What are the steps to getting my child assessed?
To assess your child, there are certain procedural steps one must follow; these steps show what happens from the time a child is referred for evaluation and is identified as having a disability, up until the implementation of an Individualized Educational Plan (IEP). Please note, some aspects mentioned have not been elaborated on in this page but will be explored further on in other pages of this website.
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1. Referral
Your child may be referred by personnel at the school (principal, teacher…) or even by yourself for an initial evaluation. If your child was referred after entering school, make sure you do not blame your child or teacher if he or she is not succeeding in school; do not allow the teacher to blame your child for reasons such as not trying hard enough or not paying enough attention. Keep in mind, children want to please their parents and teachers, they never want to be failures in class, they want to learn and succeed, they all want to be winners just like any player in a game. In other words, if your child is struggling, this calls for further investigation.
To view a sample of a referral letter written by a parent please CLICK HERE
2. Use what is known
A group of individuals, including yourself as parents will evaluate your child by looking at what is already known. Such information may be gathered from, but is not limited to, the child’s school file and test scores. The aim of this step is to gather enough information to guide evaluators into determining whether your child is exceptional and if any special help is required.
3. Collecting more information
You, along with the selected individuals working on this case will provide the school with additional information needed. It is up to the school to collect required information on your behalf. It is important to state here that your consent is required prior to administering any additional tests. In this consent, school personnel must include the following: (a) a type of test to be administered, and (b) other forms used to collect information about your child.
Once you have given the consent and approve to conduct the assessment, the following persons/individuals are permitted to attend:
When collecting information, it is not all about tests, other descriptive information must also be provided by the family which covers your:
In grasping a picture of your child as a “whole”, professional evaluators will, for example, want to examine the following aspects:
This step is an essential step in allowing everyone working with your child to understand the facts and to help him strive with minimal deprivation. Quality in education is derived from a good parent-school relationship.
4. Choose a professional evaluator
A good professional evaluator, such as a psychologist experienced in this field, will try to paint the perfect picture of the “whole” child through the use of gathered information provided by people who are in direct contact with your child. The professional must be able to inform the parents about available services based on what was conducted in the short screening to see whether further testing is needed. The following information must, according to Meyer (2003):
1. “Determine your child’s strengths and weaknesses;
2. Clearly interpret findings to you, and;
3. Makes specific recommendations that can be communicated to the teachers and tutors. ” (p.3)
5. Examine school information in learning context
Numerous forms of school information must be examined such as:
This is done so that a plan can be created to tailor instructional approaches and curriculum material to suit your child’s needs.
6. Revisiting referral request
Once all this information is gathered up, the reason for referral must be revisited, clarified and refined. Appropriate tests are then chosen based on age and grade to measure specific aspects to be further explored.
You must understand that there is a great number of tests out there. More is not necessarily better; what is important is to choose the right testing for your child based on the information gathered from previous steps.
7. Results and diagnosis
A good evaluation merges the findings and states a clear backed up diagnosis. A diagnosis should state the following:
As a result, this diagnostic information serves as a platform for determining your child’s eligibility for special education services and planning intervention programs. One must remember that no two children are exactly alike, therefore every intervention plan is different.
8. Decide if your child fits the criteria of special education
Professional evaluators must be able to link the child’s academic difficulties to the results of assessments. A decision is derived from the results in your child’s evaluation along with policies in your region which can be found in documents provided by the Ministry of Education in relation to special education. Although you are not the one to decide if your child is eligible, you may be part of the decision committee. In some regions, there are categories of disabilities which your child fits into, and each category has specific policies, guidelines and procedures which apply. Such information can once again be found in documents provided by the Ministry of Education in your district/country.
As a parent, it is very important for you to really understand your child’s evaluation. It is not enough to have scores or tests; you have the right to know about the following information:
What do the scores mean?
As a parent, you have the right to receive a copy of your child’s evaluation report. If your child is eligible for special education and related services, then you are expected to meet with the school to discuss your child’s special educational needs. (If the school does not have such services, then you may be referred to a third party such as special institutions to best meet your child’s needs).
Whereas on the other hand, if your child is not eligible for special education and related services, the school must state so in writing and you have every right to disagree. In this case, ask the school on how they will be able to help since he/she will not be getting any special education services. An Independent Educational Evaluation (IEE) may be conducted by independent service providers outside the school.
Remember, this is your child, you know your child better than anyone else! You want to become an expert about your child's life; be an advocate of your child because your the expert when it comes to who he/she is.
9. Recommendations are made
Recommendations must be focused and precise. Do not be overwhelmed if your child has a long list of recommendations, they are all linked to his needs and such recommendations are usually prioritized and accomplished in a realistic time frame. Your child’s individual needs may require short-term assistance and vice versa.
