Identification: If your child has a hard time with their academic learning, or if you are concerned that they may have a disability that it is important to know what the classifications of disabilities for eligibility and special education programs are. The government has an act called the Individuals with Disabilities Education Act which may provide the availability of a special education teaching program for your child, if they are covered in one of the thirteen different classifications of disabilities which are eligible for special education teaching. The first step to knowing if your child qualifies for special education is to know what the different eligible classifications are. Individualized intelligence tests are usually part of the battery of tests a school psychologist will use to evaluate students when referred for evaluation. The two most commonly used are the WISC (Wechsler Intelligence Scale for Children) and the Stanford Binet. For many years the WISC has been considered the most valid measure of intelligence, because it had both language and symbol based items and performance based items. The WISC also provided diagnostic information, because the verbal part of the test could be compared to the performance items, to show a disparity between language and spacial intelligence Under IDEA, students with disabilities are entitled to receive special educational services through their local school district from age 3 to age 18 or 21. To receive special education services, a student must demonstrate a disability in one of 13 specific categories, including autism, developmental disability, specific learning disability, intellectual impairment, emotional and/or behavioral disability, speech and language disability, deaf-blind, visual impairment, hearing impairment, orthopedic or physical impairment, other health impaired (including attention deficit disorder), multiple disabilities and traumatic brain injury. Depending on the students' individual needs, they may be included, mainstreamed, or placed in a special school, and/or may receive many specialized services in a resource room or self-contained classroom. In addition to academic goals, the goals documented in the IEP may address self-care, social skills, physical, speech, and vocational training. The program placement is an integral part of the process, and typically takes place during the IEP meeting. AssessmentPicture Assessment for Special Education is foundational for the success of identification, placement and programming for children with special needs. Assessment can range from the formal--standardized, to the informal:--teacher made assessments. This article will cover formal instruments for measuring students' intelligence, achievement (or academic ability) and function.source: U.S. Department of Education, Office of Special Education Programs, Standardized Testing Program Individual EvaluationAn individual evaluation means any procedures, tests, or assessments, including observations, given individually to your child to find out whether he or she has a disability and/or to identify his or her special education needs. The term does not include basic tests given to groups of children in a school, grade or class.The results of the evaluation must be shared with you. When the CSE or CPSE has conducted an evaluation for determining your child’s eligibility for special education, you must be provided a copy of the evaluation report and documentation of determination of eligibility. In addition, if you are the parent of a preschool child, the CPSE must also give you a copy of the summary report of the findings of the evaluation.
