Referral and Identification for Special Education: RTI Tier Three Chapter Four Referral and Identification for Special Education: RTI Tier Three © 2016 Taylor & Francis

In This Chapter You Should: Summarize the laws that guide special education and protect the rights of people with disabilities Explain the team-based procedures used to determine eligibility for special education Identify the types of formal and informal assessments used in the eligibility process Cite the importance of the team in the IEP process Determine the role of team members in the eligibility and IEP process © 2016 Taylor & Francis

Referral Procedures Legal provisions Americans with Disabilities Act (ADA) Section 504 of the Rehabilitation Act (Section 504) Individuals with Disabilities Education Act (IDEA) Zero Rejection Nondiscriminatory Testing Free and Appropriate Education (FAPE) Least Restrictive Environment (LRE) Due Process Parental Participation © 2016 Taylor & Francis

Eligibility Team-Based Practices Identification begins with a referral Multi-factored evaluation Formal assessment instruments Developmental assessments Screenings Cognitive assessments Academic assessments Adaptive behavior scales Behavior rating scales Specific related-services assessments © 2016 Taylor & Francis

Eligibility Team-Based Practices Informal assessments Interviews or questionnaires given to caregivers Interviews done with the student Observations of the student Ongoing progress monitoring through curriculum-based measurements Review of a student’s academic history © 2016 Taylor & Francis

Individualized Education Program Writing an IEP PLOP Goals Special education and related services Other team decisions © 2016 Taylor & Francis

Team Members and Roles Key team members for both eligibility and IEP are: Parents or guardians General education teacher Special education teacher School administrator The student him or herself (if possible) © 2016 Taylor & Francis