Abstract
Confusion among stakeholders regarding some aspects of the special education process—chiefly the triennial reevaluation—leads to misapplication of rules across districts and states based on interpretations of informal lore-based reasoning. Local education agencies (LEA) can determine that no additional data are needed and advise parents to forego the evaluation. Too, often, families who fear losing special education services for their child will acquiesce and decline the evaluation. Although this may be appropriate for some students, for others it can be a highly questionable and counterproductive decision. We illustrated the ways that avoiding triennial evaluations could hamper the ability of the LEA to adequately foster the student’s independence, monitor the student’s disability condition, and set and reach the student’s Individual Education Plans (IEP) goals. We argued that the major issue in decisions regarding triennial evaluations is centered on determining if a student is still eligible for special education services. This places too much attention on test-based eligibility and too little on educational needs, transition needs, and the instructional program. Triennial reevaluations should pivot from an “eligibility” focus to a “needs” focus, allowing schools and parents to gain a fresh understanding of the individual receiving the services. Failure to do so raises questions about the fidelity of assessment within the structure of special education service provision. Finally, we suggested that the motives underlying the practices for triennial evaluations illustrated here call the pragmatic acceptability of “full inclusion” into question.
Highlights
IntroductionPublisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations
The twin pillars of special education in the United States are a free and appropriate public education (FAPE) that is delivered in the least restrictive environment (LRE)
If after the review of existing data and information from the parents, the Individual Education Plans (IEP) team and parents agree no additional data or assessments are necessary to determine whether the student continues to be a student with a disability requiring the provision of special education and related services that date is the date of the reevaluation
Summary
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Demonstration of appropriate progress and delivery of FAPE require timely and accurate assessment data. A misguided interpretation of federal policy too often prevents the collection and utilization of potentially important assessment data for students with disabilities, that is, triennial evaluations, which are necessary to ensure a FAPE in either general or special education settings. Students receiving special education services are required by law to “appropriately”. It is imperative that LEAs are capable of determining who is eligible for special education services so that they may receive the benefits to which they are entitled. There is a potential financial disincentive for schools to carry out triennial evaluations
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