Special Ed Process

Information regarding placement of students into special education can seem hard to understand. There currently exist 14 categories of placement by which a child can qualify to receive extra support in school. These categories range from speech/language to early childhood developmental delays to severely multiply impaired disabilities. The most commonly served areas are developmental delays, speech and/or language impairments, specific learning disabilities, other health impairments, emotional and/or behavioral disorders and autism spectrum disorders. Each disability area has its own set of criteria that need to be met in order for a child to receive special education services in school. These criteria are set by the state of Minnesota and need to be followed by each school within the state.

If you suspect that your child has a disability, you can contact your child's teacher and voice your concerns. Most teachers will be able give you feedback on where they see your child's skills in the areas that you have questioned. If the teacher feels that there exist a concern, he or she may implement prereferral interventions within the classroom in an effort to assist. The teacher may also access other programs/supports/support personnel that may assist with addressing the identified need. If the problem persists, an evaluation may be necessary to find out whether your child has a disability.

A special education evaluation involves pulling together all the members of the team (parents, teacher(s), school administrator, special education teacher, school psychologist and other members as necessary like the school social worker, speech/language pathologist, occupational therapist, physical therapist, adaptive physical education teacher, school nurse, etc.). The team will design a broad assessment plan that will yield valuable information about the identified child. The assessment will take up to 30 school days to complete at which time the team will reconvene. At the followup meeting (assessment summary meeting), the members involved in the assessment will share their findings, and the team will consider the state criterias to identify if a child is found to have a disability. If a disability is discovered, an Individualized Education Program meeting (IEP) will take place to consider the modifications/accommodations, services and other supports that will be needed to assist the child in school. The team will also define the projected growth for the child in the areas of challenge through the use of setting measurable goals and objectives.

Though the special education process can seem cumbersome, it is well understood by the most teachers. Special education staff are available at each educational level to help expedite the process and to answer any questions that might exist. If you should have questions about the process in general, feel free to contact your child's teacher or the building's special education department.