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Special Education Evaluation: What Parents Should Know and Ask

By Leslie Soodak, Ph.D.

Pace University

And Elizabeth Erwin, Ed.D.

City University of New York – Queens College

A “special education evaluation” is a process used for making decisions about a child’s eligibility for special education. A special education evaluation is done to decide whether your child has a disability and whether your child requires special education and related services. Both conditions must be met in order for a child to be eligible to receive special education supports and services.

A number of disabilities may make a child eligible for special education services under the Individuals with Disabilities Education Act (IDEA). The types of disabilities are also called “classifications” or “categories.” Not everyone agrees about the definitions of the disabilities. A disability may not be defined in the same way in different schools or districts.

The Importance of Evaluation

Evaluations are the first step in getting your child the help he needs to learn and progress in school. The evaluation tells you and the teachers what your child needs to learn and how he may learn. This information is then used to build an Individualized Education Program or IEP.

The IEP states exactly what your child’s special education should look like ? whether it will take place in a regular classroom, what services will be given, when and how often they will be provided, and exactly what will be taught. If it is found that your child is eligible for special education services, you will be asked to attend an meeting to discuss the evaluation results and to plan your child’s educational program. meeting to discuss the evaluation results and to plan your child’s educational program.

You and your child must be given choices when planning his , such as the possibility of your child receiving special education or related services in a general education class (referred to as “Inclusive Education”). Inclusive Education should be your first choice, because it is the least restrictive environment for your child. , such as the possibility of your child receiving special education or related services in a general education class (referred to as “Inclusive Education”). Inclusive Education should be your first choice, because it is the least restrictive environment for your child.

To find out more about the advantages of inclusive education, read the Parents article, Inclusive Education: What Every Parent Should Know. Parents article, .

Real Life Story: Learn how one child’s evaluation set a new direction for his education.

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What to Expect

The Individuals with Disabilities Education Act (IDEA) requires that all children being considered for special education be evaluated in an individualized and nondiscriminatory way. Individualized tests are those that are given to your child alone with the test giver, rather than in a group. Nondiscriminatory tests are those that are known to be fair (or valid) when given to children of the same background as your child and are given in your child’s primary language or method of communication. IDEA also says that the evaluation will be done at no cost to you.

Below are some answers to common questions about a special education evaluation.

• When is the evaluation done?
• Who does the evaluation?
• What are the steps?

When Is the Evaluation Done?

The initial special education evaluation must be done within 60 school days after the referral or request has been made. A child already receiving special education and related services must be reevaluated at least every three years. The reevaluation can take place sooner, if you or the school staff makes a request.

Who Does the Evaluation?

The evaluation is conducted by a group of individuals ? including you. This group should include:

• You, as the parent or guardian
• At least one of your child’s general education teachers
• A special education teacher or special service provider related to your child’s area of need (such as a speech/language therapist, physical therapist, occupational therapist)
• Someone from the school district who is qualified to provide or supervise special education services within the school
• Someone who is qualified to explain the test results and what the results mean to your child’s education and/or an interpreter, if you feel you need one
• Any person with special knowledge of your child or expertise in an area that would be helpful in understanding your child
• Your child, if you and the other team members believe this is appropriate

What Are the Steps?

1. Gather information.
2. Decide if the child has a disability and is in need of special education and related services.
3. Develop the child’s Individualized Education Program (IEP).

When gathering information about your child’s learning needs, a variety of measures must be used to decide whether your child has a disability or needs special education services. While there are no specific test or tests that are required, tests and measures should be selected based on your child’s strengths, weaknesses, and the suspected disability, and may include any of the following:

• Tests
  Your child may be given tests to assess how much she has learned or may learn in the future. Tests used in the evaluation are usually “standardized” in that they are given in the same way to everyone. Tests may also be “norm-referenced,” meaning that your child’s test results may be compared to other children of the same age or grade. ?
• Observations
  Your child may be observed at school, at home, or in the community. These observations should show how he typically behaves in ordinary situations and places. ?
• Interviews
  You, other family members, teachers, and other school staff may be asked to provide information about your child. Your child may also be asked about her interests or feelings about school. ?
• Medical Information
  A doctor, nurse, or other medical expert may be asked to provide information about your child’s health and well being.

