Special Education: Reflection on the Referral Process in Michigan

Today I explored the referral process for special education, specifically looking at the guidelines in my state, Michigan, and how the laws pertain to different schools. Since it’s Summer, I wasn’t able to talk with staff about the process at our specific school, but we’re a small private school so there isn’t actually a special education team.  I do know that we work with the local public school district, so it will be interesting to have conversations about that relationship when school resumes in the fall.

For now, I’ll give an overview of the referral process in Michigan.  

I have a basic understanding of the Individuals with Disabilities Education Act (IDEA), but today I learned about the “Child Find” process.  All schools (private, public and charter) are required to identify students who may be in need of special education services. The Michigan Protection and Advocacy Service, Inc. explains the importance of this mandate:

“It provides help for students whose parents may not know about available services; it identifies a source of information and assistance for the parents of an infant with disabilities, or at risk of developing them; it protects students who may not have a “parent” to address their rights; and it provides an experienced pool of teachers and administrators who may recognize disabilities before a parent may suspect their existence”(Referral and Eligibility, p.2).

Parents, teachers, or other school personnel can and should submit a referral for evaluation if they suspect that a child has a disability. (Disabilities covered by IDEA can be found listed here.) Parents must be notified of the referral within 10 days of its issuance and must give their consent for testing.

Evaluation can include any variety of tests, communications from the child’s doctor, review of their school work and/or cumulative file, and in-class observation.

If the student is found to have a disability, an individualized education plan (IEP) will be written by a multidisciplinary team of teachers, specialists, as well as the parents and sometimes the child.

What comes next?

Depending on the school, the child may be placed in a self-contained special education classroom (sometimes splitting their time between that class and a “mainstream” class), receive pull-out tutoring sessions, or be in an inclusive classroom. In this case, the mainstream teacher would adapt classroom activities to include the student and adapt lessons to meet their abilities, and a special education teacher would assist the student or sometimes co-teach with the mainstream teacher.

Response to Intervention is a multi-tiered method that ensures that all students receive individualized academic screening and training early on in. It has many benefits as well as shortcomings, but most of all “must not be used to deny or delay a formal evaluation for special education”(What is RTI?)

ASCD.org points to the usefulness of the planning pyramid for teachers to adapt lessons and classroom materials for all students. Technology is also a great tool for adapting mainstream classrooms to meet all students’ needs.

Schuman

Reflecting on yesterday’s blog, Finland’s example of inclusive, individualized education seems ideal. There are some ways in which we are working toward that vision as a nation. IDEA and Michigan laws expect early detection of disabilities and collaboration among teachers, specialists, and the family to address the student’s needs. It’s doubtful that all schools will be able to fully embrace an inclusive model, but as mentioned in the article at ASCD.org, that may not be the best fit for all students. More teachers need to receive training in identification and adapting for different abilities. Hopefully our nation will continue moving toward inclusive, individualized education as a way to address the needs of students with disabilities and minimize social stigma.

References 

Forgan, J. W., Schumm, J., & Vaughn, S. (n.d.). Instructing Students With High-Incidence Disabilities in the General Education Classroom. In ASCD.org. Retrieved July 14, 2016, from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx

Michigan Department of Education, Office of Special Education. (2013, October). Michigan Administrative Rules for Special Education (MARSE). In Michigan.gov. Retrieved July 14, 2016, from https://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf

Michigan Protection and Advocacy Service, Inc. (2014, August). Special Education: An Advocate's Manual (Chapter 3: Referral and Eligibility). In mpas.org. Retrieved July 14, 2016, from http://www.mpas.org/sites/default/files/mpas_special_ed_chapter_3_0.pdf

Schuman. Planning Pyramid[Online image]. Retrieved July 14, 2016 from http://jueannecherubin.blogspot.com/2012/12/unit-4-activity-4.html

Understanding the 13 Categories of Special Education. (n.d.). In Understanding Special Education. Retrieved July 14, 2016, from http://www.understandingspecialeducation.com/13-categories-of-special-education.html

What is Response to Intervention?. (n.d.). In RTI Action Network. Retrieved July 14, 2016, from http://www.rtinetwork.org/learn/what/whatisrti