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Lecture 15

EDP 256 Lecture 15: Determining Eligibility for Special Services
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2 Pages
56 Views
Fall 2017

Department
Educational Psychology
Course Code
EDP 256
Professor
Johnson Ashley
Lecture
15

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Determining Eligibility for Special Services
General education intervention
Teacher assistance teams
Precise procedures
Response to intervention and tiered approaches
Ensures students receive early intervention
Multidisciplinary team convenes to consider needs
Compile assessments
3 main questions
Does student have a disability?
Does the disability adversely affect the students ability to learn?
After the 3 questions are answered
IEP is developed
Need to first identify goals and objectives before placement is made
Annual review of IEP
Update information on student’s functioning
Review student’s progress
Set goals for the next year
May amend IEP as needed during the year
3 year reevaluation
Does the student need to be reassessed?
Does the student still need special education?
Parent permission is not required for reevaluation
Members of IEP team
Parents
General educator
Evaluation person
Special educator
Transition agency personnel
District representative
Student
Required components of IEP
Present levels of performance
Annual goals
Short term objectives
Special education and related services
Supplementary aids and services
Assistive technology
Participation with nondisabled peers
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Description
Determining Eligibility for Special Services ● General education intervention ○ Teacher assistance teams ○ Precise procedures ● Response to intervention and tiered approaches ○ Ensures students receive early intervention ● Multidisciplinary team convenes to consider needs ○ Compile assessments ● 3 main questions ○ Does student have a disability? ○ Does the disability adversely affect the students ability to learn? ○ ● After the 3 questions are answered ○ IEP is developed ■ Need to first identify goals and objectives before placement is made ● Annual review of IEP ○ Update information on student’s functioning ○ Review student’s progress ○ Set goals for the next year ○ May amend IEP as needed during the year ● 3 year reevaluation ○ Does the student need to be reassessed? ○ Does the student still need special education? ○ Parent permission is not required for reevaluation ● Members of IEP team ○ Parents ○ General educator ○ Evaluation person ○ Special educator ○ Transition agency personnel ○ District representative ○ Student ● Required components of IEP ○ Present levels of pe
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