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Child Find is legally required, and is an important first step to finding children with disabilities and getting them the support and services they require to be successful in school. The full and individual initial evaluation (FIIE) is a critical component when determining the eligibility and needs of the child. The role of the ARD committee is to develop the IEP to enable a child with a disability to achieve the prescribed goals resulting in positive outcomes.
Region 17 Child Find, Evaluation and ARD Supports SMORE
What is Child Find?
Child Find is a component of the Individuals with Disabilities Education Improvement Act (IDEA) 2004 that requires States and Local Education Agencies (school districts and charter schools) to identify, locate, and evaluate all children with disabilities residing in the State, regardless of the severity of their disabilities, and who are in need of special education and related services (34 CFR§ 300.111). Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and evaluate children with disabilities who are in need of Early Childhood Intervention (ECI) Programs (Part C) or Special Education and Related Services (Part B).
What does “child with a disability” mean?
The term "child with a disability" means a child with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to as "emotional disturbance"), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services (34 CFR§ 300.8).
What do I do if I know of an infant, child, or adolescent who does not learn easily?
All individuals develop at their own pace but some have more difficulty than others. Early identification and intervention can prevent failure and frustration. Special attention to teaching and learning strategies may help individuals overcome barriers to learning. Often these strategies can be provided through general education programs. The Child Find Framework of the Legal Framework for the Child Centered Process (www.esc18.net ) provides additional information and outlines mandates.
Under the No Child Left Behind Act (NCLB), 2001, each LEA must have a district improvement plan developed to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards. The district improvement plan must include strategies for improvement of student performance such as: instructional methods designed based on the needs of student groups not achieving; processes for addressing the needs of children in special programs; integration of technology in instructional and administrative programs; positive behavior supports; staff development for educators; and accelerated instruction.
What happens if the student continues to struggle even with these general education supports?
The parent(s) or legal guardian will be contacted by the local school district. The child may be referred for a full individual evaluation (FIE) to help determine eligibility for special education and related services. Parents/guardians and the school will decide if an evaluation is needed. The same group may develop an evaluation plan designed to assess areas of concern. If appropriate, an evaluation will be conducted by qualified school district/agency personnel. The parents and evaluation personnel will have a meeting to talk about evaluation results and eligibility for special education and related services.
Who can begin the Child Find process?
Anyone can start the process: a parent/guardian, doctor, teacher, relative or friend can call their local school district Child Find. If you are concerned about a child’s learning, contact your local school campus, district, or charter school.
What services may be available through special education?
Each child’s individual need(s) will be addressed on an individualized basis by a team consisting of: public agency representative, parent(s) or guardian, a person who can interpret evaluation, teacher(s), and the student (if appropriate). The team will review evaluation information, discuss eligibility, identify area(s) of need for specialized instruction, including related services (such as occupational therapy, physical therapy, or counseling) and develop a plan to fit the needs of the child.
How much do services cost?
All services provided by Local Education Agencies (school districts and charter schools) through IDEA 2004 (Part B) Special Education and Related Services (Part B) are at no cost to the individual or parents.
Who do I contact?
If you are concerned about a child’s learning, contact your local school campus, district, or charter school. If you need help contacting your local school campus, district, or charter school, contact your Education Service Center (ESC).
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The Individual with Disabilities Education Act (IDEA) regulations provide local education agencies (LEAs) with guidelines for conducting evaluations. The LEA must:
These tools and strategies may assist in determining:
To ensure LEAs are conducting appropriate evaluations, the IDEA regulations note several assurances that LEAs must follow, including:
34 CFR, §300.304 Evaluation procedures
a. Notice. The public agency must provide notice to the parents of a child with a disability, in accordance with §300.503, that describes any evaluation procedures the agency proposes to conduct.
b. Conduct of evaluation. In conducting the evaluation, the public agency must:
c. Other evaluation procedures. Each public agency must ensure that—
34 CFR, §300.503 Prior notice by the public agency; content of notice
a. Notice. Written notice that meets the requirements of paragraph (b) of this section must be given to the parents of a child with a disability a reasonable time before the public agency—
b. Content of notice. The notice required under paragraph (a) of this section must include—
c. Notice in understandable language.
Facilitated Individualized Education Program (FIEP)
Facilitation of an Individualized Education Program (IEP) meeting is a method of resolution that involves the use of a trained facilitator to assist an Admission, Review, and Dismissal (ARD) committee in developing an IEP for a student with a disability. The use of facilitated IEP meetings is an increasing statewide trend and can be an essential part of assisting the ARD committee in reaching agreements that lead to educational programs with beneficial outcomes for students with disabilities. The facilitator uses techniques to help all committee members communicate and collaborate effectively. The Texas Education Agency encourages the use of IEP facilitation as an alternate means of dispute resolution.
A facilitator supports collaboration and communication, by assisting the ARD committee with the following:
Link to additional information: https://www4.esc13.net/fiep/fiep-a-facilitated-iep-meeting/
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