Children are our priority. Ensuring their needs are met is our goal.
Information about special education-related evaluations.
Are your child’s struggles and your gut feeling enough for your child to qualify for special education?
No. However, your gut feeling and your child’s struggles shouldn’t be discounted either.
According to the U.S. Department of Education (USDOE), in its 1.29.19 Letter to Zirkel, “IDEA does not define RTI . . . RTI is only mentioned in IDEA when determining eligibility for specific learning disability. 20 U.S.C. § 1414(b)(6)(B) and 34 C.F.R. § 300.307(a)(2).”
However, the United States Department of Education has stated that, “States and LEAs have an obligation to ensure that evaluations of children suspected of having a disability are not delayed or denied because of implementation of an RTI.”
If yes, do you know if the Brief or Comprehensive Form is being administered?
Do you know the difference between the Brief and the Comprehensive Forms?
Are you aware of the Dyslexia Index?
Do you know if your school is cherry picking subtests to administer, what each subtest measures, and if they are appropriate for assessing your child’s needs (or suspected needs)?
In the case of initial evaluations, §300.301(a) of the Individuals with Disabilities Act (IDEA) is your go-to regulation:
Each public agency must conduct a full and individual initial evaluation, in accordance with §§300.304 through 300.306, before the initial provision of special education and related services to a child with a disability under this part.