1. “Labels” in Special Education
What’s in a Diagnosis?
IECC May 3rd, 2018
1:30 pm to 3:00
Rachel Nemhauser
Jennifer wiechert, m.ed., ncsp

2. Presenter Information
Jennifer Wiechert, M.Ed., NCSP
Educational Consultant - School Psychologist - ECE Specialist - Mother
Rachel Nemhauser 
Parent to Parent Program Supervisor  - Disabilities Advocate - Mother
Participant Information
Who is in the room & what role(s) do you play in the world of Infant & Early Childhood

3. Target Audience & Learning Objectives
Early Intervention Providers, Parents/Guardians, Medical or Community Providers, and School Practitioners
Learning Objectives:
Understand the Special Education Laws around Evaluation & Eligibility
Learn about the ways that Diagnostic information from private practitioners is assimilated into the public school setting and vice versa
Understand the experience of seeking and receiving a "Diagnosis" from a parent perspective
Note: This is primarily addressing Special Education Part B Services (ages-3-21), with some cross-over into Part B Early Intervention

4. Through the Eyes of a Parent
Rachel Nemhauser - Informing Families Blog – A Case Study
In the Beginning:
The Early Intervention –
Early Childhood – Elementary Years and “Labels”

5. Parent Perspective Educational Diagnosis = Yes  Eligibility
Medical Diagnosis = No  Continued Services

6. In the Beginning: “Something is wrong …”
… words spoken by a parent – to a friend, a colleague, a pediatrician, a daycare teacher, a family member
… or words spoken to a parent -- by a friend, a colleague, a pediatrician, a daycare teacher, a family member
What’s next?
Medical / Clinician?
School?
Both?
Cultural?

7. “Is this normal?” The Intent … assessment  label
Why a Label?
Access to …
Resources
Information
A direction - A road map
The Impact… the positive and the negative
Labels in the Medical Community
Insurance benefits, medical intervention, differential diagnosis, etc.
Labels in the School Community
Resources, planning

8. Medical Diagnosis vs. Educational Eligibility
Are Medical Diagnoses and Educational Eligibility the Same?
Fundamental distinction between a Medical Diagnosis and Special Education Eligibility: The impact the condition has on student learning
Let’s look at Special Education Part B – The Legal Part …
Quick look at IDEA Part B & Part C
14 Eligibility Categories

9. Individuals with Disabilities Education Act (IDEA) 2004
IDEA Federal Law reauthorized in 2004
Federal Regulations updated 2006
Every Student Succeeds Amendments 2015
US Department of Education IDEA Resource
ed.gov/idea

10. Washington Administrative Codes (WACs) – State Law
Each State has guidelines interpreting IDEA
WACs Revised in October 2013
Office of Superintendent of Public Instruction-WA

11. 14 Special Education Eligibility Categories
Developmentally Delayed(birth to age 9)
Emotionally/ Behaviorally Disabled
Communication Disorder
Orthopedically Impaired
Health Impaired
Specific Learning Disability
Intellectual Disability
Multiple Disabilities
Deafness
Hearing Impairment
Visually Impaired
Deaf-Blind
Autism
Traumatic Brain Injury
Clearly there are many more Medical Diagnoses than there are 14 Eligibility Categories. Eligibility is the Broad Category for services, the Medical Diagnosis may be the explanation of “WHY” a child has a certain significant deficit in an area. An Eligibility Category may change as medical information is discovered … but the services are determined by the impact on learning and access to an educational setting.

12. Medical Diagnoses
The Diagnostic Statistic Manual of Mental Disorders – 5th Edition (DSM-5) lists a total of 265 unique diagnoses
Seattle Childrens lists an average of 20 Medical Diagnoses per letter of the alphabet (~520)

13. Criteria for Special Education Eligibility Has Three Prongs:
A disability category has to be documented and confirmed through an evaluation by the School District
The documented disability must result in an adverse educational impact for the student
The adverse educational impact must require specially designed instruction
A child must meet all 3 criteria in order to be eligible for Special Education Services

14. Steps to Eligibility – Begins with a “Referral”
What if a referral comes from a Medical/Private Diagnostician to the School?
Additional Data is collected through Childfind Screening or other method
The Referral & relevant information is discussed with parents & staff
A decision is made to continue other interventions or initiate a Special Education Evaluation (Isaac story)

15. Steps to Eligibility - Evaluation
If an Evaluation is recommended from a Referral/ Childfind Screening, then Parent Consent is required
Consent for all evaluation methods and timelines
All areas of suspected disability are evaluated
Evaluation results shared with staff and parents; report copy given to parents
Go into depth here about how Private Practitioner information is handled by the school. The school must meet and consider the information. The results of the meeting might be to continue other interventions, start new interventions, utilize other resources, initiate an evaluation for SpEd or 504.

16. Steps to Eligibility - Evaluation
SPECIAL EDUCATION SERVICES:
Must meet IDEA/WAC Eligibility Criteria – including meeting the 3-Prongs to Eligibility OR
Consider Section 504 of ADA for specific Accommodations or Modifications

17. The IEP Individual Education Program
Annual Plan (ages 3-21)
Describes the nature and extent of special education and related services
Describes the Annual Goals & Objectives for student progress
Section 504 Plan For students who:
Have a diagnosed disability or medical diagnosis,
Where this IS an adverse educational impact (substantial limitation of a life activity which impacts life at school)
However, there is NO need for Specially Designed Instruction in order to access and progress in a general education setting

18. Special Education Re-evaluation
Conducted at least every 3 years
To determine the following:
Continued eligibility for special education and related services
Continued need for specially designed instruction or identify changing needs
Additional needs for special education and related services
Section 504 Re-evaluation
Plans are to be reviewed annually
Reevaluations are to be conducted “periodically,” or when there is a major change in placement, such as school exclusion for more than 10 days

19. Parent Perspective Rachel Nemhauser - Informing Families Blog –
The Middle Years: Middle School & “Labels”
Educational Eligibility Yes  Eligibility
Medical Diagnosis Yes  Increased Services

20. Parent Perspective Parent Panel / Parent Participation
What was your experience during early childhood for you child with special needs?
Did you go through a Medical or Educational route or both?
What was your understanding of the process?
Small Group Sharing
What is something new your learned today, or a key take-away or ah-ha moment?
What will this new learning impact as you move forward as a practitioner or as a parent?

21. Communication is Key The Human Experience is Complex and Ever-Changing
Children are NOT defined by their “Label” or “Diagnosis”
What is understood as one “Label” or Diagnosis at age 2, may be completely different by age 6
As new information is gathered in the educational setting, it is shared with parents and outside providers and medical professionals so that new information is continually considered
The diagnosis or eligibility may or may not change, but the services should continually reflect each child’s unique strengths, weaknesses, and needs within an educational setting
Avoid diagnosis as a predictor … (examples)

22. Closing Thoughts
Be compassionate of the parent experience of initially discovering that there is an area of deficit or delay in their child
Be compassionate of the pain, confusion, worry, hurt that comes with a “Label” or a “Diagnosis” and the introduction to unfamiliar systems
Children are Children-First, no child is defined by a “Label” within the school or the medical field
A Medical Diagnosis should be shared and considered with school teams, but does not automatically equate to Special Education Services or even an Evaluation
Communication, Team-Work, and Advocacy are keys in improving child-outcomes in school and in the community

23. Question & Answer