School staff, parents and other stakeholders ask for an evaluation of a child with special needs.
A decision is made concerning eligibility upon completion of evaluation before the availability of IEP services
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The child is found to be eligible for special education program and associated services.
IEP is developed, determination of placement happens, and consent of parents is sought
(a) Parents acknowledge and give their consent for progress
(b) Parents disagree and express their concerns for disagreeing to facilitate the mediation or resolution process.
(a) Annual IEP meeting is conducted, and parental consent sought
(b) Parents disagree and express their concerns for disagreeing to facilitate the mediation or resolution process.
Parents acknowledge and give their consent for progress where students with different forms of disabilities continue to obtain special education services.
Summary of Roles of the School, the Parents, and the Students and Laws followed
Step One
In step (1), the request made by the school staff and other stakeholders in determining whether a child has any form of disability that makes him or her eligible for a special education program. In this respect, the laws and regulations require the school district to conduct a complete individual evaluation for every child (Park & Seo, 2018). Appropriate reasons and notice must be given to explain the failure to perform this kind of evaluation.
Step Two
In step (2), the special education teacher and a team of professionals with qualifications on education matters have a role to participate in the exercise of reviewing the evaluation results before determining whether a child meets the eligibility requirements for entitlement to special education and related services. The law requires the conduction of an initial IEP meeting within thirty days if the first evaluation confirms the child’s eligibility (Park & Seo, 2018). Furthermore, the IEP services must be available within the shortest time once the parents have given their consent.
Step Three
Step (3) involves the confirmation of the eligibility of the child for special education program and associated services. According to Park and Seo (2018), if the parent and the school district agree on the eligibility of a child, the rest of the school staff will join the teacher in planning the Individualized Education Program for the child in a manner that addresses and meets his or her special needs.
Step Four
In step (4), the Individualized Education Program is involved in a listing of various special services that are required by a child with special needs including the achievements expected from his or her academic performance. The team is also involved in the determination of the services that form part of IEP. There are times when decisions associated with placement and Individualized Education Program is reached after the first meeting. The law and regulations require placement for any given child to be conducted in the least restrictive environment that can meet the needs of a child. This placement is expected to happen in a regular classroom unless the team of experts determines the need to have special services and aids (Park & Seo, 2018).
Step Five (a)
In step 5 (a), parents acknowledge and agree with the progress of the special education process. After agreeing with placement and IEP, parents are expected to have their children accorded services that are commensurate with their various special needs (Park & Seo, 2018). The role of the students is to collaborate with their teachers to complete the programs in good time. Also, the parents will receive appropriate and adequate information regarding the IEP services provided to their children. Parents are also entitled to receive reports concerning the progress made by their children who are undergoing the process of IEP.
Step Five (b)
Step 5 (b) represents a situation where a parent fails to give his or her consent which involves following the rights linked to the due process such as resolution and mediation meetings. The law and regulations provide the parents with the option of either agreeing or disagreeing with the district school administration responsible for the provision of special education services (Park & Seo, 2018).
Step Six (a)
In this step, the IEP team holds several meetings annually with the objective of discussing the progress made by students in their learning and teachers in their teaching. In this situation, parents are always presented with the option of deciding whether to accept or reject any changes that have been proposed (Park & Seo, 2018). Whenever the parents disagree with the proposed changes, they should give their reasons for disagreeing in writing.
Step Six (b)
This step represents a situation where parents disagree with various proposed changes. In such a case, the role of students involves participating in services available in the previous Individualized Education Program until any form of agreement is reached between parents and special education teachers. Besides parents are required to express their concerns for disagreeing which facilitates the mediation or resolution process (Park & Seo, 2018).
Step Seven
This step represents the completion of the special education process where the role of parents and teachers is to ensure that the children with different forms of disabilities continue to obtain special education services once all the stakeholders agree with the proposed changes. During this stage, a re-evaluation exercise is conducted at least once after every three years. However, it the parents and the administration of the school may decide to leave out this exercise if they do not find it useful (Park & Seo, 2018).
Reference
Park, Y, and Seo, H. (2018). Realities and support needs on IEP practices of Special Education Teachers. Journal of special education: Theory and practice , 19(3), 115-140.
