IDENTIFICATION, REFERRAL AND EVALUATION
Identification and Referral
Your first contact with the school system may come about with the
"identification" of your child as a child with unique
needs. Identification is actually the process of bringing your
child to the attention of the school system and alerting them
that he or she may need some extra assistance. The child with a
disability need not be classified by disability through this
process, but merely reported as a child with a disability in need
of special education and/or related services. You may refer your
child yourself, or routine screening programs conducted by the
school, such as hearing or speech evaluations, may indicate a
need for referral. Teachers, community agencies and doctors are
other sources that may identify areas of development which
require special supports. In Georgia, there are Child Find/Child
Serve programs through the Georgia Learning Resource System
Centers (GLRS) which may also identify your child as needing
specialized services. While the burden has always been on the
school district to locate and identify children with
disabilities, the State now has the additional responsibility to
identify children with disabilities attending private schools as
well as those who are highly mobile, such as immigrant or
homeless children, who are in need of special education and/or
related services.
Evaluation
Once your child has been identified, you will be asked to sign a
consent form so that the school can test and evaluate your child
to explore areas in which your child needs extra assistance. This
consent is for evaluation only - not for placement. Formerly, you
were only asked to give consent for your child’s initial
evaluation, but you will now be asked for permission each time
your child will be evaluated. You must remember that a test is
only a reflection of what your child was able to do on one
particular day, on one particular test instrument for that
particular examiner. Tests generally can be used to show areas of
interest, strength or weakness, but no single test should be used
to determine your child's future or lifelong fate. The initial
evaluation must consist of procedures to determine whether a
child has a disability and to determine the educational needs of
such child. Federal regulations now encourage more parental input
by requiring that parents be included as members of the group
which reviews existing information about a child and determines
if additional data is needed. You may refuse to give consent for
an evaluation or may withdraw your consent at any time. It is
acceptable to agree to parts of an evaluation. If that is the
case, or in any event, you may mark on the form, cross sections
out, etc. to meet your child’s specific needs.
It is recommended that you immediately request a photocopy of any
consent forms which you sign, and keep it with your records. If
you do not give your consent and if the school system still
believes that it is in your child's best interest to be evaluated
for placement in a special program, they must notify you of their
intentions to conduct the evaluation. They must explain what
kinds of tests will be given, what experts will be consulted, and
what type of program they anticipate your child will need. The
school officials must also explain why they think the evaluation
is necessary and indicate what behavior or existing information
(school records, tests, etc.) they have to support their opinion.
The school may conduct an evaluation without your permission if
the child is enrolled in school and if an administrative law
judge, after reviewing all available information in a hearing,
decides that the evaluation is in your child's best interest.
With or without your permission, you can play a vital role in the
evaluation process. Prepare your own written evaluation of your
child's strengths, abilities, and interests, as well as the areas
that you feel may need special attention. Be sure you indicate
how you would build on your child's strengths, and describe the
situations in which learning seems best.
As you become more familiar with the process of educating a child
with special needs, you need to learn about testing and the
evaluation process. The evaluation process is frightening for
most parents of children with special needs. They know that their
child’s areas of weakness will be exposed for all the wold
to see. Testing can be used, however, in a positive way, to
measure your child’s progress, or a lack, thereof, and cause
consequent changes in the IEP to help him/her to learn better. It
can also be helpful in understanding the exact nature of your
child’s disability and how that affects his/her education.
Evaluation may be completed in each of the following areas:
A. Academic achievement
B. Speech/language development
C. Social skills
D. Intellectual abilities
E. Vocational or pre-vocational, if appropriate
F. Emotional condition and behavior
G. Motor skills
H. Sensory abilities - audiological, opthamological, optometric
Some of the areas which may be evaluated and the instruments
which may be used are described below.
A. Achievement Tests
Achievement tests are designed to measure the student's present
level of functioning in basic academic areas such as reading,
math, spelling, etc.
Some examples of widely used achievement tests are:
1. Wide Range Achievement Test 3 (WRAT-3)
2. Peabody Individual Achievement Test - Revised (PIAT-R)
3. Brigance Diagnostic Inventory of Basic Skills
4. Key Math
5. Woodcock Johnson Psycho-Educational Battery - Revised (WJ-R)
B. Speech/Language
Evaluation in this area should include the child's skills in
speech, sound production and overall language skills. Language
includes grammar, sentence length and structure, meaning and
vocabulary, auditory processing skills, as well as language
skills affecting graphic and reading abilities. Some examples of
speech and language tests are:
1. Test of Written Language (TOWL-III)
2. Goldman-Fristoe Test of Articulation
3. Peabody Picture Vocabulary Test (PPVT)
4. Test of Language Development (TOLD)
5. Porch Index of Communicative Abilities in Children (PICAC)
6. Clinical Evaluation of Language Functioning -3 (CELF -3)
7. Clinical Evaluation of Language Functioning Preschool/Language
Scale - 3
C. Social Skills
Observation is one of the best ways to evaluate social
interaction skills. Other formal methods or checklists include:
1. Burkes Behavior Rating Scales
2. Vineland Social Maturity Scale
3. Camelot Behavioral Checklist
D. Intellectual Abilities
This testing is referred to as psychological or psychoeducational
testing. These tests are to be administered only by a
psychologist or psychometrist. Tests used frequently are:
1. Stanford-Binet Intelligence Scale IV
2. Leiter International Performance Scale - R
3. Test of Non-Verbal Intelligence 2 (TONI 2)
4. Weschler Primary/Preschool Scale of Intelligence - R (WPPSI-R)
5. Weschler Intelligence Scale - III (WISC-III)
The WISC-III is frequently given and it contains many subtests.
