Copy of The IEP Process-2

Step 2 in the special education process is assessment. The school district is required to provide a comprehensive educational evaluation which determines:

  1. Whether your child has disabilities as defined by the IDEA.  Click here to see a list of those disabilities; AND,
  2. What the content of your child’s educational program should be, including information related to enabling your child to be involved in and make progress in the general education curriculum, or for preschool children, to participate in appropriate activities.

This is probably the most important part of the IEP process, as it helps the team understand the child’s strengths and weaknesses.  Know this step!

What is a comprehensive evaluation plan?

The school district must assess your child in all areas of suspected disability as defined by the IDEA. These assessments must be done at least every three years (commonly known as the “triennial”) but more often if there has been a change in skills (e.g. improvement or regression), during times of transition (e.g. when the child is transitioning to kindergarten), or when a parent requests evaluation. Evaluations cannot be done more than once a year.

Do the assessments serve as a medical diagnosis of my child?

No. The assessments performed by the school district are not intended to diagnose a child.  They are intended to determine whether the child has a disability as defined by the IDEA; however, if the school district believes that a medical evaluation by a licensed physician is needed as part of the evaluation to determine whether a child suspected of having a disability that meets the eligibility criteria of a category under the IDEA, the school district must ensure that this medical evaluation is conducted at no cost to the parents.

What assessments should be in a comprehensive evaluation plan?

For most children who have had epilepsy surgery, there can be many areas of suspected disabilityEach area of suspected disability requires its own assessment and many assessments may address different disabilities.

For example, after hemispherectomy, hemispherotomy, hemicorticectomy, or other hemispheric disconnection procedures, or partial disconnections such as temporo-parietal-occip the assessments which should be performed at least every three years (and sometimes annually if, for example, the child has had regression due to return of seizures or has developed hydrocephalus) are:

BASIC HEALTH Assesses the child’s visual acuity, cortical vision impairment, auditory acuity, auditory processing challenges, and collects information for a seizure plan and hydrocephalus symptom awareness plan. This assessment is often performed by the school nurse.  Area of suspected IDEA disability assessed:  Other Health Impairment; Visual Impairment; Hearing Impairment; Orthopedic Impairment
PSYCHO-EDUCATIONAL Assesses the child’s academic skills in pre-reading/reading, math, and writing, including oral expression, listening comprehension and written expression. This assessment is performed by the school psychologist. Area of suspected IDEA disability assessed: Specific Learning Disability ; Intellectual Disability; Developmental Delay
 NEUROPSYCHOLOGICAL Assesses the cognitive functions impacted by the disconnection surgery. Aspects of cognitive functioning that are assessed typically include attention/concentration, language processing, visuo-spatial perception, verbal learning and memory, visual learning and memory, speed of processing, sensory-perceptual functions, motor speed and strength, motivation/symptom validity, orientation, learning, memory, intelligence, language, visuoperception, and executive function. This evaluation is very different than the psycho-educational evaluation performed by the school psychologist because it is more detailed in nature and focuses on how the child’s brain function affects his/her cognitive and behavioral function. Area of suspected IDEA disability assessed Autism; Specific Learning Disability; Intellectual Disability; Developmental Delay
 READING Assesses the child’s literacy/pre-literacy skills, including phonological awareness, phonemic awareness, vocabulary, comprehension, and fluency. Research after hemispherectomy shows that children often struggle with several domains of literacy skills while maintaining individual strengths.  This requires “flexible literacy instruction based on standardized assessments that analyze individual strengths that are used to generate intervention strategies.”1  These assessments should be performed by a Certified Reading Specialist or school psychologist and may sometimes be incorporated in the educational evaluation, the neuropsychological evaluation, or the psycho-educational evaluation. Areas of IDEA disability assessed: Specific Learning Disability; Intellectual Disability; Developmental Delay
 CENTRAL AUDITORY PROCESSING Assesses the remaining hemisphere’s ability to localize, lateralize, and discriminate sounds and recognize patterns. Research on children post-hemispherectomy indicates difficulties with, for example, dichotic listening and speech in noise. Assessments should include speech in quiet, speech perception in noise, filtered sound, and dichotic listening. Only audiologists can diagnose central auditory processing disorders. The child must be at least seven years old for most assessments and have an IQ of approximately 80 to participate in most central auditory processing assessments.  (Click here for guidelines on central auditory processing assessment from the American Academy of Audiology and here for a description of auditory processing assessment and related classroom challenges from the Educational Audiology Association.) Should be part of the health assessment. Area of IDEA disability assessed: Hearing Impairment
 FUNCTIONAL VISION ASSESSMENT Assesses how the child uses vision (limited by the homonymous hemianopsia caused by the surgery and other cortical vision impairment which may be a result of the underlying condition which caused the seizures) in everyday life and identify areas of concern in safety, navigation, and reading, for example. After hemispherectomy, components should include: 1) visual acuity; 2) field of vision; and 3) contrast sensitivity.  This assessment is usually performed by the Teacher for the Visually Impaired. Parents and school districts should understand that homonymous hemianopsia is a type of cortical vision impairment. The Perkins School for the Blind gives a great summary of how homonymous hemianopsia affects a child in school here. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her Visual Impairment.
ORIENTATION AND MOBILITY Assesses how homonymous hemianopsia affects the child’s ability to travel safely both indoors and outdoors, with or without assistance, in static and dynamic environments, and consider sensory, navigational, visual, and mobility skills. This is typically performed by a Teacher of the Visually Impaired and may be included in the functional vision assessment above or may be a separate assessment. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her Visual Impairment.
 SENSORY Assesses the sensory integration processes that underlie learning and behavior.  Children after hemispherectomy and similar disconnective surgeries require a comprehensive evaluation of their sensory needs, including proprioception, self-regulation and self-modulation. Hemispherectomy surgery removes the somatosensory cortex of one side of the brain, which can result in sensory processing issues.  This assessment is usually performed by an occupational therapist. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her various disabilities under the IDEA.
 GROSS AND FINE MOTOR Assesses the child’s locomotor skills and object control, specifically in the areas of fine manual control, visual-fine motor skills, body coordination, ambulation, balance and vestibular reflexes as well as strength and agility. This assessment is typically performed by the school’s physical therapist. Area of IDEA disability assessed: Orthopedic Impairment; Developmental Delay; Specific Learning Disability (e.g. dysgraphia)
 SPEECH AND LANGUAGE Assesses the child’s speech, articulation, spoken/non-spoken language, pragmatics, and communication skills. This assessment is typically performed by a speech pathologist. Area of IDEA disability assessed: Speech and Language Impairment;  Developmental Delay
ASSISTIVE TECHNOLOGY Assesses what aids and devices can help the child access to curriculum, and to minimize the academic demands on the child via these resources if possible so as to free up cognitive resources for richer learning. This assessment is typically performed by a certified assistive technology professional. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her disability.
AUGMENTATIVE ASSISTIVE COMMUNICATION Assesses what aids and devices can help improve the child’s communication. This is not limited to non-verbal children only. Communicative competence can be a struggle even for those who speak. This assessment is typically performed by a certified assistive technology professional or speech-language pathologist. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her disability.
ADAPTIVE PHYSICAL EDUCATION Assesses the child’s ability to participate in the school’s physical education program and access the school environment, especially related to health and well-being as well as functional gross motor skills training in relation to mobility and play, endurance and conditioning programs for physical fitness, balance, body awareness, environmental adaptations, accommodations, and adaptive techniques. This assessment is typically performed by a certified adaptive physical education therapist. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her disability.
FUNCTIONAL BEHAVIOR Assesses the purpose/reason for behaviors displayed by children with cognitive or communication challenges and addresses whether this behavior affects his/her learning of the learning of others. This assessment includes a parent questionnaire and is usually completed by the school psychologist or behaviorist. Purpose: Used to evaluate the content of the child’s individual education program as related to his/her disability.
EDUCATIONALLY RELATED MENTAL HEALTH ASSESSMENT Assesses whether the child’s disability may be serious enough to warrant special mental health and therapeutic interventions to enable him to make friends and socialize appropriately. Purpose: Area of IDEA disability assessed: Emotional Disturbance

