The letter has to be in your first language. Even if you can speak English, the letter should be in the language that is easiest for you to understand. If the school decides to evaluate, then what happens? Before starting the evaluation, the school puts together a referral team. The team should include the parents. The team meets and goes over everything they know about the student. They talk about any test results. They get up-to-date information from parents, teachers, and anyone else who works with the student.
This discussion should include work, higher education, and other adult issues. This meeting is where you can tell the school all about your child. You can ask questions and talk about any worries you have. It is a chance for the parents and teachers to help each other understand what the child needs.
The team decides what information is missing. They figure out what kinds of tests should be done. The team plans everything about the evaluation.
Then they send or give you an evaluation notice. This is the official notice that the school is going to evaluate your child. What is in the evaluation notice?
How do I know if the evaluation the school wants to do is a good one? A good evaluation will use a lot of different tests and ways of getting information. It will use different sources to learn as much as possible about how the student learns. It is usually best for a student to learn in a regular classroom with non-disabled students. The evaluation should help the team figure out the best ways for the student to learn and get along with other students. Are there rules about what kinds of tests to use?
Can anyone give the tests? The tests should explore many different things about the student behavior, movement, development and see how each of these things makes it harder or easier for the student to learn. This person must follow the test instructions. Can the school just give my child an IQ test and nothing else? The school might use an IQ test, but that alone is not good enough. The evaluation must use more than one test to figure out what the student needs.
It needs to explore many things, not just general IQ intelligence quotient. Can the evaluation be just a test to see if the student has a disability? The evaluation must be very complete. The student may need special education services that other students with the same disability don't need.
The tests should look at everything, including overall health, seeing and hearing, school work, play, and getting along with others. The team has to know all of the different ways that the student might need extra help.
Does the school have to think about the student's disability when they give the tests? Each test should be set up to show what the student does well, and where the student needs help. How can I be sure the testing is the right kind? Don't give permission for the evaluation until you feel comfortable with it.
Ask lots of questions, and be sure you understand the answers. Here are some of the questions you should ask:. Will it give information to help the team make a good educational plan? If my child needs an interpreter to do well on the test, will the school get one?
Has that person given this test to anyone before? Have they ever given it to someone with the same disability that my child has? Has my child ever seen this person at school? What if I don't understand everything on the evaluation notice? Do not give permission until you understand everything. You have the right to ask for more information. You can ask for another team meeting.
If you think the school is not doing the right thing, you can refuse to give permission. See Questions 41 and 42 for detailed information about problems with the school. Can the school give the evaluation without my permission? The school must get your informed consent before doing a first evaluation. You can't just say it's okay. You have to sign the evaluation notice. If you don't sign, the school cannot do a first evaluation.
What is informed consent? You can change your mind at any time. Be sure to answer the notices. If you don't want to give permission, tell the school why. Make sure everything is in writing.
What happens after I give informed consent? The school district has 30 school days to do the evaluation. For babies birth through. If the evaluation takes longer than 30 school days, you can complain to the Minnesota Department of Education. For more information, see our fact sheet entitled How to File a Complaint.
What if I don't give consent? If you don't give your consent, that is the end of it. The school cannot make you give consent. They will not evaluate your child for special education.
What if I change my mind after the evaluation has started? If you change your mind, tell the school right away. Put it in writing. The evaluation has to stop. Once the first evaluation is done, will my child ever get another one?
If your child gets special education services, the school must do more evaluations in the future. All other evaluations are called reevaluations. The school will ask for your permission for reevaluations. They will give or send you a reevaluation notice. You have 14 calendar days to answer.
You should answer the notice. Put everything in writing. How often should the school district do a reevaluation? At least once every three years. A parent or teacher can ask for a reevaluation sooner than three years. If you ask for one, the school has to do it. What if the IEP team decides that a reevaluation isn't necessary? Once your child starts getting special education services, the IEP team makes the decisions about evaluations. When the three years are up, the IEP team might feel they don't need any new information.
They can decide not to do a reevaluation. Instead, they may decide to review the records and look over how the student is doing in school. They write an evaluation summary report with this information.
The school must tell you if they want to skip a reevaluation. University of Minnesota-Duluth offers 7 Special Education degree programs. In , 54 Special Education students graduated with students earning 37 Bachelor's degrees, and 17 Master's degrees.
It's a medium sized, public, four-year university in a midsize suburb. In , 56 Special Education students graduated with students earning 51 Master's degrees, and 5 Bachelor's degrees. University of St Thomas offers 11 Special Education degree programs. It's a medium sized, private not-for-profit, four-year university in a large city. In , Special Education students graduated with students earning Master's degrees.
Winona State University offers 2 Special Education degree programs. It's a medium sized, public, four-year university in a faraway town. We value equity and ensure that students are not placed in programs based on race or disability, but rather based on the unique needs of each student.
Our elementary programs serve students in grades K Students benefit from small class sizes and customized learning in a well-supported classroom. Just like any other school, our elementary programs have activities such as circle time, play time, physical education, and recess. Students work on emotional regulation to better access learning and focus on traditional academics like literacy and math.
Our middle school programs serve students in grades Like other middle school experiences, students have the opportunity to rotate through classes to gain core content areas like reading, math, science, and social studies. They also have access to self-contained classrooms.
They gain the academic and emotional skills to prepare them for returning to middle school in their home school district. Students work on identifying their emotions, self-regulating, and responsible decision-making skills to prepare them for middle and high school. Our middle school programs have small class sizes and customized learning in a well-supported classroom.
Our high school programs serve students in grades Students have a multi-period school day that models the schedule of a traditional high school.
We focus on what matters most: positive relationships and academics that ensure students get on track to earning their diploma. Individual attention, project-based learning, and career exploration help ensure students earn the credits they need and gain real-world skills. Notes: Offer credit driven core content areas, offer performance-based mastery in order to earn a diploma, focus on preparing for career and college prep.
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