The names of the various subtests and what they are intended to
measure are described below.
• Information - factual knowledge, long-term memory, recall
• Similarities - abstract reasoning, verbal categories and
concepts
• Arithmetic - attention and concentration, numerical
reasoning
• Vocabulary - language development, work knowledge, verbal
fluency
• Comprehension - social and practical judgment, common
sense
• Digit Span - short-term auditory memory, concentration
• Picture Completion - alertness to detail, visual
discrimination
• Coding - visual motor coordination, speed, concentration
• Picture Arrangement - planning logical thinking, social
knowledge
• Block Design - spatial analysis, abstract visual problem
solving
• Object Assembly - visual analysis and construction of
objects
• Symbol Search - visual motor speed, concentration,
persistence
• Mazes - fine motor coordination, planning, following
directions
E. Vocational or Pre-vocational
There are several different categories of vocational assessment
including the following:
1. Vocational Aptitude. Such tests generally measure skills such
as fine eye-hand coordination; manual dexterity; general learning
ability; math computation and visual perception.
2. Vocational Interest. These tests measure what the individual
wants or likes to do.
3. Work Samples. Simulated tasks or work activities. They can be
used to assess work potential, strengths, limitations and
interest.
F. Emotional Condition and Behavior
Projective or personality tests are given in an attempt to gain
information about a child's emotional control, inner conflict and
instinctual drives. Such instruments look at a child's attitudes
toward him/herself, his/her family and peers. Tests included in
this category are:
1. Rorschach (inkblots)
2. Robert's Apperception Test
3. Draw-A-Person
4. Kinesthetic Family Drawings
5. Achenbach Child Behavior Checklist
6. Conner’s Hyperkinesis Index
Projective testing is an attempt to determine or rule out the
possibility that some emotional problem or conflict is present
and resulting in what may appear to be a learning disability.
G. Motor Skills
General tests attempt to measure development and motor
integration skill. Specific tests and evaluations by a physical
or occupational therapist may be given for the child who has
significant gross motor or fine motor involvement. Some tests for
general motor skills are:
1. Bender-Visual Motor Gestalt Test
2. Beery-Buktenica Developmental Test of Visual Motor Integration
3. Bruininks-Oseretsky Test of Motor Proficiency
4. Lateral Awareness and Directionality Test (LAD)
5. Test of Visual Perceptual Skills (TVPS)
6. Test of Motor Impairment (TOMI)
7. Motor Free Visual Perceptual Test (MFVPT)
8. Test of Visual Motor Skills (TVMS)
9. Peabody Developmental Motor Scales
If parental permission is requested for testing, it can be
assumed that school personnel have some concerns. Before giving
permission for testing, do not hesitate to ask the purpose of the
testing and how the resulting information is to be used. Make
sure that the person conducting the evaluation is qualified; for
example, the diagnosis of a "hearing loss" should only
be made by an audiologist or speech pathologist, not a teacher or
principal. The person conducting the evaluation should be
available to answer your questions, and must provide you with a
copy of the written evaluation at your request. Do not hesitate
to ask to see the actual test materials, pictures, or books used
to assess your child. You may also ask to be present during the
evaluation or to observe from another room. Ask the evaluator to
explain the strengths and limitations of the tests being used.
Offer your comments and observations to help the evaluator get a
more complete picture. All evaluation reports should include
strengths, aptitudes, and abilities. Good evaluation reports will
also describe ways in which strengths and abilities can be used
and developed. Find out how the outcome of each evaluation will
affect your child's education.
In the past re-evaluation took place every three years, and often
more frequently if you or a teacher requested it due to the
child's changing needs or progress. Now, the IEP committee must
consider whether or not a new evaluation with its resulting data
is necessary.
