Special Education Process
Is your child Eligible for Special Education Services? When parents or educators notice that a child might need additional support, they can refer the child for possible eligibility for special education. This page offers specific resources to help you through the beginning steps of the Special Education Process.
- Referral ⁄ Evaluation ⁄ Eligibility
- Individualized Education Program ⁄ Individual Family Service Plan - The Individualized Education Program (IEP) describes the special education and related services designed to meet the unique needs of a child with disabilities. Parents, school personnel, and often the student receiving special education services develop the IEP jointly. This page provides resources to help develop an effective and appropriate IEP.
- Instruction & Monitoring - Once a student has an IEP, instruction can begin. This page provides information and resources to help you monitor your child's instruction and progress to ensure that the instructional plans outlined in the IEP are followed.
You may also want to visit the FAQ about Special Education.
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Description: Decision Tree: How to Assist and Support Students through Interventions - When a parent, teacher, another person, or a school-based team thinks a student has a health condition, learning difficulty, or other challenges that are affecting the student’s ability to learn, the school should take a proactive approach to determine the type of support and/or services that will help meet the student’s needs. This could be a range of informal and/or formal services provided by one or more of...
Description: Manifestation Determination Reviews (MDRs) Toolkit - PEATC has developed another Toolkit to help parents navigate complex special education processes. An MDR is a process used when a student with an IEP has violated the Student Code of Conduct at their school and a change in placement is being considered. The MDR review determines whether the student’s behavior is a manifestation of their disability. If it is, then certain protections under IDEA apply for that student. Our toolkit provides...
Description: Special Education Acronyms and Terms Guide (English & Spanish) - Navigating the world of special education can be overwhelming, especially with all the jargon and acronyms that come with it. To help you better understand and advocate for your child, PEATC is excited to share our Special Education Acronyms and Terms resource document in English and Spanish! This guide is designed to simplify the language of special education, breaking down key terms and acronyms into clear,...
Description: The Virginia Department of Education's (VDOE's) Department of Special Populations has recently released Understanding the Special Permission Locally Awarded Verified Credit (SPLAVC) Accommodation for Students with Disabilities one-pager resource for families. In this resource, you will find answers to the following questions: What is the SPLAVC? To whom is the SPLAVC available? How do I know if my high school-aged youth is learning through an accommodated or...
Description: Factsheet for Virginia’s Parents Least Restrictive Environment (LRE) in Early Childhood Programs - Least Restrictive Environment (LRE), refers to the federal Individuals with Disabilities Education Act (IDEA) requirement that “children with disabilities not be placed in special classes or separate schools unless the nature and severity of their disability is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily.”...
Description: Free Appropriate Public Education (FAPE) - A Resource Document - The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities are provided a free appropriate public education, referred to as FAPE. FAPE is also required under Section 504 of the Rehabilitation Act of 1973. In Virginia, FAPE is an important legal right for students with disabilities, ages 2 through 21, receiving services under these two laws. This document defines FAPE, explains what FAPE requires...
Description: PE helps children learn about how their body moves and prepares them to be physically active and healthier for life. In Virginia, PE is required by law for all kindergarten through 10th-grade students. This includes students with disabilities. If the IEP team decides the student requires PE beyond the 10th grade, the school division must provide the service. As parents, you can make this request to the team.
Description: Parental Consent in Special Education: A Fact Sheet for Virginia Families - As a parent or guardian of a child with a disability, it's important to understand your rights and responsibilities regarding parental consent in the special education process. Virginia has very strong consent provisions in its Regulations Governing Special Education Programs for Children with Disabilities in Virginia. For complete information, see regulatory section 8VAC20-81-170. This Fact Sheet includes; What is...
Description: Call PEATC (703-923-0010) for free and confidential help with your special education & disability questions. PEATC's help is now available in over 300 languages!
Description: Understood Explains - Listen as their experts unpack IEPs this season. Learn everything from IEP basics to specific tips for managing behavior and academics. Understood Explains covers one important topic each season related to learning and thinking differences.
Description: Student Rubric for IEP Participation - This rubric is simply a tool that can help you figure out what you already know and don’t know about the IEP process. The IEP process can get complicated, so this tool helps you know where you can focus your efforts so that you can be more involved in your education. It’s broken into 6 areas: IEP Awareness IEP Participation Knowledge of IEP Content Abilities and Disabilities Awareness Knowledge of Rights and Responsibilities Social and...
