100 Frequently Asked Questions About the Special Education Process: A Step-by-Step Guide for Educators

Front Cover
Corwin Press, Mar 28, 2007 - Education - 136 pages

"This book will make a great contribution to special education."
—Colleen Winkler, Gifted & Talented Education Teacher
Riverdale High School, Jefferson, LA

"As a general education teacher, I find that this book provides a concrete explanation of complex terms."
—Kaycee Taylor, Social Studies Teacher
Bainbridge Island High School, WA

Special education "nuts and bolts" questions that you always wanted to know but were afraid to ask.

Attempting to understand the complex state and federal laws, regulations, and policies affecting special education programs can be a daunting task for any educator. In this practical, jargon-free text, Roger Pierangelo and George Giuliani use their combined expertise in special education and the law to explain key concepts and present clear answers to commonly asked questions about disabilities and education.

Ideal for K–12 special education teachers, general education teachers, and education stakeholders, 100 Frequently Asked Questions About Special Education makes an often complex subject understandable to novice teachers and veteran teachers who have not taught students with special needs.

Written in a concise question-and-answer format, this practical guide includes an easily accessible glossary of terms and provides basic information about:

  • The prereferral process
  • Individualized Education Programs (IEPs)
  • Eligibility for special education
  • Procedural safeguards, a component of the IDEA Act of 2004
  • Annual reviews and evaluations
  • Transitions from school to adult life

Appropriate for both educators and parents, this reader-friendly guidebook gives adults a working knowledge of the special education process and enhances their skills for helping students reach their full potential.

 

Contents

IEP Development
61
What is the Purpose of an IEP?
62
Who Develops the IEP?
63
If a Student with a Disability has Several General Education Teachers Must all of Them Attend the IEP Meeting?
68
What Content Must be Included in a Students IEP?
69
What are Assistive Technology Devices and Services?
74
How is a Students Placement Determined?
75
What Happens after the IEP is Written?
76

What is a Referral to the Child Study Team?
17
What are the Options of the Child Study Team?
18
What is a Prereferral Strategy Plan?
19
What Happens after the Child Study Team Determines That a Student May have a Disability?
20
Initial Referral for Special Education Services
21
Who Can Make a Referral for Special Education?
22
Is Parent or Guardian Consent Necessary for an Evaluation for Special Education?
23
What is an Assessment Plan?
24
The Individual Evaluation Process for Special Education
27
How Should Parents and Guardians go about Obtaining School Records on Their Children?
30
What Should a Parent or Guardian Expect and Provide for the ParentGuardian Intake or Interview?
32
What Occurs after the Comprehensive Assessment is Completed?
35
Eligibility for Special Education
37
What are the Responsibilities of the Eligibility Committee?
38
What is the Role of the ParentGuardian Member on the Eligibility Committee?
39
What is a Recommendation to the Eligibility Committee?
40
What is Response to Intervention RTI?
41
Procedural Safeguards Under IDEA
43
What are Parents and Guardians Rights to Receive Notice?
44
What are Parents and Guardians Rights to Give or withhold Consent?
45
What are Parents and Guardians Rights for Evaluation Reevaluation and an Independent Educational Evaluation?
46
Access to a Students Educational Records is Frequently a Concern of Parents and Guardians
48
What Can Parents and Guardians Do When They Disagree with Their School Districts Decisions?
52
What Options are Available to Parents and Guardians if They Want to Put Their Child in a Private School?
57
What Can the Public Agency Do if Parents or Guardians Do Not Consent to Their Students Initial Evaluation Reevaluation or Initial Provision of Spe...
59
How Can Parents and Guardians be Involved after Their Childs IEP is Developed?
77
How often Will a Students IEP be Reviewed and Revised?
79
Summary of the Steps to Developing and Implementing an IEP
80
Annual Review
85
How is a Parent or Guardian Notified of the Meeting?
86
Who Participates in the Annual Review?
87
Is a New IEP Developed at the Annual Review?
88
What Happens if the Parent or Guardian Disagrees with the Recommendations Made at the Annual Review?
89
What Suggestions should be Made for the Parents or Guardians Participation in the Annual Review?
90
The Triennial Evaluation
91
What Professionals are Involved in the Triennial Evaluation?
92
What Information will the Parents or Guardians be asked to Provide During the Triennial Evaluation?
93
What Suggestions should You Make to Parents and Guardians about Their Participation in the Triennial Evaluation?
94
Transitional Services from School Age to Adult Life
95
Who is Entitled to Transition Services?
96
What is the Districts Role in Transition Services?
98
What is an Individualized Transitional Education Program ITEP?
99
What should the Student and Family Participation be in the Transition Process?
100
What is a Vocational Assessment?
101
What Concerns should Parents and Guardians be aware of if Their Child will be Entering a Work Situation after Aging out?
104
What Should a Parent or Guardian or Student with a Disability Consider with Postsecondary Education?
106
Glossary
109
References and Suggested Readings
115
Index
117
Copyright

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Common terms and phrases

About the author (2007)

Roger Pierangelo is an associate professor in the Department of Special Education and Literacy at Long Island University. He has been an administrator of special education programs and served for eighteen years as a permanent member of Committees on Special Education. He has over thirty years of experience in the public school system as a general education classroom teacher and school psychologist, and is a consultant to numerous private and public schools, PTAs, and SEPTA groups. Pierangelo has also been an evaluator for the New York State Office of Vocational and Rehabilitative Services and a director of a private clinic. He is a New York State licensed clinical psychologist, certified school psychologist, and a Board Certified Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology. Pierangelo is currently president of The National Association of Special Education Teachers, executive director of The American Academy of Special Education Professionals, and vice-president of The National Association of Parents with Children in Special Education. Pierangelo earned his BS degree from St. John′s University, his MS from Queens College, Professional Diploma from Queens College, PhD from Yeshiva University, and Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. He is a member of the American Psychological Association, New York State Psychological Association, Nassau County Psychological Association, New York State Union of Teachers, and Phi Delta Kappa. Pierangelo is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

George Giuliani is an assistant professor at Hofstra University′s School of Education and Allied Health and Human Services, in the Department of Counseling, Research, Special Education, and Rehabilitation. He is the executive director of the National Association of Special Education Professionals, president of the National Association of Parents with Children in Special Education (NAPCSE), vice-president of the National Association of Special Education Teachers, and an educational consultant for various school districts. He has provided numerous workshops for parents and teachers on a variety of special education and psychological topics. Giuliani earned Board Certification as a Diplomate Fellow in Child and Adolescent Psychology and Forensic Psychology from the International College of Professional Psychology. Giuliani is also a New York State licensed psychologist, certified school psychologist, and has an extensive private practice focusing on children with special needs. He is a member of the American Psychological Association, New York State Psychological Association, the National Association of School Psychologists, Suffolk County Psychological Association, Psi Chi, American Association of University Professors, and the Council for Exceptional Children. Giuliani earned his BA from the College of the Holy Cross, MS from St. John′s University, JD from City University Law School, and PsyD from Rutgers University, The Graduate School of Applied and Professional Psychology. Giuliani is the coauthor of numerous books, including The Big Book of Special Education Resources and The Step-by-Step Book Series for Special Educators.

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