For parents of deaf children it can be a very trying and confusing situation when it is time to decide what is best when it comes to ensuring that their child has the best possible education. One of the first concerns is where the child will attend classes. Most parents, due to the location is which they life, place their children in regular schools where they end up in an inclusive classroom setting. This is where the children with physical, mental, and emotional disabilities are taught in the same area. This can sometimes be a good thing but it can also hamper the learning process as well since all children learn differently, especially children with different family, support, and educational backgrounds, learning styles, and disabilities are all in one classroom setting.

Some parents opt to place their children in what is called a school for the deaf. The school for the deaf is a special school where the children are either deaf or hard of hearing. Most of these schools are accredited by the Conference of Educational Administrators Serving the Deaf (CEASD) which is an organization of executive heads of educational programs for students who are hard of hearing or deaf in the united States. This is also an accredited program in Canada as well.
» Read more: Giving Your Deaf Child the Best Education

All students in special education are required by law to have a complete evaluation every three years to determine eligibility for special education services. The following case study is about a student named “Adam”. Adam is seven years old and has autism. He is in a Special Day Class setting in a public school. The case study includes details of Adam’s three-year educational evaluation.

The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam’s 3-year evaluation needed to be completed to determine eligibility for his special education services. Adam has an advocate and parents who are intensely involved with his education. When the assessment plan was presented to the parents, they requested additional assessments including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher. » Read more: Educational Evaluation For Special Education Student With Autism

Are you concerned that your child may have Asperger’s Syndrome or be on the Autism Spectrum even though special education personnel in your school district say that they don’t? Is your child struggling academically even though school personnel say everything is fine? This article is for you! I will be discussing the 6 steps to special education eligibility, and how you can prepare for each step to increase your chances that your child will be found eligible!

The federal law that covers special education is called the Individuals with Disabilities Education Act of 2004 or IDEA 2004; which all states must comply with.

Step 1 is the Request for Evaluation. According to IDEA 2004 school districts must find, locate and evaluate all children with disabilities, under the Child Find section. You may submit a written request that your child receive a comprehensive psychological evaluation, to determine if they have a disability.

You should include any information that supports your case that your child has a disability. Outside evaluations, medical reports, district and state wide standardized testing, teacher comments etc. Also in your request, mention all areas that you think your child may have a disability in because schools must test in all areas of suspected disability.

Step 2 is the decision by the school district whether they are going to test your child; which is usually done at a meeting between parents and school personnel. You must stand up for your child at this meeting, and absolutely insist that your child be tested in all areas of suspected disability.

Step 3 is the consent to evaluate. If the school agrees to evaluate your child you must sign a consent form for this testing. IDEA 2004 requires that parents give informed consent. What does this mean? This means that you understand what tests are going to be given and in what areas. You may withhold consent to test in one area, or to give a specific test if you do not agree.

Ask that all evaluation reports be sent to you by mail at least 10 days prior to the eligibility meeting; so that you can be a full participant in the process.

Step 4 is the actual evaluation. The school has 60 days in which to complete the evaluation. Most evaluations have interviews with one or both parents especially if a Vineland or an Autism Rating Scale is being given. Rating Scales should be filled out by parents because they know the child best; and this will increase the reliability of the Scale.
» Read more: 6 Steps to Successful Special Education Eligibility For Your Child!