Transition

MAC provides specific help for parents in going from the early intervention (EI) system to the special education system, an area frequently misunderstood both by parents and public school districts. EI is not special education. States can chose which part of government administers the EI system for ages 0-2. In some the Department of Education supervises and administers it, while in others, such as New Jersey, the responsibility belongs to the Department of Human Services. However, at age 2 ½ the transition process from early intervention to special education begins for the child, placing the responsibility for evaluation and services exclusively on the Department of Education of the state, and upon the local school district of the child’s residence.

When parents begin this transition process for their child, most do not understand the basics of special education.

1. Placement recommendations cannot be done correctly without comprehensive evaluations at no cost to parents.
2. Parents have the right to receive a copy of those reports well in advance of the IEP meeting, usually 10 days before.
3. If they are in disagreement with the findings of any of the reports, they have the right to independent evaluations without cost to themselves.
4. The parents are equal partners in the special education process. This can be very intimidating for any parent, but is particularly overwhelming for those from other countries, cultures and languages. It is vital that they receive the reports in their native language if possible, or have them explained in a manner that they understand the contents and recommendations.
5. The Eligibility Meeting- Once the evaluations are completed, the school invites the parents to a meeting called the Eligibility Meeting. This means that there will be a discussion about the reports and whether or not the child has a disability that requires special education. If there is agreement that the child requires special education, he/she is “eligible” to receive special education services.

THE LAW IS CLEAR. THERE IS NEVER TO BE A DISCUSSION OF PLACEMENT UNTIL AFTER ELIGIBILITY, WHEN GOALS, OBJECTIVES AND RELATED SERVICES OF THE IEP ARE DEVELOPED AND WRITTEN DOWN.

6. IEP Development- (Individualized Education Program) The school and parents discuss and agree upon the areas of need that requires special education, as well as the therapies that are needed. They must also agree on the present levels of functioning and the nature of the child’s disability. Parental signatures are required on this IEP before it can be implemented. This means that they agree with everything that is written on the IEP. They are NEVER to sign a blank IEP form.
7. Placement- This is the classroom and school able to implement the IEP. Considerations of peer group and of remaining within the community are key factors. However, the controlling issue is the ability to implement all of the IEP as written.

MAC provides assistance to parents having difficulty with this transition on a fee for service basis