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K6: Basic understanding of the referral, assessment, planning, and placement procedures specific to teaching students with DCD.

K8: Understanding of how the Individualized Education Program (IEP) is used to design and implement developmentally appropriate instruction for students with DCD.

K11: Knowledge of the role of related service providers (physical therapy, occupational therapy, vision services, etc.).

K12: Understanding of the paraprofessional's role regarding communication with students, students' families, and the community that supports students' learning and well-being.

K13: Understanding of the paraprofessional's role in working with providers of related services (physical therapy, occupational therapy, etc.).

K14: Understanding of the paraprofessional's role within the roles and responsibilities of teachers and support personnel in providing educational services to students with DCD.

Reviewing the IEP Process

Picture of a high school student sitting at her desk. Each student enrolled in special education under the DCD category must have an Individualized Education Program (IEP), which guides the student’s educational team in providing instruction and related services. These special education services are tailored to meet the needs of the student with DCD. Determining eligibility, completing a comprehensive assessment and evaluation, and designing an educational program for a student that continually meets his/her needs are important aspects of the student’s success. The team must also engage in re-evaluation of the student’s eligibility for special education under the DCD category at least every three years according to the standards set forth in the Individuals with Disabilities Education Act of 2004 (IDEA 2004).

The IEP Process

Step 1: The student is identified as possibly needing special education and/or related services in order to make educational progress.

Step 2: The student is evaluated by a child study or educational team to determine eligibility under a specific category of special education services.

Step 3: The educational team, which includes the special education teacher, regular education teacher, parents, student, other school professionals, and service providers identified as necessary for planning, meets to develop the IEP for the student.

Step 4: Services are identified and implemented with periodic progress reviews including ongoing revisions to the IEP as necessary to meet the needs of the student.

Step 5: The student’s educational team meets to re-evaluate the student’s ongoing need for special education and related services.

More information about the IEP process and development is found on the U.S. Department of Education Web site, My Child’s Special Needs: A Guide to the Individualized Education Program (http://www.ed.gov/parents/needs/speced/iepguide/index.html)

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with developmental disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/

Institute on Community Integration. (n.d.). Para eLinkCore Competency Area 5:Supporting the Teaching and Learning Environment. Minneapolis: University of Minnesota. Retrieved June 27, 2006, from http://ici2.umn.edu/elink/general/c5_units.html

Office of Special Education and Rehabilitation Services. (2000, July). My child's special needs: A guide to the individualized education program. Washington, DC: U.S. Department of Education. Retrieved June 30, 2006, from http://www.ed.gov/parents/needs/speced/iepguide/index.html