Once information has been gathered about your child, you and the team will decide upon the best educational approach. team will decide upon the best educational approach.

Real Life Story: Follow the steps in one child’s special education evaluation.

Family Rights

Parents have a number of rights under the when it comes to their child’s evaluation process and . . when it comes to their child’s evaluation process and .

• Your child cannot be evaluated without your written permission.
  You must give written consent for your child to be tested before the team begins its evaluation. Allowing your child to be evaluated does not give the school permission to provide or take away special education services. ?
• You should be treated as an equal member of your child’s evaluation team.
  You know your child best and should be part of the evaluation process. There are many ways to participate, such as describing your child’s strengths, sharing your dreams and goals for your child, and expressing your concerns. ?
• You must be given a copy of the final evaluation report.
  You have the right to see all the information that is gathered about your child. You also have the right to have test results explained by a qualified person in the language you understand best. ?
• You are allowed to invite any person you want to the discussion of your child’s evaluation results.
  Many parents find it helpful to have someone they know at meetings, such as a family friend, relative, or an advocate from a local parent organization. Many parents also find it helpful to review a copy of the evaluation report to before the meeting takes place. ?
• You can have your child evaluated by professionals outside the school.
  This is called an independent evaluation. The independent evaluation must be considered in decisions about your child’s disability or educational needs.

For more information on the educational rights of children with disabilities, read our article on Family Rights.

Questions To Ask Before an Evaluation

In order for your child to receive the best evaluation and for you to feel comfortable with the results, there are a number of questions you should ask the team before your child’s evaluation. team before your child’s evaluation.

• Why do you think my child should be evaluated?
• What do you want to find out?
• What kinds of tests will you use?
• Are these tests fair to give to my child? How do you know?
• Will a translator be available to my child during testing (if needed)?
• In addition to tests, what other information will you use for the evaluation?
• How will I participate in the evaluation process?
• Who else will be involved?
• Where will the evaluation take place?
• Will my child be observed in class?
• How can we make my child comfortable with the evaluation?
• What can I do if I don’t agree with the results?

Assessment of Behavior Problems

If your child is having behavior problems in school, a functional behavioral assessment (or FBA) may be done to identify what triggers her behavioral problems and to set a direction for change. A functional behavioral assessment helps identify the purpose of your child’s misbehavior by observing her at different times and places. Once the purpose of her behavior is better understood (for example, is she trying to tell us something or does she want attention?), ideas for changing the school setting or teaching your child new ways of doing things are considered. These positive strategies may be written into your child’s as a behavioral support plan. as a behavioral support plan.

To find out more about understanding challenging behavior, read Challenging Behavior in Children.

Real Life Story: Read the story of one child’s functional behavior assessment.

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Using Evaluation Results

There are two steps that may follow an evaluation. First, the team that evaluates your child will offer their recommendation about whether your child has a disability, and if so, whether your child’s disability requires special education and related services.

If your child has a disability and needs services to progress, the second step will be to develop your child’s . This will involve decisions about what, how, when, and where your child will receive services and supports. You have the right to participate in these decisions about your child’s educational placement and instructional goals. . This will involve decisions about what, how, when, and where your child will receive services and supports. You have the right to participate in these decisions about your child’s educational placement and instructional goals.

If you disagree with your child’s evaluation, you should talk with the other team members about your concerns. Don’t sign the documents if you do not agree with the recommendations. If the disagreements cannot be resolved by talking directly with the other team members, you are entitled to have your concerns heard by an impartial person. You can begin this process by putting your concerns in writing to the team. The team will first work with you to resolve differences, but if agreement cannot be reached through negotiation, the team will bring in an impartial hearing officer who is registered with your state.
documents if you do not agree with the recommendations. If the disagreements cannot be resolved by talking directly with the other team members, you are entitled to have your concerns heard by an impartial person. You can begin this process by putting your concerns in writing to the team. The team will first work with you to resolve differences, but if agreement cannot be reached through negotiation, the team will bring in an impartial hearing officer who is registered with your state.

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