 

Click here for an example of what assessments should be performed after hemispherectomy.

How To Request A Comprehensive Educational Evaluation

Click here for a sample letter to request a comprehensive evaluation evaluation after hemispherectomy surgery. Although it contains more information than would typically be included in a request letter, the information is important so that school district personnel understand the complexity of the functional impact the procedure has on the child. Feel free to delete the assessments that your child does not need or is too young to complete (e.g. not all children will need a mental health assessment; central auditory processing assessments may be difficult for a child less than 7 years old).

IEP Tip: If you add a sentence which says that your signature on the letter constitutes consent to evaluate, the clock will immediately start ticking to assess the child.

What If The School Does Not Assess In All Areas Of Suspected Disability?

A school district must assess a child in “all areas of suspected disability.”  If they do not have on staff the appropriately credentialed person to perform any of the assessments, they must hire someone to perform the assessment. “We don’t do that here” is not a valid response to a parental request for assessment.

If your child was assessed in some areas, but you now realize that other assessments are needed, you do not need to let the school assess your child in those areas. The school only gets “one bite at the apple” (See this letter from the U.S. Department of Education which addresses this issue.) You can request an independent educational evaluation (see below) in the areas that were not assessed.

What If The School’s Assessments Were Inadequate or Incorrect?

If you disagree with the school district’s assessments (for example, they were inadequate or incorrect), you need only tell the district that you disagree with them and request an independent educational evaluation.

How To Get An Independent Educational Evaluation

You can request an independent educational evaluation (IEE) by simply stating that you disagree with the school’s assessment(s). Similarly, if you have reviewed the assessments and disagree with their conclusions, testing methods used, or other areas, you may also request an IEE for those assessment areas.

You get to choose the independent evaluator subject to the school’s requirements for assessors. You are not required to choose only from their list of approved assessors. Understand, however, that if the school district pays for the independent educational evaluation, they are entitled to see that evaluation even if you disagree with the results therein. 

If the school district refuses to provide you with an IEE, they must file due process against you to defend their evaluation.

Take a moment to watch this video.  It does a great job of explaining how to ask for an independent educational evaluation.

Private Assessments

If you can afford to have your own private assessments done, or have insurance that will cover the assessments, you should have them done. Federal law requires school districts to consider private assessments.

Tip: The assessments are arguably the most important part of the IEP process.  Understand the various assessments that are needed. If you can afford to pay for any assessment to be performed by a private evaluator, this is where to spend your money. Be sure to ask the private evaluator to include intervention strategies and recommendations for the supplementary aides and services your child should have at school.

 

Step 3 – Identification