Define and summarize the referral, evaluation, and eligibility processes when identifyingindividuals with exceptionalities.

The process of identifying individuals with exceptionalities takes place in several distinct
steps. First, the pre-referral step. This entails teachers and parents working together in
collaboration to informally resolve behavioral and/or academic problems faced by a child in the
classroom. At this stage, the child’s response to intervention is closely monitored. There are
multi-tiered systems of support that involve parents, the general education teacher, and other
stakeholders (Ashford University, 2020). They hold meetings to try and solve the problem. The
second step is the referral. This is a formal process to determine whether an individual is eligible
to receive special education services. At this stage, parental consent must be given prior to
commencing the evaluation process. The third step is the initial evaluation. At this stage,
qualified school personnel engages in the assessment of the child using practices that are fair and
non-discriminatory (Ashford University, 2020). At this stage, evaluation is aimed at determining
whether a child is eligible for special education services. After the evaluation is done, the next
step is eligibility review and determination. At this stage, all the members who took part in the
evaluation process convene to discuss the results. If a student is identified as one with a disability
as per the guidelines provided by IDEA, then they qualify for special education services. An
Individualized Education Plan (IEP) is prepared. The document contains the eligible student’s
information and specifies the special education services that the child will receive. Such include
performance level, accommodations, necessary assistive technology, modifications, and services
to be extended to the child. After an IEP is developed, then a student is placed in the least
restrictive environment (LRE) where he or she is observed. An annual review is conducted at

least once every year, where the IEP team reviews the student and updates their progress. After
every three years, the IEP team re-evaluates the students. This is aimed at determining their
progress and potential. They also determine whether, based on the child’s progress, they should
continue receiving special education services.
Demonstrate an understanding of the timeline and sequence of events as it relates to these
processes.
The eligibility process begins with a pre-referral. It is the initial stage mainly aimed at
observing a child. No specialist is involved; just the classroom teacher and the parents. In case
problems are identified, then the parents consent to have their child evaluation by professionals
at the referral stage. This is followed by an initial evaluation, and the team involved convenes in
the eligibility review and determination stage. Here, a final report is prepared. After evaluating
the child, the team determines the level of disability and how the academic performance of a
child is affected by the disability. Depending on the report, an Individualized Education Plan
(IEP) is developed. The document clearly shows the assistance that the child needs to perform
academically. It details the resources needed by the child for them to perform optimally. After an
IEP has been developed, then a child is placed in an LRE. They are integrated into a school
environment where they will receive special education and learn alongside other learners.
Necessary support is provided. Specialists are involved to ensure the child gets the necessary
resources. Once every year, an annual review is conducted to check on the student’s progress.
Also, a re-evaluation follows every three years. Each stage involves a team of professionals and
the child’s parents. Also, the events follow each other in a sequence. An evaluation cannot be
conducted without first having a referral and pre-referral.

Identify all relevant members of the team and classify their roles and responsibilities in
these procedures.
At the referral stage, a special education teacher is involved. He or she is a core member
of the IEP team, and the roles involve facilitating support meetings, communicating the progress
of a student, recommending instructional strategies depending on the student’s level, and ensures
that all elements of the IEP are implemented IDEA. A general education teacher is also involved
in the referral process. Their role includes representing the classroom environment and general
curriculum, communicating the progress of the student, and also assists in identifying and
developing accommodations and instructional strategies necessary for the academic, social,
emotional, and behavioral growth and development (Ashford University, 2020). The third
member is school personnel who is tasked with representing the district in carrying out
assessment and diagnostic duties. Members involved in the initial evaluation stage include a
special education teacher and a general education teacher. There are also parents who are critical
and valued members in all the IEP processes. They act as representatives of the student and are
tasked with sharing the deficits and strengths of their child from a personal perspective. A school
diagnostician and school personnel are also involved at this stage; they ensure that the
assessment is carried out in a non-discriminatory manner. In addition to members involved in the
evaluation, an education agency representative is also added in the preparation of an IEP. The
person is a representative of the school district and is charged with identifying the available
resources and allocate missing resources, which the child needs to study well.

References

Ashford University. (2020). ESE601 Week 2 IDEA eligibility process (Links to an external
site.)v. [Interactive]. https://content.bridgepointeducation.com/curriculum/file/8d09dad4-
dd66-4835-8f2c-
49da74d689b0/1/ESE601_WeeK_Two_Discussion_Interactive.zip/story.html