Other children, who have advanced skills, either overall or in one specific area of learning such as math or reading, may need an enriched education curriculum so they don't become bored. In most cases, the services and goals outlined in an IEP can be provided in a standard public school environment. This can be done in the regular classroom (for example, a reading teacher helping a small group of children who need extra assistance while the other kids in the class work on reading with the regular teacher) or in a special resource room in the regular school. The special resource room can serve a group of children with similar needs who are brought together for help. However, children who need intense intervention may be taught in a different special school environment, depending on their needs.

These classes have fewer students per teacher, allowing for more individualized and at times one-on-one attention. In addition, the teacher usually has specific training in helping children with special educational needs, and may be a "special education resource teacher".

The children spend most of their day in a special classroom and join the regular classes for nonacademic activities (like gym and music) or in academic activities in which they don't need extra help. Because the goal of IDEA 97 is to make sure that each child is educated in the least restrictive environment possible, usually every effort is made to help children stay in a regular classroom as much as possible.

However, when the child's needs are best met in a special education class, then they may be placed in one.

The Referral and Evaluation Process

The referral process generally begins when a parent or teacher notices a child is having trouble in the classroom, and the parent or teacher notifies the school counselor or school psychologist. The first step is to gather specific data regarding the student's progress and/or academic challenges and difficulties.

This may be done through:

Having this information helps school personnel determine the next step.

At this point, strategies that are specific to the student could be implemented for a period of time, which may help them become more successful in school. If this doesn't work, then the child would need to be tested for a specific learning disability to help determine whether they qualify for special education services. It is very important to note, though, that the presence of a disability does not automatically guarantee the child will receive special education services.

For a child to be eligible, the disability must affect the child's functioning at their public school.

To determine a child's eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child's performance on standardized tests; and daily work such as class work, homework, quizzes, and tests. The professionals on the evaluation team may include:

As a parent, you decide whether to have your child assessed.

When you choose to do so, you will be asked to sign a permission form, which describes the kinds of people involved in the process and the types of tests they use. These tests may include measures of specific school skills, such as math or reading, as well as more general developmental skills, such as language and speech. Once the team members complete their individual assessments, they develop a Comprehensive Evaluation Report (CER) that compiles their findings and outlines the skills and support the child will need. The parents then have a chance to review the report before the IEP is developed.

Development of an IEP

The next step is an IEP meeting at which the team and parents decide what will go into the plan. In addition to the evaluation team, a regular teacher needs to be present to offer suggestions about how the plan can help the child's progress in the standard education curriculum.

At the meeting, the team will discuss your child's educational needs - as described in the Comprehensive Evaluation Report - and come up with specific, measurable short-term and annual goals for each of those needs. When you attend this meeting, you can take an active role in helping to develop the goals and determining which skills or areas will receive the most attention. The cover page of the IEP outlines the support services your child will receive and how often they will be provided (for example, counseling once per week and physical therapy four times per week).

Support services may include audiology, counseling, hearing or vision therapy, nursing, medical services, occupational or physical therapy, special education, speech therapy, and many others. If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, some services may be provided on a consultative basis. In these cases, the professional consults with the teacher to come up with strategies to help the child but doesn't offer any hands-on instruction.

For instance, an occupational therapist may suggest accommodations for a child with fine motor problems that affect their handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons being taught to the entire class. Other services can be delivered right in the classroom, so the child's day isn't interrupted.

For the same child who has difficulty with handwriting, an occupational therapist might work one-on-one with them while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity need to be a top priority.

The IEP will be reviewed annually to update the goals and make sure the levels of service meet your child's needs. However, IEP's can be changed at any time on an as-needed basis. If you think your child needs different, fewer or more services, you can request a meeting and bring the team together to discuss your concerns.

What Are Your Legal Rights?

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this time frame and pick up a copy of your Parents' Rights when your child is referred.

These guidelines (sometimes called Procedural Safeguards) outline your rights as a parent to control what happens to your child during every step of the process. The Parents' Rights also describe how you can proceed if you disagree with any part of the comprehensive evaluation report or the individualized education plan - mediation and Due Process hearings are both options.

You can obtain information about free or low-cost legal representation from the school district, or, if your child is in Early Intervention (for kids ages 3 to 5), you can get info through that program.

Special Educational Attorneys and Child Right's Advocates familiar with the IEP process will provide paid representation when you need it.

You may also invite anyone who knows or works with your child to be a part of the IEP team when you feel their input would be helpful.

A Final Important Note

The IEP process is very complex, however, it's also an effective way to develop a plan that addresses how your child functions and learns.

When you have concerns, do not hesitate to ask questions about the evaluation findings or the goals recommended by the team.

You know your child best of all and you need to play a central role in creating a learning plan tailored to your child's specific needs.