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

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Overview

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 the Special Education Process makes an often complex subject understandable to novice teachers and veteran educators 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 IDEA 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.

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Editorial Reviews

Colleen Winkler
"This book will make a great contribution to special education. "
Kaycee Taylor
"As a non-special education teacher, I find that this book provides a concrete explanation of complex terms. "
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Product Details

  • ISBN-13: 9781412954228
  • Publisher: Corwin Press
  • Publication date: 4/5/2007
  • Pages: 136
  • Sales rank: 1,459,774
  • Product dimensions: 7.20 (w) x 10.10 (h) x 0.60 (d)

Meet the Author

Roger Pierangelo is anassociate 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, Ph D 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 Seriesfor 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.

Giulianiearned 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 Psy D 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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Table of Contents


Preface     xi
Acknowledgments     xii
About the Authors     xv
Introduction: Understanding Special Education Jargon     1
What Is Special Education?     1
In the Definition of Special Education, What Does "Specially Designed Instruction" Mean?     1
In the Definition of Special Education, What Does "At No Cost to Parents/Guardians" Mean?     1
In the Definition of Special Education, What Does a "Student With a Disability" Mean?     2
Where Is Special Education Instruction Provided?     2
How Many Students Currently Receive Special Education Services?     3
What Federal Laws Protect Students With Disabilities?     3
What Is the Purpose of the Individuals with Disabilities Education Act (IDEA)?     7
What Is a Free Appropriate Public Education?     7
Who Is Considered a Parent or Guardian Under IDEA?     8
What Disabilities Are Covered Under IDEA?     8
Steps in the Special Education Process
Step I: The Prereferral Process     15
What Are Child Study Teams?     15
What Is the Purpose of Child Study Teams?     15
Who Are the Members of the Child Study Team?     16
What Is a Referral to the Child Study Team?     17
Who Normally Makes aReferral to the Child Study Team?     17
What Is Discussed at the Child Study Team Meetings?     17
What Are the Options of the Child Study Team?     18
What Is a Prereferral Strategy Plan?     19
How Is the Determination of a Suspected Disability Made by the Child Study Team?     19
What Happens After the Child Study Team Determines That a Student May Have a Disability?     20
Step II: Initial Referral for Special Education Services     21
What Is a Referral for Special Education?     21
Who Can Make a Referral for Special Education?     22
In What Form Is This Referral Made?     22
Is Parent or Guardian Consent Necessary for an Evaluation for Special Education?     23
What Is an Assessment Plan?     24
Does the Parent or Guardian Have to Agree With the Referral for Special Education?     24
Step III: The Individual Evaluation Process for Special Education     27
What Is an Evaluation for Special Education?     27
What Are the Components of a Comprehensive Evaluation?     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 Parent/Guardian Intake or Interview?     32
What Occurs After the Comprehensive Assessment Is Completed?     35
Step IV: Eligibility for Special Education     37
What Is an Eligibility Committee?     37
What Are the Responsibilities of the Eligibility Committee?     38
Who Are the Members of the Eligibility Committee?     38
What Is the Role of the Parent/Guardian Member on the Eligibility Committee?     39
What Is a Recommendation to the Eligibility Committee?     40
What Are the Procedures for Determining Eligibility?     40
What Is Response to Intervention (RTI)?     41
Step V: Procedural Safeguards Under IDEA     43
What Are Procedural Safeguards?     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 Student's Educational Records Is Frequently a Concern of Parents and Guardians     48
What Can Parents and Guardians Do When They Disagree With Their School District's 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 Student's Initial Evaluation, Reevaluation, or Initial Provision of Special Education and Related Services?     59
Step VI: IEP Development     61
What Is an Individualized Education Program (IEP)?     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 Student's IEP?     69
What Are Assistive Technology Devices and Services?     74
What Are Related Services?     74
How Is a Student's Placement Determined?     75
What Happens After the IEP Is Written?     76
How Can Parents and Guardians Be Involved After Their Child's IEP Is Developed?     77
How Does the IEP Get Implemented?     77
How Often Will a Student's IEP Be Reviewed and Revised?     79
What Are Some Guiding Principles for IEP Development?     79
Summary of the Steps to Developing and Implementing an IEP     80
Step VII: Annual Review     85
What Is the Annual Review?     85
When Does the Annual Review Occur?     85
How Is a Parent or Guardian Notified of the Meeting?     86
What Takes Place at an Annual Review Meeting?      86
What Rights Are Afforded to the Parent or Guardian Under Due Process During the Annual Review?     86
Who Participates in the Annual Review?     87
Is a New IEP Developed at the Annual Review?     88
What Might the Parents or Guardians Be Asked 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 Parent's or Guardian's Participation in the Annual Review?     90
What Record-Keeping Ideas Should Be Suggested to the Parents and Guardians During the Annual Review?     90
Step VIII: The Triennial Evaluation     91
What Is the Triennial Evaluation?     91
What Professionals Are Involved in the Triennial Evaluation?     92
How Will the Parents or Guardians Find Out About the Results of 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
What Record-Keeping Ideas Should Be Suggested to Parents and Guardians During the Triennial Evaluation Phase?     94
Step IX: Transitional Services From School Age to Adult Life     95
What Are Transitional Services?     95
Who Is Entitled to Transition Services?     96
What Areas Are Included Under Transitional Services?     96
What Is the District's 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 Are the Different Types of Work Situations Available to Students With Disabilities?     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
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