A lot of kids have problems with learning and development. Parents often notice problems in their children’s lives before they start school. Sometimes, parents don’t notice problems until their children start school. Children have many problems with learning, like having a hard time remembering things, having dyslexia, and having problems with reading. Many kids have problems with their behavior.
To get the help that a child needs, it’s important to figure out what’s wrong with them. Children with disabilities can get help at all public schools. These programs are called special education.
A parent should know how special needs or at-risk children with learning disabilities are found. The following information explains the 10 main steps that are used to figure out if a child has a learning disability:
Step 1. Identification of a child who may need special education and associated services.
Children are usually sent to professionals for a review and diagnosis after a parent or teacher tells them they need to be checked out and checked. Children with special needs can also be found through the Child Find program, which helps people figure out if they need help. Teachers in all 50 states use this program, so it must be good.
Find your child. In 2004, the federal authority passed the Individuals with Disabilities Education Act. This law says that all state public schools must look for signs that a student might have a disability. If a child has a disability, school districts must help them get the help they need. Many teachers use the Child Find program to find at-risk kids.
A request for an evaluation. Teachers often send kids to school counselors or psychologists to check for possible disabilities. When this happens, parents need to be told to give their permission. Concerned parents can also direct their kids to experts.
Law says that evaluations must be done within two months of when parents say they’ll let a doctor analyze their child. However, this time frame can vary from state to state.
Step 2. Evaluation of the child.
The assessment stage is crucial for determining whether or not children:
Have a disability that would need help from a special education program.
Have any needs that need special education instruction?
Require any help with special education.
The first meeting between a counselor or psychologist and a child showing signs of a disability is often used to see if the child needs more help.
Most of the child’s life will be looked at. If a counselor or psychologist thinks that the child needs help, they’ll make recommendations for special education programs for them.
Parents who don’t agree with their children’s diagnosis can ask for an Independent Educational Evaluation (IEE). School districts often pay for these tests.
Step 3. The eligibility of the person is found out.
As soon as a child is evaluated, parents and other professionals look at the results to decide whether or not the child demands special education help. If the results aren’t clear, parents can always ask for a second look.
Step 4. The child is found to be able to get help.
When a child has a disability, they can go to a special education class. As soon as a minor is diagnosed with a disability, educators must develop an Individual Education Plan (IEP) to help them learn.
Step 5. The IEP meeting is set up.
Schools are in charge of setting up and running IEPs. Also, it’s their job to:
- Contact parents and let them know about an IEP meeting in advance so that they can be there.
- Parents should meet with IEP planners at a time and place that works for them.
- Tell the parents of the child’s teachers and other professionals at the meeting and those who specialize in the type of disability that the child has.
Step 6: Hold an IEP meeting and write the IEP.
IEP meetings are held to discuss a child’s educational needs and write a plan to get them there. Most of the time, parents and their kids go to meetings together. When a group that isn’t from the school makes decisions about a child’s IEP, parents are always welcome to join them.
IEPs are written up for each child, and parents must agree to any extra help their kids get. Children get help right away after their IEPs are done, and their parents agree to them. Parents who don’t like their kids’ IEPs can always talk about their concerns with teachers and other people who work with them. When parents can’t agree, they can ask for mediation.
Step 7: Services are offered once the IEP is created.
Schools follow the plans in an IEP as long as parents agree to them. When teachers and special education specialists have questions about a child’s needs, they can see the IEP to see their needs. They can also find out about changes made to a child’s plan in an IEP.
Step 8: Parents are told how their child is doing.
Educators and special education specialists keep a close eye on students and record any progress they make. Parents want to understand how their kids are progressing. People who have kids at the school usually get progress reports at the same times as grade reports for other kids.
Step 9: The IEP is checked.
IEPs are checked by teachers every year or when parents ask for a check. When necessary, teachers and parents can make changes to IEPs when they need to. Parents can make suggestions for changes to their child’s IEP and appeal any disagreements with plan changes. They can also talk about possible compromises with teachers.
Parents can also ask for more testing, have the IEP reviewed by an outside group, and make changes if they don’t like their child’s IEP. If parents need to, they can complain to the right government agencies. These government agencies are run at the state level.
Step 10: The child is looked at again.
They must be checked every three years again, called a triennial. Re-evaluations are done to see if students still need special education services. In many cases, children are re-evaluated if their problems worsen or they need more help.