H. Sensory Abilities
Before any testing is completed, it is important to discover if a
child’s learning ability is impacted by either vision or
hearing difficulties. Typically, therefore, audiological and/or
opthamological or optometric testing will be done, especially if
the child has failed routine vision or hearing screenings. In
addition, because some children cannot indicate what they are
seeing or hearing, more sophisticated testing can be done which
eliminates the need for their responses. The school does not have
to obtain parental consent when reviewing data as part of an
evaluation or re-evaluation or when giving your child a test that
is given to the entire school population.
Independent Evaluation
After the school system has completed its evaluation(s), you may
not agree with the results. You have the right to an independent
evaluation. When you ask the school system about an independent
evaluation, they must give you the criteria and information about
such evaluations. The school system must also inform you, upon
request, of sources for independent evaluations. You may request
that it be paid for by the school system and you no longer have
to state your reasons for requesting an independent evaluation.
School districts can refuse to pay and can request a due process
hearing to show that their evaluation is appropriate. They now
have to make this decision without knowing the reason behind your
request. If the Administrative Law Judge agrees with the school,
after a hearing you still have the right to an independent
evaluation, but not at the school’s expense. Your physician,
advocate, parent groups, and/or professional groups may suggest
sources for independent educational evaluations, or you may
choose from the school’s list.
Any independent evaluations must be considered by the school in
making educational decisions for your child.
The following is a sample letter requesting an independent
evaluation:
LETTER REQUESTING AN INDEPENDENT EVALUATION
(Be sure to keep a copy for your records)
Date
Name of Special Education Director
Address
Dear Name of Special Education Director:
I am the parent of (name of child). I do not feel that the
school's assessment of my child is appropriate.
Please tell me, in writing, the criteria under which an
independent evaluation must be conducted so that it meets the
criteria the school uses in its assessment. Also, please indicate
to me, in writing, where I may obtain some possible sources to do
an independent evaluation for my child.
I understand that the school must pay for an independent
assessment unless it can prove in a due process hearing that its
assessment was appropriate. Please indicate to me, also in
writing, how the billing of this evaluation is to be handled by
the school system.
I will send you the results of the independent evaluation. I
understand that it must be considered in any future decisions
regarding my child's education.
Thank you for your help. I look forward to hearing from you soon.
Sincerely,
(your name)
Evaluations or assessments should provide you with ideas for
services and assistance needed by your child. Remember that any
evaluation which is done will contain the biases of the evaluator
and his/her past experiences will influence his/her
recommendations. Additionally, the process of formal evaluation,
even when independently done, may not be to your advantage. A
second negative evaluation may be less useful than persuasively
presenting your own observations of your child, which can include
videotapes, oral or written reports from other people, etc. You
are the person who knows your child best.
The State Department of Education provides free of charge copies
of special education guidelines, other written materials, and
testing services which supplement the local education resources
through regional offices of the Georgia Learning Resource System
(GLRS). For more information, contact:
John O’Conner, State Coordinator, GLRS
Division for Exceptional Students
Office of Instructional Services
State Department of Education
1866 Twin Towers East
Atlanta, Georgia 30334
(404) 657-9956 www.glrs.org
The Georgia Evaluation Project provides comprehensive medical,
educational and psychological learning assessments for children
ages birth-21. Their services are provided at no cost to parents.
The program is funded by the State Department of Education, but
there is often a long wait for these evaluations. You can,
however, request this comprehensive evaluation through your
Special Education Director.
You may have your child evaluated by them even if you do not live
in the Atlanta area. This assessment may require you to stay in
Atlanta for a period of days with your local school system
"assuming the responsibility for these related lodging and
transportation costs." For additional information contact:
Dr. Jennifer Stapel, Project Coordinator
Marcus Institute
Georgia Evaluation Project for Students with Disabilities
1605 Chantilly Drive
Atlanta, GA 30324-3268
(404) 727-9595
The following information is taken from a brochure provided by
the Georgia Evaluation Project for Students with Disabilities.
The Georgia Evaluation Project for Students with Disabilities is
a special project of the Department of Education, Division for
Exceptional Students that is coordinated by the Marcus Institute,
an affiliate of Kennedy Krieger Institute at Emory University.
The project is aimed at providing needed evaluation services to
selected students with disabilities. The referral process
involves a number of steps that begin at the local school system
level in response to concerns raised in the development or review
of a student’s individualized educational program.
Therefore, a referral process begins with a written referral from
the special education director in a local school system. Typical
referrals include students who present complex evaluation
challenges because of the possible presence of multiple
diagnoses, medical conditions, and/or genetic syndromes.
Materials needed to make a referral to the Georgia Evaluation
Project for Students with Disabilities can be accessed on the web
at www.marcus.org/gep
or requested by phone (404) 727-9450 or fax (404) 727-9479.
Referrals should be sent to the Georgia Evaluation Project for
Students with Disabilities at the Marcus Institute via fax or
mail.
The Georgia Project for Assistive Technology (GPAT) is a
statewide organization that provides assistive technology support
services to local school system personnel and their students.
