Special Services for Students

AED 222

University of Phoenix Axia College

Cynthia Collins

There are many students that for one reason or another need to be enrolled in special education (SPED) program. In order for this to happen a teacher has to know the student well and be the students advocate. This teacher then initiates sequence of steps in order to get the student into the SPED program.

First a letter must be drafted and sent to the school counselor. The letter outlines the particular strengths and weaknesses of the child. The letter would then explain why the student needs enrollment in SPED. The letter is forwarded to the school principal and then on to the county school district administration. Here the letter is reviewed in detail. The administration looks carefully at the childs list of difficulties in order to ascertain whether or not a SPED program is necessary. During this time the parents are also allowed review the letter. After the letter is reviewed by the county school district administration the child will be evaluated if necessary. A specialist is assigned and a time, place, and date are set for the specialist to evaluate the child. The parents are kept in the loop at all times.

During the evaluation period the specialist will run multiple screening tests on the student. In addition the students school records will be reviewed in detail. This review focuses both on academic performance, i.e., grades and behavioral issues, i.e., interactions with the other students. In particular, earlier intervention efforts and there success, or not, will be scrutinized. After all of this the specialist may recommend more tests for the child if it is deemed necessary. For example, the child could be a borderline special needs case. More testing gives a more accurate read on which side of the line the student falls.

When the evaluation is complete a meeting his held in order to decide if the child is eligible for SPED classes. The meeting is attended by a school administrator and the specialist who administered the test, among others. These people consider all of the information in the

evaluation. This ranges from academic or behavioral issues all the way to parental and advocate statements on behalf of the child. After reviewing the evaluation results a decision is made. If it turns out that the child is deemed disabled then a specialized education program is created for the child. The program involves teachers, parents and advocates among others. According to IDEA 2004 the absolute minimum contingent of individuals involved in the program should contain the parents, the teachers (which includes a special education teacher), a representative of the county school administration, an interpreter, and other adults who know the child and can offer help.

Parents are entitled to receive a copy of their childs evaluation and all tests scores. Parents and supporters can add additional information to their childs evaluation. This is important because the program specially designed for the child could be modified after receipt of this information. Once the program is initiated it is reviewed periodically by the school. This periodic review must happen at least once a year. In general these reviews happen more frequently. During these review periods the program may be updated if necessary.

The specialized programs created for SPED students all have the following necessary ingredients:

A written appraisal of the students grade level. A list of yearly milestones and metrics to assess achievement. A summary of the special program and the many resources it needs. An estimate of the amount of time the student spends in the special program in relation to the amount of time spent in the classroom with the nondisabled children.

A list of assessments that the child undertook. A plan to measure achievement milestones and to inform parents of progress.

These special programs for SPED children are very important. These programs involve teachers and parents. Both of these groups have the best interests of the child in mind. When they work together in the context of the program and the resources provided by the school, the child has the greatest chance of success. As the student succeeds in school confidence builds. This is then translated into success outside of school. With this kind of support the children can conquer their issues and lead normal productive lives.

References

Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2008). Special education for todays teachers: An introduction. Upper Saddle River, New Jersey: Pearson Education