Description: In response to feedback and collaboration with the field, as well as to legislation passed by the Virginia General Assembly, the Virginia Department of Education (VDOE) has released the Video Guide to the Special Education Evaluation Process for Families as additional guidance to support accurate and consistent eligibility determinations and access to special education services across school divisions. These video modules will provide parents, families, and other stakeholders with a brief but...
Description: Age of Majority: Rights and Responsibilities - When a person reaches the age of majority they have legally become an adult. The Code of Virginia states “a person shall be an adult, shall be of full age, and shall reach the age of majority when he becomes 18 years of age” (Age of Majority, 1972). Until the age of majority, a person is considered a minor, and their parents or legal guardians are responsible for their rights and responsibilities. Some of these rights and...
Description: In the series of four videos, you can explore Student Involvement in the IEP process utilizing three of the I’m Determined Tools: The One-Pager, Good Day Plan, and Goal Plan. These videos provide instructions on how to use these tools to increase student involvement in the IEP process. Hear from Determinators and Youth Leaders who have used these tools and who have participated in their IEPs. Modules include: Session 1 - Overview Session 2 - The One-Pager Session 3 - The Good Day Plan...
Description: The Virginia Family’s Guide to Special Education is a revision of the former A Parent’s Guide to Special Education that was originally published in 2010. This new state guide was developed by the Virginia Department of Education (VDOE) to help those involved in special education, whether as families, teachers or school administrators, advocates, or students. Meeting the needs of children with disabilities requires an understanding of rights and responsibilities which include the...
Description: In Virginia, if your child is receiving special education services through an Individualized Education Program (IEP), you have an important right known as 'Partial Consent.' All school divisions in Virginia are required to accept Partial Consent. Here's how it works: When the school presents the IEP for your child, if you agree with some of the proposed items but have concerns or disagreements about others, you can give 'Partial Consent.' As a parent, you can initial or sign your name next...
Description: Building relationships with your students and their families is important at the start of any school year. Depending on what school looks like for you and your students this year, it may be more challenging to make those connections. But more than ever, partnering with families can help you support students, both academically and emotionally.
Description: Facilitated Individualized Education Programs (IEPs) Handout What is a Facilitated IEP? A voluntary process that may be requested when the Individualized Education Program (IEP) Team agrees that the presence of a neutral third party would assist in facilitating communication and problem-solving. Find this additional information on this handout: Who is a Facilitator? What can you expect from a Facilitator? When might you use a Facilitatr? How can a Faciitated IEP be requested?
Description: The Virginia Department of Education (VDOE) has recently developed a new resource for families whose children are being placed in a private day school by their Individualized Education Program (IEP) Teams.
Description: This Special Education Mediation Toolkit is a guide for helping parents in Virginia understand the Special Education Mediation Process for Dispute Resolution. Mediation is a dispute resolution process that can be less adversarial than filing an administrative special education complaint or filing for a due process hearing. Mediation is a tool that parents can use if they believe that their rights or their child’s rights have been violated under federal or...
Description: Transition IEP Checklist - This checklist is for parents to review when developing their child’s Transition IEP. The items in red are required under Regulations Governing Special Education Services in Virginia. Items not included in regulations are considered best practice. For more information, consult the regulations or contact PEATC at 800-869-6782.
Description: Brain Injury and Concussion Resources includes: RCPS Traumatic Brain Injury/Concussion Response Process - Flow Chart Concussion Symptoms and Accommodations CMT-1 CDC Concussion Signs and Symptoms CMT-2 RCPS Concussion Symptom Monitoring CMT-3 RCPS Concussion Notification to Teachers CMT-4 RCPS Concussion Academic Monitoring CMT-5 - Recommendations for Referral to Student Study Due to Long Term Symptoms CDC Traumatic Brain Injury and Concussions And more....
Description: PEATC's Transition to Adulthood Newsletter October 2022: School is back in session and fall has officially started! The change in seasons is always anopportunity to reset. It is also a good time to review your child’s IEP and to become familiar withthe transition plan in it. If you are having an IEP meeting, especially one relating to transition, make sure you and your child understand the role of each IEP team member. This includes the student, parents/guardians, special...
