Professional Documents
Culture Documents
Birth
to
5
years
Knowledge
in
wide
range
of
disabilities
Speech-language
members
Birth
to
5
years
Knowledge
in
wide
range
of
disabilities
Speech-language
Intellectual
Behaviour
concerns
Work
in:
Children's
homes
Separate
classrooms
General
education
classes
School Psychologist
School Counselor
School Nurse
Educational Interpreter
Occupational Therapist
Physical Therapist
Paraeducator
Work
under
direction
of
teacher
to
help
in
delivery
of
services
for
students
with
disabilities
Wide
variety
of
tasks
Tutor
reading
Accompany
student
with
emotional
disability
from
class
to
class
Personal
assistant
Parents
Most
important
Inform
you
of
students'
life
outside
school
Listen
without
judgment
and
account
for
their
perspectives
Rehabilitation Counsellor
Help
students
find
and
keep
appropriate
employment
after
high
school
completion
Community
agency
setting
Help students who better understand or cope through use of art or music
Audiologist
Inclusion Facilitator
Language Interpreter
Help
facilitate
communication
with
student
and
family
whose
native
language
is
not
English
Technology Specialist
Evaluates
whether
student
with
disability
needs
technology
support
and
what
type
Technology Specialist
Evaluates
whether
student
with
disability
needs
technology
support
and
what
type
New
school
position
Screening
Parents' Rights
Assessment Components
Assessment Procedures
Parent participation
Professionals
working
with
student
meet
at
least
once
a
year
with
parents
to
review
IEP
Update
information
Review
progress
Set
new
goals
Can
be
amended
rather
than
rewritten
during
year
Three-Year Reevaluation
Parents
Special
education
teacher
General
education
teacher
School
district
representative
( e.g.
principal,
school
psychologist,
special
education
coordinator)
Individual
who
can
interpret
results
of
any
evaluations
( e.g.
school
psychologist,
psychometrist)
Representatives
from
outside
agencies
providing
transition
services
( for
children
16+
years)
Student
( unless
very
young)
Other
individuals
with
knowledge
or
expertise
related
to
the
student
( e.g.
paraeducators)
Exceptions
to
IEP
composition:
Team
member
submits
information
in
writing
if
attendance
is
not
16+
years)
Student
( unless
very
young)
Other
individuals
with
knowledge
or
expertise
related
to
the
student
( e.g.
paraeducators)
Exceptions
to
IEP
composition:
Team
member
submits
information
in
writing
if
attendance
is
not
necessary
Annual Goals
May
address
academics
as
well
as
social
and
behaviour
domains
and
self-help
skills
Only
required
in
areas
of
education
affected
by
disability
Goals
lead
team
to
decide
which
special
education
and
related
services
student
needs
Assistive
Technology
E.g.
Smartboard
State and justify extent to which student will not be in general education
E.g. student takes test in small group instead of with entire class
E.g. Smartboard
State and justify extent to which student will not be in general education
E.g.
student
takes
test
in
small
group
instead
of
with
entire
class
E.g.
extra
time
Or
if
testing
not
appropriate,
statement
why
and
outlining
alternate
assessment
E.g.
portfolio
of
work
gathered
across
school
year
Age of Majority
Usually
18
Rights
parents
have
transfer
to
child
Student
informed
>1
year
before
transfer
of
rights
and
what
the
rights
are
Measurement of Progress
Other Considerations
General
education
>
resource
class
>
separate
class
>
separate
school
>
residential
facility
>
home
or
hospital
General Education
Resource Class
Separate Class
Separate School
Separate Class
Separate School
Residential Facility
Dispute Resolution
Mediation
No
cost
to
parents
Impartial
professional
meets
with
each
party
to
try
to
find
resolution
Does
not
make
decision
but
helps
find
workable
solution
Legally
binding
document
specifying
resolution
signed
by
all
parties
Mediation
No
cost
to
parents
Impartial
professional
meets
with
each
party
to
try
to
find
resolution
Does
not
make
decision
but
helps
find
workable
solution
Legally
binding
document
specifying
resolution
signed
by
all
parties
Due
process:
clear
set
of
procedures
for
making
all
critical
decisions
part
of
special
education
Parents
make
formal
complaint
against
school
district
Impartial
hearing
officer
appointed
by
state
special
education
official
Eventually
issues
written
decision
based
on
evidence
provided
and
testimony
of
witnesses
If
either
party
disagrees
with
decision
it
can
be
appealed
to
state-level
review
hearing
officer
Either
agrees
with
initial
decision
or
overturns
it
After
that
either
party
can
still
take
the
issue
to
court
Balancing
desire
to
assist
colleagues
and
students
who
struggle
( but
who
have
not
been
identified
as
having
disabilities)
with
their
other
responsibilities
Making
sure
RTI
does
not
inadvertently
lead
students
with
limited
English
proficiency
to
being
identified
as
having
disability