The mission of GPAT is to support local school system service
providers as they endeavor to develop and implement assistive
technology intervention programs for students with disabilities.
In order to achieve this mission, GPAT provides a range of
assistive technology services.
Project services are designed to address the assistive technology
needs of local service providers and their students. The
following services are available:
• On-site technical assistance
• Follow-up services
• Short-term equipment loans
• Regional in-service workshops
• Distance learning workshop
• Educational Technology Training Center workshops
• Summer institute
• Reference library
• Information dissemination
• Service coordination
• Comprehensive database of resources
GPAT staff provide assistive technology services to students and
educators in local school systems across Georgia. These
professionals work with personnel from local school systems as
well as other agencies and organizations to enhance student
access to assistive technology and to increase teacher knowledge
of assistive technology.
A major goal of GPAT is to establish assistive technology teams
in local school systems in Georgia.
These team members are responsible for developing and
implementing intervention programs for students within their
systems. They also work with special education directors to
develop local assistive technology policies and procedures to
enhance student access to technology.
GPAT staff provides training and technical assistance to these
teams through a range of project activities.
Students with disabilities between the ages of three and 21 and
local school system personnel who are responsible for providing
assistive technology services to these students are eligible for
services through GPAT.
Requests for on-site technical assistance and short-term
equipment loans must be made by the local director of special
education. All other requests may be made directly to GPAT.
For additional information contact GPAT at:
Georgia Project for Assistive Technology
528 Forest Parkway, Suite C
Forest Park, GA 30297
(404) 362-2024
The following information is taken from a brochure provided by
the Behavioral Intervention Program.
The Behavioral Intervention Program (BIP) is a collaborative
special project through the Georgia Department of Education,
Clayton County Schools, Houston County Schools, Fulton County
Schools, and Atlanta City Schools, but serves the entire state.
The BIP Behavior Specialists train local teams to use proactive
strategies for students with intellectual disabilities, autism,
developmental delays, and with severe problem behaviors. The BIP
staff promotes positive behavioral support with an emphasis on
student dignity and respect.
Technical assistance if provided in Georgia’s local school
systems in the form of functional assessments, intervention
strategies, and follow-up assistance.
For further information contact BIP at:
Behavioral Intervention Program
5277 Ash Street
Forest Park, GA 30297
(404) 675-8039
www.ccps.ga.net/bip
Children’s Healthcare of Atlanta, Emory Rehabilitation
Center, Emory Autism Center, and other local hospitals or
community agencies may also be sources for evaluations. The
Department of Family and Children's Services (DFCS) provides
Early and Periodic Screening, Diagnosis and Treatment Service
(EPSDT) in conjunction with your local health department. To
qualify for this service, your family must receive Medicaid
benefits.
Any college or university should also be able to provide you with
assistance in evaluating your child's needs. Many college
professors who work in the field of special education can offer
valuable support to you in your efforts, and will be pleased to
be called upon by parents and community groups.
Remember, independent evaluations are often expensive if obtained
from private evaluators; and it is always wise to ask if fees can
be adjusted according to family income, billed to Medicaid, or
billed to private insurance.
After any evaluation has been completed on your child, it is wise
to read it over carefully several times checking at least once to
make certain that the following information is accurate.
EVALUATION CHECKLIST
1. Check the date(s) the test(s) were given.
2. Check to see if factual information is correct, i.e. name,
birth date, age, etc.
3. Check mathematical computation.
4. Check to see if test was completed on the same day or if it
was broken up into different segments and given on different
dates.
5. Find out who administered the test.
6. Was it a screening or diagnostic test?
7. Was it given to a group or individually?
8. Can this test be used to determine intervention strategies or
is its only purpose to provide a numerical score?
9. Was it a timed test?
10. Is the test age appropriate? Was it given in your child's
native language, and is it discriminatory in any way? (Ex:
Language-based test given to measure intelligence of non-verbal
child.)
Here are some questions which you may want to ask of the person
who tested your child: - Did you observe my child in his/her
classroom?
- What specific strengths and weaknesses are indicated by the
test results?
- How does this information relate to the situation(s) which
caused him/her to be referred for testing?
- What specific recommendations can you give to help support this
student?
- Will you meet with my child's teacher and me to help plan an
appropriate, integrated educational program?
- If I have questions in the future, how can I reach you?
Eligibility
Once the evaluations have been completed, a small group of
special education staff will get together with you and determine
which, if any, of the special education categories your child
fits within, thereby making him/her eligible for services
thereunder. Parents are now required to be part of the team.
Parents are also now encouraged to bring relevant information to
these meetings to be shared.
Whether or not you attend, the information which is generated at
your child’s eligibility meeting should be shared with you,
including copies of all evaluation reports, at the conclusion of
the meeting.