Students must qualify for special education services under one of the disability categories outlined by the Individuals with Disabilities Education Act. There is

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10 Basic Steps in Special Education

Accurate and updated information as of April 2022

In PDF format

In Spanish | en español

When a child is having trouble in school, it’s important to

find out why. The child may have a disability. By law, schools

must provide special help to eligible children with

disabilities. This help is called special education and related

services.

There’s a lot to know about the process by which children are identified as having a disability

and in need of special education and related services. This section of CPIR’s website is

devoted to helping you learn about that process.

This brief overview is an excellent place to start. Here, we’ve distilled the process into 10

basic steps. Once you have the big picture of the process, it’s easier to understand the many

details under each step. We’ve indicated throughout this overview where, on our site, you can

connect with that more detailed information.

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Step 1. Child is identified as possibly needing special education and related services. There are two primary ways in which children are identified as possibly needing special

education and related services: the system known as Child Find (which operates in each state),

and by referral of a parent or school personnel.

Child Find. Each state is required by IDEA to identify, locate, and evaluate all children

with disabilities in the state who need special education and related services. To do so,

states conduct what are known as Child Find activities.

When a child is identified by Child Find as possibly having a disability and as needing

special education, parents may be asked for permission to evaluate their child. Parents

can also call the Child Find office and ask that their child be evaluated.

Referral or request for evaluation. A school professional may ask that a child be

evaluated to see if he or she has a disability. Parents may also contact the child’s teacher

or other school professional to ask that their child be evaluated. This request may be

verbal, but it’s best to put it in writing.

Parental consent is needed before a child may be evaluated. Under the federal IDEA

regulations, evaluation needs to be completed within 60 days after the parent gives consent.

However, if a State’s IDEA regulations give a different timeline for completion of the

evaluation, the State’s timeline is applied.

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Step 2. Child is evaluated.

Evaluation is an essential early step in the special education process for a child. It’s intended

to answer these questions:

Does the child have a disability that requires the provision of special education and

related services?

What are the child’s specific educational needs?

What special education services and related services, then, are appropriate for addressing those needs?

By law, the initial evaluation of the child must be “full and individual”—which is to say, focused

on that child and that child alone. The evaluation must assess the child in all areas related to

the child’s suspected disability.

The evaluation results will be used to decide the child’s eligibility for special education and

related services and to make decisions about an appropriate educational program for the

child.

If the parents disagree with the evaluation, they have the right to take their child for an

Independent Educational Evaluation (IEE). They can ask that the school system pay for

this IEE.

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Step 3. Eligibility is decided. A group of qualified professionals and the parents look at the child’s evaluation results.

Together, they decide if the child is a “child with a disability,” as defined by IDEA. If the

parents do not agree with the eligibility decision, they may ask for a hearing to challenge the

decision.

Step 4. Child is found eligible for services. If the child is found to be a child with a disability, as defined by IDEA, he or she eligiblefor

special education and related services. Within 30 calendar days after a child is determined

eligible, a team of school professionals and the parents must meet to write an individualized

education program (IEP) for the child.

Step 5. IEP meeting is scheduled.

The school system schedules and conducts the IEP meeting. School staff must:

contact the participants, including the parents;

notify parents early enough to make sure they have an opportunity to attend;

schedule the meeting at a time and place agreeable to parents and the school;

tell the parents the purpose, time, and location of the meeting;

tell the parents who will be attending; and

tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

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Step 6. IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child’s needs and write the student’s IEP. Parents and

the student (when appropriate) are full participating members of the team. If the child’s

placement (meaning, where the child will receive his or her special education and related

services) is decided by a different group, the parents must be part of that group as well.

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Before the school system may provide special education and related services to the child for

the first time, the parents must give consent. The child begins to receive services as soon as

possible after the IEP is written and this consent is given.

If the parents do not agree with the IEP and placement, they may discuss their concerns with

other members of the IEP team and try to work out an agreement. If they still disagree,

parents can ask for mediation, or the school may offer mediation. Parents may file a state

complaint with the state education agency or a due process complaint, which is the first step

in requesting a due process hearing, at which time mediation must be available.

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Step 7. After the IEP is written, services are provided. The school makes sure that the child’s IEP is carried out as it was written. Parents are given a

copy of the IEP. Each of the child’s teachers and service providers has access to the IEP and

knows his or her specific responsibilities for carrying out the IEP. This includes the

accommodations, modifications, and supports that must be provided to the child, in keeping

with the IEP.

Step 8. Progress is measured and reported to parents.

The child’s progress toward the annual goals is measured, as stated in the IEP. His or her

parents are regularly informed of their child’s progress and whether that progress is enough

for the child to achieve the goals by the end of the year. These progress reports must be given

to parents at least as often as parents are informed of their nondisabled children’s progress.

Step 9. IEP is reviewed. The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or

school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be

invited to participate in these meetings. Parents can make suggestions for changes, can agree

or disagree with the IEP, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with

other members of the IEP team and try to work out an agreement. There are several options,

including additional testing, an independent evaluation, or asking for mediation, or a due

process hearing. They may also file a complaint with the state education agency.

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Step 10. Child is reevaluated. At least every three years the child must be reevaluated. This evaluation is sometimes called a

“triennial.” Its purpose is to find out if the child continues to be a child with a disability, as

defined by IDEA, and what the child’s educational needs are. However, the child must be

reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a new

evaluation.

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Want More Details?

You may find the following sections of our website particularly helpful for understanding the

requirements and responsibilities intrinsic to the special education process.

Evaluating Children

All About the IEP

Placement Issues

Supports, Modifications, and Accommodations

Resolving Disputes

Transition to Adulthood

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The people who work on the CPIR are not just advocates by profession—everyone on our team has a personal stake in the disability community as a parent, sibling, spouse,

or otherwise.

The CPIR strives to be ever conscious of accessibility in technology. In compliance with Section 508 of the Rehabilitation Act, we have endeavored to make our website as

accessible as possible, less any undue burden that would be imposed on us.

Compliance is an ongoing process on an active site such as the Hub.  If anyone has difficulty accessing our website information and resources, we encourage you to reach out

to us directly so that we can improve our efforts to accommodate our audience.

IDEAS THAT WORK

This website was produced under U.S. Department of Education, Office of Special Education Programs No. H328R180005. The views expressed herein

do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any

product, commodity, service or enterprise mentioned on this website is intended or should be inferred. This product is public domain. Authorization to

reproduce it in whole or in part is granted. While permission to reprint material from this website is not necessary, the citation should be: Center for

Parent Information and Resources (retrieval date). Title of the document, Newark, NJ, Author.

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