calendar days of receiving parental consent to test.
- The initial evaluation is conducted. The evaluation must include a physical, a psychological evaluation (if determined appropriate for school age children, but is mandatory for preschool children), a social history, an observation of your child is his/her current education setting, other tests that are appropriate (such as speech language, occupational therapy, physical therapy, functional behavioral assessment) and a vocational assessment if your child is 15 years or older.
- After the evaluation is completed a meeting will be held to discuss the results of all the evaluation data and to get your input. In order to be eligible for services, a child must have a disability that affects his/her ability to learn.
- If your child is found eligible, you will be invited to attend a Committee on Special Education (CSE) meeting. At the CSE meeting you and school personnel will determine what services your son or daughter will receive and will create an Individualized Education Plan (IEP).
NOTE: The IEP must include: a description of your child's strengths, your child's needs specific to the area of his/her disability, the results of the evaluation, the results of district or state assessments, measurable annual goals, present levels of performance, testing accommodations, and transition services if 15 years or older. If your IEP is missing any of this information, please call LDA at 263-3323 and ask for Project Connect.
If your child is determined ineligible, the school district should send you an explanation as to why the child did not qualify for services. They also will send this information to the school principal so that he/she and other staff can work with your son or daughter to address his/her specific needs in the general education setting. They may also make a referral under Section 504 of the Rehabilitation Act of 1973. - Annual Review/Reevaluation. At least once a year you and the Committee will review your child's IEP and at least once every three years the school district will reevaluate your child.
- Transition Planning. When your child enters high school, you should begin planning for his/her transition from school into the adult world.
