After reading this chapter, check to make sure you know:

HOW ARE EXCEPTIONAL STUDENTS INITIALLY IDENTIFIED?

• Individuals with severe disabilities or physical/sensory impairments are usually identified before they start school. (p. 36)
• Early screening programs are available for preschool children. Preschool children with mild disabilities usually have speech or language problems. (p. 36-37)
• Most children are identified as having a disability when they begin to deviate from their classmates either academically or behaviorally. (p. 37)

WHAT IS THE PRE-REFERRAL AND REFERRAL PROCESS?

• The pre-referral process, partially a result of the Regular Education Initiative, involves both assessment and intervention. (p. 38)
• Pre-referral assessment procedures include observation, criterion-referenced testing, curriculum-based assessment, and error analysis. (p. 41-44 )
• The decision to refer a student for special education should not be made lightly, because the referral itself often results in the student being identified as having a disability. (p. 44)

HOW DO STUDENTS BECOME ELIGIBLE FOR SPECIAL EDUCATION?

• IDEA 04 identifies ten categories of disability for which a student can receive special education services. (p. 45-46)
• A disability must adversely affect educational performance. Lack of instruction in reading or math, or limited English proficiency, cannot be a primary determinate of the disability. (p. 46)
• The process of labeling children has been criticized particularly for those from culturally and linguistically diverse backgrounds. (p. 46)
• Some definitions and eligibility criteria for categories are subjective. Students in the same category often have a variety of characteristics. Additionally, students in different categories may share characteristics. (p. 48)
• Most students with mild disabilities are identified by the use of standardized tests such as intelligence or achievement tests. (p. 48)

HOW IS AN EXCEPTIONAL STUDENT'S EDUCATIONAL PROGRAM DEVELOPED?

• Beginning at age 3, an individualized education program (IEP) is required. (p. 52)
• The IEP team includes, among others, a special education teacher, a general education teacher, the parents, a representative of the local education agency, and the student. (p. 52)
• IDEA 04 identifies eight components of an IEP including involvement in the general education curriculum, participation in regular assessments, and interaction with students without disabilities. (p. 52-54)
• For infants and toddlers, an individualized family service plan (IFSP) is required. (p. 54-56)
• IDEA 04 requires placement in the least restrictive environment. (p. 56)
• Deno's Cascade of Services was an early model of the continuum of available services. (p. 56-57)
• Many professionals feel all students should be included in general education, although the pros and cons of inclusion have been debated. (p. 58-60)