The Practice: Appropriate and Effective Assessment Models Used for Students with DisabilitiesThe big ideaThis practice is the result of a collaborative effort between Del Valle I.S.D. Child Find and the University of Texas School of Nursing Children’s Wellness Center. As a result of this practice, a majority of those who qualify for preschool services for children with disabilities in Del Valle are now identified through Child Find activities rather than through ECI programs or transfers from other programs. Although this practice is able to address the needs of children between the ages of three and twenty-one, the target population is children ages three to five who are suspected of having a disability.
The environmentThe Child Find Coordinator’s office and the preschool evaluation testing room are located within the Children’s Wellness Center clinic. This unique arrangement capitalizes on a natural community of interest and provides parents with easy access to health and developmental screenings as well as a single-point-of contact throughout the assessment process. The processNo two children are exactly alike. That’s why the screening and referral for evaluation for special education services processes we employ are as unique as the children and families we serve. What follows is a quick look at how this process went to work for one family. It all started when Sharon shared her concerns about her daughter Kiki’s delayed speech with her Nurse Practitioner during a check-at the Wellness Center. Screening
Referral for Evaluation for Special Education Services
To determine Kiki’s educational need for special services, she received a full and individual evaluation utilizing an innovated functional Play Based team process. Kiki’s Play Based Assessment took place in the clinic’s specially equipped playroom. In addition to Kiki and Sharon the Play Based Assessment Team was comprised of the Child Find Coordinator (who is a licensed specialist in school psychology), the Children’s Wellness Center Social Worker, a speech and language pathologist, a physical therapist, and a Preschool Program for Children with Disabilities teacher. In many cases, additional professional or personal support will be added to the team. For example occupational therapists, teachers of the visual or auditory impaired or extended family members are asked to participate when needed. The special education evaluation began with Sharon and Kiki interacting in the playroom. A two-way mirror and sound monitor provided the team with the ability to observe Kiki in this naturalistic environment. Sharon joined the rest of the team behind the mirror to provide insight into Kiki’s typical behavior and skills. Following the evaluation, the team met to discuss their findings and make recommendations for Kiki’s Individual Education Plan. Because no one knows Kiki better than Sharon she was encouraged to provide her views on Kiki’s abilities as well as articulate her aspirations for Kiki’s education. Sharon felt comfortable with the team’s understanding of Kiki’s abilities and confident that the care and services Kiki would be receiving would be best for her.
SuccessesThe number of Child Find identified children eligible to attend the Preschool Program for Children with Disabilities has increased by over 35 percent each succeeding school year since 2000. Yet, the true measure of the success of this practice can be seen in the words of those we have served. Here’s what parents have to say about their experiences with Del Valle I.S.D. Child Find and the University of Texas School of Nursing Children’s Wellness Center: "Everyone was helpful and explained
everything" |
Recognizing
that Kiki might have some special needs;
the examining Nurse Practitioner referred
Sharon to the Child Find Coordinator.
Because the Coordinator is located onsite,
Sharon was able to meet briefly with
her on that very day and gain important
information about possible school services.
The Children’s Wellness Center
Social Worker helped Sharon to make
an appointment for the developmental
and hearing/vision screenings that would
be necessary to determine how to best
meet Kiki’s needs. As a result
of these screenings, Kiki was referred
for a special education evaluation.
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