10. Response to intervention, planning interventions and setting an educational plan
Response to intervention (RTI) is a three-step procedure. First the classroom teacher attempts a different approach to teaching to help the child with his academic struggles. If your child does not master the expected material, another level of intervention is tested. If all else fails, additional assistance from a specialized teacher then is required to help alongside the classroom teacher or with your child independently. As a last resort, if the child still does not excel, an Individualized Educational Plan (IEP) tailored to meet your child’s needs is then created (more information on IEPs can be found in upcoming pages). This plan involves both the parents and the school. The school's expertise in this field and exposure to curriculum will guide the discussion to have a plan put in place. Once again if schools do not provide such services, you may be referred to independent service providers or hire a shadow teacher with such expertise to accompany your child at school on a daily basis. The areas considered in the planning process for some children include:
Your child will be placed in an inclusive classroom setting (in the Least Restrictive Environment (LRE)) and pulled out by the IEP team into a resource room for further instruction or tailored lesson when needed. Your child will only be pulled out during part of the session if in-class help is not enough for him/her to succeed at the task.
Although in some regions, schools provide parents with resources, the evaluator should be familiar with local, regional, and national resources, including the names of trained, experienced professionals who may help and provide services and programs.
11. Program monitoring
Once your child has been placed in an intervention program, it is important that the child’s progress is monitored to ensure effectiveness of the plan. Monitoring can be done through observations, developmental checklists, and anecdotal records. Data must be collected on a regular basis to ensure the mastery of targeted skills.
12. Program evaluation
Program evaluations are conducted based on the child’s progress which determines the overall effectiveness of the intervention program. Changes and modifications may apply to the IEP or intervention program after careful consideration; such measures should be taken seriously to guarantee the program’s effectiveness and to ensure your child’s journey is on the road to success.
Your child may be referred by personnel at the school (principal, teacher…) or even by yourself for an initial evaluation. If your child was referred after entering school, make sure you do not blame your child or teacher if he or she is not succeeding in school; do not allow the teacher to blame your child for reasons such as not trying hard enough or not paying enough attention. Keep in mind, children want to please their parents and teachers, they never want to be failures in class, they want to learn and succeed, they all want to be winners just like any player in a game. In other words, if your child is struggling, this calls for further investigation.
To view a sample of a referral letter written by a parent please CLICK HERE
2. Use what is known
A group of individuals, including yourself as parents will evaluate your child by looking at what is already known. Such information may be gathered from, but is not limited to, the child’s school file and test scores. The aim of this step is to gather enough information to guide evaluators into determining whether your child is exceptional and if any special help is required.
3. Collecting more information
You, along with the selected individuals working on this case will provide the school with additional information needed. It is up to the school to collect required information on your behalf. It is important to state here that your consent is required prior to administering any additional tests. In this consent, school personnel must include the following: (a) a type of test to be administered, and (b) other forms used to collect information about your child.
Once you have given the consent and approve to conduct the assessment, the following persons/individuals are permitted to attend:
- You (parents/guardians)
- Your child (if appropriate)
- Your child’s regular classroom teacher
- Your child’s special education teacher
- Any school administrator familiar with policies for special education, general curriculum and resources
- An evaluator or assessment specialist
- Someone you feel could contribute positively with their special expertise about your child
- Financial providers if any (such as agencies paying for services)
- Other qualified professionals which include: psychologist, occupational therapist, speech therapist, medical specialist, counselor…)
When collecting information, it is not all about tests, other descriptive information must also be provided by the family which covers your:
- Child’s observable behavior
- Child’s medical history
- Your perspective on your child’s abilities, experiences, needs and behavior in and out of school.
In grasping a picture of your child as a “whole”, professional evaluators will, for example, want to examine the following aspects:
- Language proficiency
- Thinking and behavioral skills
- Coping with change
- School achievements
- Potential and aptitude
- Functioning in the fields of : movement, thinking, learning, seeing, hearing
- Post-school interests, vocational capacity (if applicable)
This step is an essential step in allowing everyone working with your child to understand the facts and to help him strive with minimal deprivation. Quality in education is derived from a good parent-school relationship.
4. Choose a professional evaluator
A good professional evaluator, such as a psychologist experienced in this field, will try to paint the perfect picture of the “whole” child through the use of gathered information provided by people who are in direct contact with your child. The professional must be able to inform the parents about available services based on what was conducted in the short screening to see whether further testing is needed. The following information must, according to Meyer (2003):
1. “Determine your child’s strengths and weaknesses;
2. Clearly interpret findings to you, and;
3. Makes specific recommendations that can be communicated to the teachers and tutors. ” (p.3)
5. Examine school information in learning context
Numerous forms of school information must be examined such as:
- Report cards
- Achievement test scores
- Teacher comments
- Previous intervention strategies (if any)
- Student’s work samples
This is done so that a plan can be created to tailor instructional approaches and curriculum material to suit your child’s needs.
