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Special Education

The Special Education Referral Process: Determining Special Service Eligibility for Students with Emotional and Behavioral Disorders Joe Abercrombie & Dave Miner EDLA 608 July 2004. Special Education. 1. Issues related to students with emotional and behavioral disorders (EBD)

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Special Education

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  1. The Special Education Referral Process: Determining Special Service Eligibility for Students with Emotional and Behavioral DisordersJoe Abercrombie&Dave MinerEDLA 608July 2004

  2. Special Education • 1. Issues related to students with emotional and behavioral disorders (EBD) • A. The impact of behavior problems in the typical school setting • > discipline problems (Rose & Gallup, 2002) > teacher assualts (Kaufman, et al, 1998) > teacher time spent on discipline (Cotton, 1992)

  3. Special Education • B. Teachers lack management skills > elementary teachers report deficits (Schumm & Vaughn, 1995) > EBD students spend majority of school day outside regular education (U.S. Department of Education) > teachers are overburdened with standards testing (Sachs & Cheney, 2000)

  4. Special Education • C. Dismal futures for EBD students > most don’t graduate (Carson, Sitlingtom & Frank, 1990) > poor employment futures and high incarceration rates (Wagner, 1993)

  5. Special Education 2. EBD defined > Individuals with Disabilities Education Act (PL-105-17, 1997) > excludes socially maladjusted student (Garbino, 1999) • Identifying EBD students > Local Education Agency – Child Find System > Public awareness > Pre-referral activities

  6. Special Education • 4. Referral for Special Education services > evaluation team (IEP) > duties of IEP team 5. Evaluation and Eligibility Requirements > purpose of evaluation > written notice and consent > process

  7. Special Education • 6. State Eligibility Criteria > EBD handout review > IEP determines eligibility > IEP team develops service plan

  8. So What ?

  9. Once Upon a Time

  10. Similarities in the referral process • Not properly identified • Treated like all the other engines • Matter of time until it blows up. • Back to the beginning • Problem still not identified correctly.

  11. Personal Experience • List the names of any student you have taught that may have had “EBD” • Had they been identified, referred? • Had you been informed of the students condition? • Did any “situations” occur? • What action was taken? • Were you familiar with the law?

  12. Implications For Administrators • Preparing and Supporting Staff • Knowledge • Time • Staff-Development

  13. “It is up to the principal to prepare the school and the staff for inclusion, and to provide the backing, in both resources and commitment, to make it succeed” Bateman, D. (2002) ERIC Digest.

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