The term “child with a disability” means a child with intellectual disability, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to as “emotional disturbance”), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services (34 CFR§ 300.8).

All individuals develop at their own pace, but some have more difficulty than others. Early identification and intervention can prevent failure and frustration. Special attention to teaching and learning strategies may help individuals overcome barriers to learning. Often, these strategies can be provided through general education programs. The Child Find Framework of the Legal Framework for the Child Centered Process (www.esc18.net) provides additional information and outlines mandates.

Under the No Child Left Behind Act (NCLB), 2001, each LEA must have a district improvement plan developed to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards. The district improvement plan must include strategies for improvement of student performance, such as: instructional methods designed based on the needs of student groups not achieving; processes for addressing the needs of children in special programs; integration of technology in instructional and administrative programs; positive behavior supports; staff development for educators; and accelerated instruction.

The child may be referred for a full individual evaluation (FIE) to help determine eligibility for special education and related services. School personnel will review available data to determine whether an evaluation is needed. The same group may develop an evaluation plan designed to assess areas of concern. If appropriate, an evaluation will be conducted by qualified personnel from the school district/agency. The parents and evaluation personnel will meet to discuss evaluation results and eligibility for special education and related services.

Each child’s individual need(s) will be addressed on an individualized basis by a team consisting of: a public agency representative, parent(s) or guardian, a person who can interpret the evaluation, teacher(s), and the student (if appropriate). The team will review evaluation information, discuss eligibility, identify area(s) of need for specialized instruction, including related services (such as occupational therapy, physical therapy, or counseling), and develop a plan to fit the needs of the child.

All services provided by Local Education Agencies (school districts and charter schools) through IDEA 2004 (Part B) Special Education and Related Services (Part B) are at no cost to the individual or parents.