by Lisa Küpper and Theresa Rebhorn
- A CPIR “Highly Rated” Resource
- **Este módulo está disponible en español: Evaluación Inicial y la Reevaluación
- March 2007 (see Editor’s Note, below)
Editor’s note | January 2020 | While the date of publication for this training module was March 2007, the information provided about initial evaluation and reevaluation is still accurate. The evaluation process covered in the law () have not changed since this module was written. What’s most likely out of date as of January 2020 will be the many references to resources of further information or assistance on the subject of evaluating children for the presence of a disability.
Module 10 builds atop the introduction presented in Module 9 and looks at the specific requirements of IDEA regarding:
- the initial evaluation of a child suspected of having a disability,
- how the results are applied to determining the child’s eligibility for special education and related services, and
- the reevaluation of children.
The module is available in English and Spanish, as you’ll see below. It includes:
- a slideshow presentation;
- a Trainer’s Guide;
- handouts for participants; and
- supplemental resources for trainers.
Please help yourself below, and download the components you need to learn on your own and/or to train others regarding IDEA 2004’s many evaluation procedures.
Just looking for a quick summary of evaluation?
You’re in luck. Read our short and easy-to-read description, Evaluating Children for Disability.
Component #1: The Slideshows | Las Diapositivas
In English and in Spanish
Use the 30 slides to structure a training session in either English or Spanish on initial evaluation and reevaluation under IDEA.
(Stored in a ZIP folder)
PDF for Spanish Trainers | This file shows trainers how the slideshows in Spanish work. (Be sure to download the trainer’s guide to the content—immediately below—which explains the content of each slide.)
Component #2: Trainer’s Guide to the Content
This guide to Module 10 is in English but should also be downloaded if you’re training in Spanish. That’s because here is where you’ll find the full explanation of each slide’s content. It also offers much additional info so that trainers can adapt training sessions to a length or detail suitable to the given audience.
Word | Complete Guide (Accessible Word file)
Component #3: Handouts for Participants | Folletos para Participantes
In English and in Spanish
The handouts for Module 10 are included in a packet of handouts designed to cover the entire umbrella topic of Theme C, Evaluating Children for Disability. If you’ve downloaded the handouts for Theme C already (for example, if you’ve already download all the materials for Module 9), you have the handouts you need for Module 10. If you haven’t downloaded any handouts for Theme C yet, here they are in 2 different formats and 2 different languages.
Handouts in English
Word | English Handouts for Theme C (Accessible Word file)
Handouts in Spanish | Folletos en Español **
Word | Los Folletos para la Tema C (en archivo accesible)
Component #4: Resources for Trainers
One resource for trainers is provided to accompany Module 10 and relates to initial evaluation and parent consent for wards of the State. This resource may be of interest to you or your audience. If so, choose between downloading a PDF file or an accessible Word file (or both, if you like).
Word | Resources for Trainers (Accessible Word file)
There! You’re all set to go for Module 10.
Please remember that these materials are designed to be a thorough and authoritative source of info on evaluation under IDEA 2004. That’s why they are so detailed. As a trainer, you are free to adapt the info we’ve offered to serve the purposes and needs of your audiences and the amount of time you have to spend with them.
Note about the Spanish Translations:
In preparing the handouts in Spanish, we chose to use a certain vocabulary set for the terminology most frequently used in IDEA. IDEA itself is extremely and purposefully consistent about its terminology, and we felt it critical to do the same in Spanish. However, we fully recognize that there are many ways to say the same thing, and Spanish is rich with alternatives from country to country, region to region. So we’ve also prepared a glossary of the terminology used in IDEA, how we’ve rendered that terminology in Spanish, and other ways of rendering it that families may also hear. Share this with participants as you see fit or use it to guide your own translations. The glossary of terminology is available in two formats, PDF and Word:
**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of “High Quality, High Relevance, High Usefulness” to Parent Centers.
Quick-Jump Menu to Other Modules
1: Top 10 Basics of Special Education
2: Key Changes in IDEA
5: Disproportionality and Overrepresentation
6: Early Intervening Services and Response to Intervention
7:Highly Qualified Teachers (withdrawn with the reauthorization of NCLB as the ESSA in 2015)
9: Introduction to Evaluation under IDEA
10: Initial Evaluation and Reevaluation (You’re already here)
11: Identification of Children with Specific Learning Disabilities
12: The IEP Team
13: Content of the IEP
14: Meetings of the IEP Team
15: LRE Decision Making
16: Children Enrolled by Their Parents in Private Schools
17: Introduction to Procedural Safeguards
18: Options for Dispute Resolution
19: Key Issues in Discipline