Discover how students qualify for special education services in public schools. Learn about the referral process, pre-referral interventions, on- and off-benchmark assessments like DIBELS and PAST, the role of DCAP, and eligibility determination for IEPs. Perfect for teachers seeking to support struggling students effectively. As educators, we often encounter students who struggle to succeed in the classroom despite additional support. For some students, these challenges may stem from a disability that significantly impacts their ability to access and make progress in the general education curriculum. Special education services are designed to address these needs, but how do we determine if a student qualifies? Let’s explore the process together in a teacher-to-teacher conversation. The Purpose of Special Education Services Special education services aim to ensure that all students can access and benefit from the general curriculum, regardless of any disabilities they may have. To qualify for these services, students must meet the following criteria: 1. The Presence of a Disability: The student must have a diagnosed disability under the Individuals with Disabilities Education Act (IDEA). 2. Impact on Education: The disability must significantly affect the student’s ability to participate in and progress through the general education curriculum. 3. Need for Specially Designed Instruction: The student must require specialized instruction or related services to address their unique needs. The Qualification Process 1. Referral The process begins when a teacher, parent, or other staff member identifies concerns about a student’s academic or behavioral performance. Common signs include consistent difficulties in learning, social interactions, or meeting grade-level expectations despite standard supports. 2. Pre-Referral Interventions Before initiating a formal special education evaluation, schools implement pre-referral interventions to address the student’s challenges in the general education setting. Using On- and Off-Benchmark Assessments Assessments like DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are excellent on-benchmark tools to identify broad areas of need. For example, if a student shows deficits on DIBELS Phoneme Segmentation Fluency (PSF), teachers can use off-benchmark tools such as the PAST (Phonological Awareness Screening Test) or Heggerty screener to pinpoint specific skill deficits. Intervention Strategies Once specific deficits are identified, targeted interventions should be implemented. These interventions may be delivered by an intervention teacher or the classroom teacher, depending on the school structure. Monitoring Progress Progress should be monitored using the same off-benchmark assessments to ensure alignment. It’s recommended to monitor progress every two weeks to make timely instructional adjustments. Positive Response: If the student responds positively, showing steady progress and closing the gap, the team can reasonably conclude that a learning disability is not present. Continued Struggles: If the student does not respond as expected, a deeper evaluation may be warranted. Tiered Supports and the Role of a DCAP Every school should have a District Curriculum Accommodation Plan (DCAP) to ensure Tier 1 accommodations are readily available to support all students. For struggling students, these accommodations can be tripled and individualized to provide additional support before moving to Tier 2 or Tier 3 interventions. Examples of Tier 1 Accommodations in a DCAP: Preferential seating. Visual aids for instruction. Simplified or chunked directions. DCAP accommodations help ensure that all students receive equitable support and can serve as a critical tool in pre-referral processes. 3. Formal Evaluation If pre-referral strategies do not yield sufficient progress, the next step is a formal evaluation. This comprehensive process assesses the student in all areas of suspected disability, including academic, cognitive, behavioral, and communication domains. 4. Team Meeting Once the evaluation is complete, the team convenes to review the results and determine the student’s eligibility for special education services. This meeting, often referred to as the eligibility or IEP team meeting, includes key stakeholders: the student’s general education teacher, a special education teacher, a school psychologist or evaluator, and the student’s parents or guardians. Together, the team examines the evaluation data to answer three critical questions: Does the student have a disability as defined under IDEA? Does the disability significantly impact their ability to access and make progress in the general education curriculum? Does the student require specially designed instruction or related services to address their needs? The team collaborates to make a final decision, ensuring that it is informed by comprehensive data, professional expertise, and family input. If the student qualifies, the next step is to develop an Individualized Education Program (IEP) tailored to their needs. 5. Eligibility Determination After the evaluation, the Individualized Education Program (IEP) team—including teachers, parents, and specialists—reviews the results to determine eligibility. The team asks three key questions: 1. Does the student have a disability? 2. Does the disability significantly impact their education? 3. Does the student require specially designed instruction or related services? If the answer to all three is "yes," the student qualifies for special education services. The Role of Specific Learning Disabilities (SLDs) A Specific Learning Disability (SLD) is one of the most common categories under IDEA. It includes conditions like dyslexia and dysgraphia that affect basic academic skills such as reading, writing, or math. To learn more about how students qualify under SLD, click HERE and check out my blog post on SLDs (https://www.missraesroom.com/special-education/how-do-you-know-if-a-student-has-a-learning-disability) Supporting Teachers Through the Process Navigating the special education qualification process can feel overwhelming, but there are tools and strategies to simplify it: Flowchart: Check out THIS flowchart of the qualification process for a visual overview (https://www.teacherspayteachers.com/Product/Special-Education-Qualification-Process-Guide-Step-by-Step-Guide-and-Flowchart-12902166). Resources: Use targeted assessments and accommodations, such as those provided in your school’s DCAP or available on my Teachers Pay Teachers store HERE (https://www.teacherspayteachers.com/store/miss-raes-room). Collaboration: Work closely with intervention teams and specialists to ensure all students receive the support they need. By understanding the qualification process, teachers can play a vital role in advocating for their students. Whether you’re addressing academic gaps or navigating IEP meetings, your insight and dedication are invaluable in ensuring every child has the opportunity to thrive. Have questions or need additional resources? Leave a comment below, or explore my related blog posts for more support! Happy Teaching! Miss Rae Related Resource...
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