Ch.18 Eligibility Procedures For Special Education Services
Andrew Childers

Eligibility Committee

• The eligibility committee will meet to discuss the results of the evaluations and the schools recommendations.

Members of the Eligibility Committee

• The Parents of a child with a disability
• Not less than one regular educational teacher of the child
• Not less than one special education teacher of the child
• The child when appropriate
• A school physician, if required
• An additional parent member
• ETC.

During the Eligibility Meeting

• Following appropriate procedure and taking appropriate action for a child referred as having suspected disability.
• determining the suitable classification for a child with a suspected disability
• Reviewing and evaluating all relevant information that may appear for each student with a disability
• Determining the least restrictive educational setting for any child having been classified as having a disability
• Finalizing the IEP

After the Child is Classified

• Reviewing, at least annually, the status of the child, known as an annual review
• Evaluating the adequacy of programs, services, and facilities for the child
• Maintaining on going communication with the parents
• Advising the board of education as to the status of an reccomendations for the child
• Making sure that every 3yrs. the child is retested with a full educational and psychological battery.

Required Forms

• Initial referral to the MDT from school staff
• Initial referral to MDT from parent/guardian
• Assessment plan and parent consent
• Social history form
• Medical report form
• Classroom observation form

Evaluations

• Psychological
• Educational
• Speech/Language
• Vocational
• Other ( occupational therapist, phys. therapist, ESL

Guidance and School Materials

• Childs schedule
• Transcript of past grades
• Latest report card
• Teacher reports
• Standardized achievement test scores
• Disicpline information
• CST related documents
• Attendance record

Other Materials

• SPAM needs ( social, physical, academic, and management)
• Draft IEP including goals and objectives
• Testing modifications worksheet
• Extended school year worksheet
• Extneded school year criteria
• Adapative physical education worksheet

LRE Placement Considerations

• School districts must consider any potential harmful effect on the child or on the quality of services that may be needed.
• School districts may not remove a student with a disability from education in age appropriate gen. ed. classrooms solely because of needed modifications in the general curriculum.
• LRE requirements apply to both non academic and extracurricular activities.
• Examples of placements: gen. ed. placement, special day school outside the school district, residential school district, etc.

Special Meetings of the Eligibility Committee

• Changes in the child's IEP
• Changes in the child's program
• Declassification request
• Parental request for an elgibility committee meeting
• Disciplinary concerns

Annual Review

• Meetings are required for all students recieving specuical instruction or related services.
• Occurs within a year of initial placement and yearly thereafter.
• The date of the annual review should be on the child's IEP

Triennial Review

• This evaluations takes place every three years to provide current assessment information to help determine his/her continued placement in special education.

Implementation:
I would imply this chapter with my future classroom by following the guidelines that are required for an IEP. This would help me work with both parents and colleagues on where to properly place the student. Even though some students need special education instruction, I would hope with placement the student would eventually conquer their difficulties and become declassified for special instruction