Description: Tips to prepare students with intellectual disabilities for college expectations - In this Grab and Go Practices, Think College focuses on three primary campus experiences college students needto be prepare for. Student may engage in these activities with little or no support from adults. These experiences include: Campus participation Academic preparation Personal responsibility Many skills students learn earlier in their education can be generalized to...
Description: The Virginia Assistive Technology, Tools, and Strategies (VATTS) Resources will guide the IEP team through the consideration and documentation process. These resources replace the previous versions of the AT Consideration and Resource Guide. VATTS: Consideration and Assessment Guidance Document (PDF) - Guidance for school divisions in the consideration and assessment of AT, including planning and implementing those services for students with disabilities. VATTS: Consideration...
Description: Guide to Transition for Families of Youth with Disabilities in Virginia - When young people move from high school to adulthood, a lot of things change. It’s an exciting but also stressful time and we want to help. The Guide is for families and students who want a one-stop resource on the many things related to transitioning from high school to adulthood in Virginia. The Guide provides important information about decisions that may need to be made for and with your child. Topics Include:...
Description: This booklet defines Special Education Terms (Birth to 22) as well as General Disabilty Terms.
Description: Digital Portfolio for Families - PEATC’s Digital Portfolio allows parents and guardians of individuals with disabilities the ability to organize personal, educational, medical, and legal information and documentation in a portable digital format. The portfolio provides users with easy access, reduced stress, no more binders, and less paperwork to store. Digital Portfolio for Military Families - PEATC’s Digital Portfolio for Military Families allows service members the ability to keep...
Description: Transition planning is used to describe the very intentional, organized and coordinated process of guiding young people with disabilities with education, experiences, supports and services to help them have successful and meaningful lives beyond high school. It is planning that begins with the end in mind. While IDEA mandates specific documentation of transition planning and services in the Individualized Education Program (IEP) for students with disabilities ages 16 and older, the mandated age...
Description: Transition to Adulthood Resources (PEATC) - As students who have IEPs get older and progress through school, his/her special education program is required to focus more intentionally on preparing that student for life after high school. In Virginia, this school transition planning must begin by age 14, but can begin even earlier. For students, and their families, the thought of TRANSITIONING from school services to the adult world can be overwhelming. Many are unsure of what is meant by...
Description: Video Module 1: Welcome and Introduction Video Module 2: Key Facts about Special Education Video Module 3: An Overview of the Student Support Process Video Module 4: The Special Education Process Video Module 5: The Role of the Family
Description: This series was designed to support the engagement of families in the special education process, share information, encourage advocacy skills, and foster collaborative home-school partnerships which positively impact student success. Created by a design team that included family and staff members, you can observe the journey of one family as they navigate their emotions, learn about special education, and make decisions. (The video is provided in Spanish with closed captions in English.)
Description: This self-paced tutorial has been developed for parents and professionals who are just beginning to learn about CVI. In this tutorial you will view interviews with parents, engage in web searches to expand your resources, and view presentations related to each module’s topic. Along the way, you will build an individualized action plan for your child to address Diagnosis Assessment Intervention Teamwork / collaboration IEP Development Advocacy This workshop is available in an...
Description: This One-Pager Library contains important information for families, including the difference between IEPs and 504 Plans, handling disagreements about your child's special education program, your Parental Rights and more.
Description: This includes recordings of webinar presentations and accompanying materials on a range of topics sponsored by Formed Families Forward (FFF) including: Back to School Improving Organization and Study Skills Screen-Savvy Parenting Collaborative Problem Solving with Agency Partners Special Education Eligibility And many more
Description: The Translating Evidence to Support Transitions (TEST) project has created a series of practice guides to increase the use and adoption of 3 research-informed practices for the transition planning of high school students with emotional behavioral disturbance (EBD) who receive special education services: student-led IEP meetings, community agency representation at IEP meetings, and concentrations of CTE coursework along career pathways. Supporting Student-Led Transition Planning for Students with...
Description: What are the keys to successful, student-centered IEPs? It starts with strong collaboration and communication among the entire team—administrators, teachers, parents and caregivers, service providers, and students. This team must also have access to accurate, up-to-date performance data throughout the IEP cycle. This informative infographic provides a quick reference to guide team members through each stage
Description: The VDOE's new resource, Understanding the Applied Studies Diploma (PDF) is here to assist families with understanding everything they need to know related to this specific diploma option. An accessible Word document version (Word) as well as an accessible Spanish Word document version (Word), is also available.
