A child may qualify for special services under the following classifications:
Emotional Disturbance
Hearing Impairment/Deafness
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairments
Learning Disability
Language Impairment
Sound System Disorder
Traumatic Brain Injury
Vision Impairment
Young Child with Developmental Delay

Steps in Special Education Process

    1. Referral
      • Purpose: To identify individuals with suspected disabilities.
      • Additional Information: Parents or district personnel may make referrals.


    1. Review of Existing Evaluating Data
      • Purpose: To review existing data and identify what, if any, additional data is needed to determine:
        1. Whether the child has, or continues to have, a particular category of disability.
        2. The present levels of performance and educational needs of the child.
        3. Whether the child needs, or continues to need, special education and related services.
        4. Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum.


    1. Planning the Evaluation (This step only applies to evaluations requiring additional assessment.)
      • Purpose: To determine how the additional data will be obtained.


    1. Notice/Obtain Consent
      • Purpose: To assure that parents/guardians have been fully informed of and agree to the proposed action.
      • Additional Information: For initial evaluation, Notice must be provided within 30 days of the date of the referral.


    1. Determine Eligibility
      • Purpose: To determine whether the child has a disability, or continues to have a disability, based upon state eligibility criteria.
      • Additional Information: The evaluating staffing will be held within 60 days of receipt of parent consent to evaluate.


    1. Evaluation
      • Purpose: To develop a current written summary of the evaluation results and eligibility staffing.


    1. Notification of IEP Meeting
      • Purpose: To ensure that parents are notified of and have the opportunity to participate in IEP meetings.


    1. Develop IEP
      • Purpose: To ensure that a child with a disability is provided special education, related services and supports necessary to meet the child's special learning needs; to be involved in and progress in the general education curriculum; and, to be educated with nondisabled peers in the least restrictive environment.
      • Additional Information - IEP Timelines:
        1. Initial IEPs must be developed within 30 days of the eligibility determination staffing.
        2. IEPs must be reviewed at least annually and revised as necessary.
        3. IEPs must be effect at the beginning of each school year.


    1. Determine Placement
      • Purpose: To ensure that children with disabilities are educated to the maximum extent appropriate with children who do not have disabilities.
      • Additional Information:
        1. For K-12, a continuum of alternative placements is available.
        2. For preschool children, a variety of placement options are available.
        3. Regular education with modifications must be considered for all children.
        4. The child's placement is:
          • Determined at least annually
          • Based upon the child's IEP
          • As close as possible to the child's home
        5. Prior Written Notices
        6. Scott City will ensure that all parents will be provided Procedural Safeguards as required by Public Law 105-17, The Individuals With Disabilities Education Act (IDEA) Amendments of 1997.


  1. Special Education Placements
    • Early Childhood Placement Options
      1. Early Childhood Setting/Early Childhood Special Education Setting
      2. Home
      3. Part Time EC/Part Time ECSE Setting
      4. Residential Facility
      5. Separate School
      6. Itinerant Service Outside the Home
    • Kindergarten-Grade 12 Placement Continuum
      1. Outside the Regular Class Less Than 21% of Day
      2. Outside the Regular Class At Least 21%/No More Than 60% of Day
      3. Outside the Regular Class More Than 60% of Day
      4. Public Separate (Day) Facility
      5. Private Separate (Day) Facility
      6. Public Residential Facility
      7. Private Residential Facility
      8. Homebound/Hospital