The IDEA special education process is intended to ensure that the needs of each individual child are thoroughly assessed and met. Learn about the ten processes in the special education process, from examination to student progress review.

1. The child has been identified as having a potential need for special education and related services.

A child can be identified as possibly requiring special education and related services in two ways.

  • Child Find: It requires the state to identify, find, and evaluate all disabled children in the state who require special education and related services. States do so through "Child Find" operations. "Youngster Find" may identify a child and ask parents if the "Child Find" system can evaluate their child. Parents can also request that their child be examined by calling the "Child Find" system.
  • Referral or assessment request: A school professional may request that a kid be evaluated to determine whether or not he or she has a disability. Parents can also request that their child be evaluated by contacting his or her teacher or another school worker. This request can be made either verbally or in writing. Before the child may be assessed, parental approval is required. After the parent obtains approval, the evaluation must be conducted within a reasonable time frame.

Also visit: The Special Education System In The USA: An Insider’s Perspective

2. The child is assessed.

The evaluation must evaluate the child in all areas relevant to the potential handicap. The evaluation results will be used to determine the child's eligibility for special education and related services, as well as to make decisions concerning the child's educational program. If the parents disagree with the report, they have the right to request an Independent Educational Evaluation for their kid (IEE). They might request that the school district pays for this IEE.

3. The child is found eligible for services.

If the kid is determined to be a "disabled child," as defined by the IDEA, he or she is entitled to special education and related services. The IEP team must meet within 30 calendar days of a kid being determined eligible to develop an IEP for the child. The IEP must be written once the student has been determined to be eligible for assistance. The 2 feet below explain the process of creating the IEP.

4. Services are available.

The school ensures that the child's IEP is followed exactly as specified. The IEP is delivered to the parents. Each of the child's instructors and service providers has access to the IEP and understands his or her responsibilities for implementing the IEP. This covers the adjustments, changes, and supports that the kid must receive in accordance with the IEP.

5. The IEP is being reviewed.

The IEP team reviews the child's IEP at least once a year, and more frequently if the parents nor the school request it. The IEP is amended as needed. Parents must be invited to these meetings as team members. Parents can make adjustments to ideas, either agree or disagree with IEP goals, and either agree or disagree with the placement.
If parents disagree with the IEP or placement, they may share their objections with other representatives of the IEP team in an attempt to reach an agreement. Additional testing, an external evaluation, requesting mediation (if applicable), or a due process hearing are also choices. They may also lodge a formal complaint with the state education agency.

6. The IEP meeting has taken place, and the IEP has been created.

The IEP team meets to discuss the children's needs and to prepare the student's IEP. The team includes parents and, when appropriate, the student. If the placement of the child is selected by a separate group, the parents must also be a part of that group.
The parents must grant approval before the school system can provide special learning and related services to their kids for the first time. The youngster receives services as quickly as possible following the meeting. If the parents disagree with the Program and placement, they may share their concerns with some other member of the IEP team in an attempt to reach an agreement.
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