Summary

In this unit, you learned about approaches to respecting, protecting, and advocating for students and their parents/guardians about knowing their rights, understanding several processes for challenging the decisions made about their children regarding access to the evaluation and eligibility for special education, and the placement decisions and services offered or denied them. In addition, you had the opportunity to learn about the importance of accurate data gathering and documentation in general and specific data needed to assist the educational team in completing a comprehensive evaluation of a student.

In Lesson 1, you learned that in addition to being aware of the federal, state, and local school district special education laws, rules, policies, and practices, you also must know the rights of students with disabilities, including students with acute and chronic health conditions qualifying for special education services under the OHD category and their parents/guardians in relation to these laws and practices. You explored why knowing and understanding these laws and policies will help you to ensure that the rights of the students you support and their families are respected and upheld.

You explored the four key entry points into the education system and possible activities in which a paraprofessional might engage to improve rights awareness, dialogue, and action. These key entry points include:

• Awareness about and access to special education services;
• Evaluation testing process and findings;
• Determination of eligibility for special education services and processes; and
• Placement decisions and offering of services and supports.

Finally, you reflected on how you would assist a student or parents/guardians if the school team’s conclusions about a request for OHD special education services were one of the following: When . . .

• The student’s presenting problems do not link to the chronic or acute health condition;
• The student’s academic progress is at a level comparable to what would be expected for his/her ability;
• The student’s lack of progress is attributable to motivational concerns not directly linked to the health condition;
• The student’s lack of progress is attributable to behavioral and/or emotional concerns;
• There is no causal link between the lack of educational progress and the identified health condition; or
• Resulting presenting problems from the initial health condition manifest as significant cognitive, motor, or behavioral concerns that may lead the team to consider other eligibility criteria. Example: Acutemeningitis resulting in significant cognitive, motor, or behavior concerns.

In Lesson 2, you had the opportunity to review some important information about accurate data collection, strong documented observations, and different measuring approaches. You were reminded that acquiring and using objective observation and data documentation are important skills for all paraprofessionals. Much of the information required to inform the team of whether or not students are gaining new skills or achieving anticipated outcomes is acquired by careful observation and good documentation. In addition, observation will keep the team posted on whether or not the students are learning and using the functional skills necessary to achieve the objectives and long-term goals outlined in their educational plans.

In addition, you were able to learn about the required and optional evaluation measures that a school team needs to use to support a student’s request for special education services under the OHD category. Having learned these evaluation approaches and measures, you were able to explore the evaluation measures that fit best with documenting a student’s health condition and linking that information with the eight criteria for determining eligibility.

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

E-mail us with questions and comments about this site.

© 2001-2007 by the Regents of the University of Minnesota. The University of Minnesota is an equal opportunity educator and employer.
This page last modified
URL
Online Privacy Statement