6. Revisiting referral request
Once all this information is gathered up, the reason for referral must be revisited, clarified and refined. Appropriate tests are then chosen based on age and grade to measure specific aspects to be further explored.
You must understand that there is a great number of tests out there. More is not necessarily better; what is important is to choose the right testing for your child based on the information gathered from previous steps.
7. Results and diagnosis
A good evaluation merges the findings and states a clear backed up diagnosis. A diagnosis should state the following:
- Nature of the child’s difficulties
- Severity of the problem
- Competencies/skills
- Child’s strengths and weaknesses
- Estimate of desired outcomes
As a result, this diagnostic information serves as a platform for determining your child’s eligibility for special education services and planning intervention programs. One must remember that no two children are exactly alike, therefore every intervention plan is different.
8. Decide if your child fits the criteria of special education
Professional evaluators must be able to link the child’s academic difficulties to the results of assessments. A decision is derived from the results in your child’s evaluation along with policies in your region which can be found in documents provided by the Ministry of Education in relation to special education. Although you are not the one to decide if your child is eligible, you may be part of the decision committee. In some regions, there are categories of disabilities which your child fits into, and each category has specific policies, guidelines and procedures which apply. Such information can once again be found in documents provided by the Ministry of Education in your district/country.
As a parent, it is very important for you to really understand your child’s evaluation. It is not enough to have scores or tests; you have the right to know about the following information:
What do the scores mean?
- How is the child doing in relation to other children in his/her age range?
- What are his/her strengths?
- What are his/her weaknesses?
- What causes him/her to face difficulties?
As a parent, you have the right to receive a copy of your child’s evaluation report. If your child is eligible for special education and related services, then you are expected to meet with the school to discuss your child’s special educational needs. (If the school does not have such services, then you may be referred to a third party such as special institutions to best meet your child’s needs).
Whereas on the other hand, if your child is not eligible for special education and related services, the school must state so in writing and you have every right to disagree. In this case, ask the school on how they will be able to help since he/she will not be getting any special education services. An Independent Educational Evaluation (IEE) may be conducted by independent service providers outside the school.
Remember, this is your child, you know your child better than anyone else! You want to become an expert about your child's life; be an advocate of your child because your the expert when it comes to who he/she is.
9. Recommendations are made
Recommendations must be focused and precise. Do not be overwhelmed if your child has a long list of recommendations, they are all linked to his needs and such recommendations are usually prioritized and accomplished in a realistic time frame. Your child’s individual needs may require short-term assistance and vice versa.
10. Response to intervention, planning interventions and setting an educational plan
Response to intervention (RTI) is a three-step procedure. First the classroom teacher attempts a different approach to teaching to help the child with his academic struggles. If your child does not master the expected material, another level of intervention is tested. If all else fails, additional assistance from a specialized teacher then is required to help alongside the classroom teacher or with your child independently. As a last resort, if the child still does not excel, an Individualized Educational Plan (IEP) tailored to meet your child’s needs is then created (more information on IEPs can be found in upcoming pages). This plan involves both the parents and the school. The school's expertise in this field and exposure to curriculum will guide the discussion to have a plan put in place. Once again if schools do not provide such services, you may be referred to independent service providers or hire a shadow teacher with such expertise to accompany your child at school on a daily basis. The areas considered in the planning process for some children include:
- Sensory or physical development
- Language and communication abilities
- Fine and gross motor development
- Cognitive and learning abilities
- Adaptive or self-help skills
- Social-emotional development
Your child will be placed in an inclusive classroom setting (in the Least Restrictive Environment (LRE)) and pulled out by the IEP team into a resource room for further instruction or tailored lesson when needed. Your child will only be pulled out during part of the session if in-class help is not enough for him/her to succeed at the task.
Although in some regions, schools provide parents with resources, the evaluator should be familiar with local, regional, and national resources, including the names of trained, experienced professionals who may help and provide services and programs.
11. Program monitoring
Once your child has been placed in an intervention program, it is important that the child’s progress is monitored to ensure effectiveness of the plan. Monitoring can be done through observations, developmental checklists, and anecdotal records. Data must be collected on a regular basis to ensure the mastery of targeted skills.
12. Program evaluation
Program evaluations are conducted based on the child’s progress which determines the overall effectiveness of the intervention program. Changes and modifications may apply to the IEP or intervention program after careful consideration; such measures should be taken seriously to guarantee the program’s effectiveness and to ensure your child’s journey is on the road to success.