Description: Critical Decision Points for Families of Children with Disabilities - The Critical Decision Points for Families of Children with Disabilities guide was developed in order to assist families of children with disabilities with understanding keys to their children's academic success, as well as decisions that they will have to make throughout their children's careers in public education. Information is provided that will assist parents with understanding not only what decisions will need...
Description: The purpose of these guidelines is to provide resources and suggestions to enhance the provision of services to students who are deaf and hard of hearing in order to support their educational goals. These guidelines are written for special and general education administrators, teachers of students who are deaf and hard of hearing (referred to by Virginia teacher licensure regulations as HI teachers and generally referred to as teachers of the deaf and hard of hearing-TODHH), general educators,...
Description: Assistive Technology: An Overview - This module offers an overview of assistive technology (AT) with a focus on students with high-incidence disabilities such as learning disabilities and ADHD. It explores the consideration process, implementation, and evaluation of AT for these students (est. completion time: 2.5 hours).
Description: This webinar will introduce participants to the fundamental concepts of Self-Determination for students with autism and related disabilities. We will discuss how to teach these concepts, Power-Standards for IEP goals, how to include students in the IEP process, and other strategies for supporting students with developing their self-determination skills. The presenter will be accompanied by student members of a self-determination club. Self-advocates are encouraged to participate.
Description: The Individuals with Disability Education Act (IDEA) guarantees a free appropriate public education to all eligible children with disabilities. Refer to Evaluation & Eligibility for more information. The steps in the special education process include: Identification and referral Evaluation Determination of eligibility Development of an individualized education program (IEP) and determination of services Reevaluation There are timelines schools must follow for each step. Timelines...
Description: Virtual IEP Meeting Tip Sheets (A Collaborative Effort Across OSEP-Funded Projects) Virtual Meetings: Strategies, Tips and Resources (The Center for Appropriate Dispute Resolution in Special Education, CADRE) Resources for Families and Students (Progress Center: Promoting Progress for Students with Disabilities) IEP Accommodations During Distance Learning (Understood.org) Virtual Learning and Accommodations Guide (Assistive Technology Network of Virginia) How to Support Students in Virtual IEP...
Description: IEP Accommodations Than Can Work in Both In-Person and Virtual Settings - Distance learning brings new challenges to special education. One of the biggest challenges is how to implement accommodations for students who have an Individualized Education Program. Innovative thinking and an understanding of available tools can make accommodations work during distance learning. Plus, many of these online strategies and tools can help provide accommodations during in-person learning. The charts...
Description: Project Success offers research-based, targeted professional development and coaching for teachers, administrators, and paraprofessionals who support students with disabilities. By focusing on the expansion of inclusive practices and the integration of academic standards and functional skills, educators receive the support they need to be successful in improving student outcomes. Whether they are new to supporting students with disabilities or have decades of experience, Project Success meets...
Description: Resources for Families and Students - Family participation is an essential feature of the development and implementation of high-quality educational programming for students with disabilities. The Individuals with Disabilities Education Act (IDEA) mandates that families, and students when appropriate, participate in the development, monitoring, and the implementation of individualized education program (IEP). Although this participation is a legal requirement, collaborative partnerships between...
Description: Virtual Meetings: Strategies, Tips and Resources - Circumstances may prohibit participants from attending special education meetings in person. In these situations, technology allows one or all of the individuals to participate through the Internet or telephone. Many types of meetings can occur virtually, including IEP meetings, mediations, resolution sessions, and due process hearings. While each of these types of meetings is unique, virtual meetings share common traits and considerations....
Description: This resource was developed in response to requests from state and local educational agencies and parents about how to hold and participate in virtual individualized education program (IEP) meetings. While intended to meet a need during the current COVID-19 pandemic, we hope the content will have broader application. Contents: A Collaborative Effort Across OSEP-Funded Projects Virtual IEP Meetings: Technology Tips for All Participants Hosting Virtual IEP Meetings: Tips for Success Common...
Description: We are committed to reaching all families, including traditionally underserved families who face additional obstacles in accessing special education and disability services in Virginia. We strive to provide parents with the tools, information, and resources needed to effectively navigate special education and become their child’s best advocate.