how do parents determine if their child is eligible to special education program?

Answer 1

Is your child struggling in the general education classroom, and the teacher seems saddened and/or frustrated "I tried this, and this, and this, and this, and this, and this...... but he/she is having such a hard time," or your child thinks he/she's "stupid" because no matter how hard he/she tries, it is never "good enough," then it's time to try to get specialized help.

Special education has 13 categories, AND MOST OF THEM ARE FOR KIDS WITH NORMAL SMARTS.

The ONLY category for overall slow learners is MR (difficulty not only with academics, but with life skills, social skills, and communication).

General education classrooms are set up to meet the learning needs of the majority, "average" students. However, there are plenty of kids who need a different way of being taught in order to learn, because they are wired differently.

I teach Resource Room. I teach kids mostly with Learning Disabilities. The DEFINITION of an LD requires that the kid have average or better intelligence, yet is having difficulty with academics.

I also teach Speech-Language Impaired, Other Health Impaired (including ADHD and other health issues like severe hypoglycemia, asthma, etc.), high-functioning Autistic, etc.

I usually have two or three kids that are mild MR, who are showing enough academic progress to be in Resource rather than a self-contained classroom.

However, most of my students score in the average or higher range on their IQs. Every last one of them crashed and burned when general ed teachers tried to teach them using "average" instructional methods. In my class, they learn the academic skills they need, AND survival techniques for the regular ed classroom. They ALL show gradual progress, and when each one hits that developmental "leap" where things connect and independent learning starts to happen, they make 1.5 to 2.5 year gains each year... until we begin the transition to exit because they are working successfully at grade level. I've exited three in the last two years, and have two that I'm seriously looking at for transition to exit next year (a very gradual, one to two year process where they are moved over time fully into the regular ed classroom).

Transition to exit does not mean the disability has disappeared. It means the young person has MASTERED their disability... and are infinitely stronger than the regular ed kids in their learning skills. When a regular ed kid makes 2-year gains in academics each year, they are considered "gifted." When a special ed kid does it, they are "catching up." However, my students are very aware of rapid growth being considered "gifted," and they all feel very smart and self-confident when they leave my program for the middle school and/or fully unsupported attendance in regular ed programming.

Special education is about helping each and every child find their stride, and become independent and productive members of society. The self-esteem boost and academic success that occurs in an effective special ed program is wonderful to see.

It is a valuable resource. If your child can qualify, then allow the school to give them the instruction, therapy, and program supports your child does need to be successful. Then, give it some time to start working. Below 4th grade, your child may not make more than 1/4 to 1/2 year gains in academics each year, even with good programming, because he/she isn't developmentally ready to APPLY what he/she's learning. However, with that instruction, when he/she IS ready, suddenly everything "clicks" and you have a fluent reader and a productive student.

At 4th grade and above, give them about 2 years to trigger that developmental "click." If it hasn't happened after 2 years in program (unless your child is MR, or VERY severe in his/her disability), ask them to explain why. If it hasn't happened after 4 years in programming, start due process.

MR (and kids with VERY severe other disabilities) should show gradual and steady gains, but may not show any "leaps" in skills. This is acceptable.

My son is severely LD and has other issues. He did not start reading, even with intervention from special programming at school AND at home, until 5th grade. He is now starting 7th grade, and can read at the 4.5 grade level... that "leap" that happens when things "click."

Never give up, and be patient with your child. Monitor his program to ensure that research-based practices are being used to instruct him effectively.

Answer 2

First if your child is having problems, YOU as the parent can request the 'special education department' to do an evaluation to see if child qualifies for special ed. Teachers 'can' request this, but this is not exclusively for them. PARENTS can also request this to be done. When the eval is done, schools are NOT suppose to determine eligibility using ONLY the testing. They are also suppose to use classwork samples, parent comments, teacher comments, any doctor diagnosis, etc.
Be aware that if a parent wants the testing to be done, the school will say that the child has to go thru their 'intervention process' first. They DON"T. Parents can waive the intervention process and ask the special ed dept. to do the eval for the child.
I think most teachers don't even know this. So teachers request the 'intervention team' to help instead of the 'special education team'.
The parent makes the request IN WRITING for the evaluation to be done. The school has 60 DAYS (not months like most schools do) to have this eval done. Then the school has a meeting with parents to see if child qualifies. Parents are part of the 'team' so they have a say in deciding eligibility. BUT, most parents don't know this. And schools don't tell them. So, the parent thinks the school is right. If child doesn't qualify for special ed servcies, the parent can then ask for 'independent educational evaluation by public expense'. This means that the parent can ask for the school to pay for an outside eval. done by a doctor the PARENT chooses, NOT the school. Then this new eval will be used in deciding if child can qualify for special ed.
The problem is that schools will NOT tell parents they can do this, and the parent thinks there's nothing else that can be done.

Answer 3

The school system usually has a team that will run tests and have meetings with the child and family to determine special-needs. Every district/state calls it something different. Set up a meeting with your child's teacher (if they are already in school) or call the school they will be attending and ask for information.

Answer 4

If you are concerned about your childs develpment at school due to an as yet unidentified special need, You need to get in touch with the head of the school guidence department. You then request that the school evaluate your child thoroughly or in the specific are you feel needs attention. If your child is overyly shy and reclusive, a psychologist can see your child on a regular basis (once a week) if your child needs speech therapy ( the therapist can visit the school once a week to work with your child, etc.

You must be diligent about getting your child the federally mandated assistance he or she need to get an equal opportunity to an education

Answer 5

Parents usually don't determine it. Parents can recommend it to their teacher and then the teacher can get the whole process started.

Answer 6

parents do not determine this. schools and education specialists determine this.

Answer 7

Unfortunately, it isn't down to the parents - the parents can only highlight the issue to school system and see if they agree!

Answer 8

usually the school can determine that like the T.A.G (talented and gifted) program