Posted: January 3rd, 2024

The special education process can be overwhelming for both parents and educators

The special education process can be overwhelming for both parents and educators. For example, differentiating between IFSPs, IEPs, and 504s can be difficult. The classroom teacher is a member of the interdisciplinary team, and it is important for the teacher to have a general understanding of IFSPs, IEPs, and 504s. The interdisciplinary team includes the grade level teacher, special education teacher, district representative, school psychologist/specialist, the parents, and the student (when it is appropriate).

For this assignment, create a 12-15 slide digital presentation for an upcoming professional development.

Get custom essay samples and course-specific study resources via course hero homework for you service – Include the following in the presentation:

Explanations of IDEA, IFSPs, IEPs, and 504 plans and how they differ from each other.
General processes for special education identification, including Child Find, parent referral, and school referral.
Roles family, the school, and/or district faculty and staff play in identification, support, and reporting, as well as the meaning of service delivery.
Methods of communication with families regarding the process of special education identification.
A title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly references.

Prepare this assignment according to the guidelines found in the Ace homework tutors – APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Slide 1:
Title: Understanding Special Education: IFSPs, IEPs, 504 Plans, and the Identification Process
Slide 2:
IFSPs (Individualized Family Service Plans)
For children ages birth to 3 who qualify for early intervention services due to developmental delays or disabilities (IDEA Part C) (Center for Parent Information and Resources, 2022)
Created by a team including parents and early intervention specialists to outline goals and services to support the child’s development (Center for Parent Information and Resources, 2022)
Services may include speech, physical, or occupational therapy (Center for Parent Information and Resources, 2022)
Slide 3:

IEPs (Individualized Education Programs)
For students ages 3 to 21 who qualify for special education services due to a disability that impacts learning (IDEA Part B) (Center for Parent Information and Resources, 2022)
Created by an IEP team including parents, teachers, and other specialists to outline goals, accommodations, services, and placement (Center for Parent Information and Resources, 2022)
Services may include specialized instruction, related services, accommodations, transportation (Center for Parent Information and Resources, 2022)
Slide 4:
504 Plans
For students with disabilities who are protected under Section 504 of the Rehabilitation Act but do not qualify for or need special education services under IDEA (Center for Parent Information and Resources, 2022)
Created by a 504 team including parents and school staff to outline accommodations and services to ensure equal access to the learning environment (Center for Parent Information and Resources, 2022)
Accommodations may include extra time on tests, note-taking assistance, seating accommodations (Center for Parent Information and Resources, 2022)
Slide 5:
Child Find
School districts have an obligation under IDEA to identify, locate, and evaluate all children who may have disabilities (Center for Parent Information and Resources, 2022)
Screenings may be conducted by teachers, nurses, or other specialists to check development and identify potential delays or disabilities (Center for Parent Information and Resources, 2022)
Slide 6:
Parent Referral
Parents who suspect their child may have a disability impacting learning or development can refer their child to be evaluated for special education eligibility (Center for Parent Information and Resources, 2022)
Parents provide written consent for evaluations to be conducted (Center for Parent Information and Resources, 2022)
Slide 7:
School Referral
Teachers or other school staff who observe learning or behavioral concerns can refer a child to be evaluated through the student support team process (Center for Parent Information and Resources, 2022)
Observations and data are collected to determine if evaluations are needed (Center for Parent Information and Resources, 2022)
Slide 8:
Roles and Responsibilities
Families share information about the child’s development and participate in the IEP/504 process (Center for Parent Information and Resources, 2022)
Teachers implement IEP/504 accommodations and monitor student progress (Center for Parent Information and Resources, 2022)
Related service providers like speech therapists deliver specialized instruction (Center for Parent Information and Resources, 2022)
Administrators ensure legal compliance and provide program supports (Center for Parent Information and Resources, 2022)
Slide 9:

Service Delivery Models
Inclusion – students receive services within the general education classroom (Center for Parent Information and Resources, 2022)
Pull-out – students receive services outside of the general classroom for part of the day (Center for Parent Information and Resources, 2022)
Self-contained – students receive the majority or all of their instruction outside of the general classroom (Center for Parent Information and Resources, 2022)
Slide 10:
Communicating with Families
Hold parent-teacher conferences to discuss progress and share evaluation results (Center for Parent Information and Resources, 2022)
Send home quarterly IEP/504 progress reports (Center for Parent Information and Resources, 2022)
Maintain open communication through notes, emails, phone calls regarding student performance or needs (Center for Parent Information and Resources, 2022)

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