Eligibility determination is a collaborative process between the school educational team and the parents or guardians of a student having academic or behavioral difficulties in the school setting. The eligibility determination process includes data collection and the review of anecdotal records and/or diagnostic assessments. The eligibility determination process also includes the identification of student strengths, educational needs, and present levels of performance in school.
Before the eligibility meeting, a Domain meeting is held to determine if or what additional information is needed to assist in determining special education services. Eight domains are considered: Health, Vision, Hearing, Social/Emotional Status, General Intelligence, Academic Performance, Communication Status, and Motor Ability. At the Domain meeting, the educational team and the parents of the student determine what additional information is needed and how that information will be obtained. The information collected in each domain area will depend on the needs of the student and what information is already available. Within 60 days of parental consent to obtain additional information, an eligibility determination meeting is conducted.
If it is determined by the team, that the student has a disability or multiple disabilities, an Individual Education Program (IEP) is designed.
Following are the categories for which a student is determined to be eligible for special education services:
• Autism
• Deaf-Blindness
• Deafness
• Emotional Disability
• Hearing Impairments
• Cognitive Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disability
• Speech or Language Impairment
• Speech-Language Pathology Services
• Traumatic Brain Injury
• Visual Impairment
An IEP meeting occurs annually to review the student's present levels of performance and plan for the upcoming school year. Every three years, the team conducts a Domain meeting and an eligibility determination to decide whether the student continues to need special education services.
Individualized Education Program (IEP)
Once a student is determined to be eligible for special education services, an Individual Education Program (IEP) is developed outlining the supports and services to be provided in school. The development of the IEP occurs at a conference and is a collaborative process. The IEP team consists of the parents of the student, the student, where appropriate, at least one special education teacher, at least one of the student's current general education teachers, a representative of the local educational agency who is qualified to supervise the provision of specially designed instruction, an educational professional trained to interpret the instructional implications of diagnostic assessment results, and any other individuals who have knowledge or special expertise regarding the student. Placement in the least restrictive environment requires that, to the maximum extent appropriate, students with disabilities ages 3 through 21 are educated with students who are not disabled. Removal from the regular education environment should occur only if the IEP team determines that the nature or severity of the disability prevents the student from receiving a satisfactory education in the regular classroom, even with supplementary aides and services.
The IEP must include:
• A statement of the student's present levels of educational performance including specific details explaining "how the student's disability affects his or her involvement and progress in the general curriculum..."
• A statement of measurable annual goals and short term objectives or benchmarks.
• A statement of special education and related services to be provided.
• A description of the supplementary aides and services to be provided and any extra modification or accommodations needed in order for the student to access the general education curriculum.
• A statement of any individual modifications in the administration of the state or district wide achievement testing program needed in order for the student to participate.
• If it is determined, by the IEP team, that the student will not participate in the state or local assessments, a statement of why the assessment is not appropriate for the student and what type of alternate assessment will occur.
• If the student is 14 years or older, a statement of transition services and goals.
• At least one year before the student reaches the age of majority under the state law, a statement that the student has been informed of his or her rights.
• A statement of how the student's progress will be measured and how the student's parents will be regularly informed of progress toward annual goals. Parents must receive progress reports at least as often as their non-disabled peers receive grades.
• For students who demonstrate behaviors that impede on his or her learning or that of others, a behavior management plan that consist of positive behavior interventions, strategies and supports to address the behavior.
• Documentation of consideration of the primary language needs of the student, the need for instruction in Braille for the blind or visually impaired, the communication needs of the student, and the need for assistive technology devices and services.
Parents can request a meeting any time to review the IEP and make any needed changes as determined by the team as a whole.
View the following ISBE website for additional information and to view A Parent's Guide - The Educational Rights of Students with Disabilities.
http://www.isbe.state.il.us/spec-ed/html/parents.htm
