Special Education refers to educational programs and services designed to meet the unique needs of students with disabilities or special needs that may affect their learning or ability to access the curriculum. These needs can range from physical disabilities, such as mobility impairments or sensory impairments (like blindness or deafness), to developmental disabilities, such as autism or intellectual disabilities, as well as learning disabilities.

In the school setting, Special Education provides these students with appropriate specialized instruction, accommodations, and modifications that enable them to access the curriculum and achieve educational goals. Here are some key aspects of special education in schools:

1. Individualized Education Program (IEP): Each special-education student has an IEP, a personalized plan outlining their specific needs, goals, services, and accommodations. The IEP is developed collaboratively by educators, parents or guardians, and sometimes the students.

2. Specialized Instruction: Special Education teachers and specialists provide instruction tailored to meet the unique learning styles and needs of students with disabilities. This may involve different teaching strategies, materials, or technologies.

3. Related Services: Related services are meant to enhance a student's ability to meet their academic goals and objectives. Students in special education may receive additional services such as speech therapy, occupational therapy, physical therapy, counseling, or assistive technology services, depending on their individual needs.

4. Inclusion: To the extent appropriate, all students, regardless of disability, should be educated alongside their non-disabled peers. This promotes socialization and academic growth in a supportive environment, which is known as the least restrictive environment (or LRE).

5. Support and Advocacy: Special Education also involves advocating for the rights of students with disabilities, ensuring they receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE).

6. Collaboration: Special Education often involves collaboration among teachers, administrators, parents or guardians, and sometimes outside professionals to address the complex needs of students effectively.

Overall, the goal of special education in the school setting is to ensure that all students, regardless of their disabilities, have access to meaningful educational opportunities that prepare them for success in school and beyond.

Where do I begin?

Referral

The student is referred for a formal evaluation, usually by school personnel or her parents. The student’s parents must give written, informed consent.

The primary purpose of a special education referral is to determine if a child has a disability that qualifies them for special education services. Referrals can be made by a variety of people, including parents, teachers, school administrators, or judicial officers. The referral can be made verbally, but it's best to put it in writing and include details about the child's academic or behavioral concerns.

Some common signs that a child may need a referral include:

Difficulty learning to read, write, or do math
Trouble focusing or completing assignments
Delayed speech or trouble communicating
Acting out or other behavioral challenges
Difficulty socializing or making friends

Once a referral is made, the school must obtain written consent from the child's parents or legal guardian to begin the evaluation process. The Individuals with Disabilities Education Act (IDEA) requires schools to follow a set of steps to ensure that no child is overlooked.

Evaluation

Once consent is signed the evaluation must be conducted within 60 days of receiving parental consent or within state-established timelines.

This initial comprehensive, individualized assessment of the student is conducted in all areas of concern, including academic and functional performance. The data collected during this step form the foundation upon which the IEP will be developed if the student is deemed eligible for services. As such, its importance cannot be overstated.

Eligibility

At this point, the student’s evaluation results are reviewed with an eye toward answering a pair of key questions (sometimes referred to as the two-prong test):

Does the student have a disability?
Does that disability affect the student’s academic and/or functional performance?
Is the child in need of specialized instruction?

If the answer to both of these questions is “yes,” the student is considered eligible for special education services.