Name Date Course Section/# Abstract: The following paper will discuss some of the key personnel, steps, and resources that are available to individuals that experience learning disabilities and require special education services within the San Diego school district…
a. who are the persons responsible for documenting pre-referral activities at the school site According to the information that was viewed on the website for the San Diego school district, a number of individuals were listed with regards to being responsible for documenting pre-referreal activities. The ultimate reason why such individuals and positions exist within the framework of the school district is to provide an level of oversight with regards to whether or not certain individuals are ultimately a good match for the type of educational goals that the special education program can offer. Whereas many complicating factors exist with regards to these referrals, it is the job of individuals such as Katherine Blakely, Jody BonDurrant-Strong, and Flenell Owens to ensure that those individuals who are referred are indeed a good match for the program. Moreover, the focus upon proper documentation and forms allows for the program to ensure that the decision making structure and process is not rushed and is thoughtfully considered based upon the available information at hand; not merely the judgment and recommendation of a single educator. b. who are the persons administering assessments and writing reports for the initial identification for a child referred and assessed for eligibility for special education services Likewise, Amy Perez, Naomi Lewis, and Carrie Rea are responsible for writing reports for the initial identification for a child referred and assessed for eligibility for special education services. This particular secondary level of oversight is helpful in making sure that the correct procedure has been followed and that the candidate for special education services will be able to achieve a specific result based upon the needs that they have thus far exhibited within the application and documentation that is submitted to the school board. c. what are the legal rights of families in the referral and assessment process (Districts will have Parents Rights H/Os available) Likewise, with regards to the legal rights of the families involved, this process is delineated so that there is both a challenge/appeal process through which the parent/guardian can utilize to assert the needs that they feel are not being addressed. Firstly, the legal policy and framework, the website specifies that it is the primary responsibility of the parent to reach out the individual within the process that they feel represents the issue they might be having. However, if this does not resolve the situation, they are able to contact the school principle and seek to resolve the issue at that juncture/standpoint. Once again, if the school principle is not able to resolve the issue then it is incumbent upon the parent/guardian to reach out to the Parent Liason Officer (PLO) as a means of seeking to rectify the situation. Naturally, if at this juncture no resolution may be found then it is incumbent upon the parent to seek out alternative means or jurisdictions. By the same token, the referral and assessment process can be challenged through a similar framework if for some reason the parent and/or guardian are of the opinion that the process is not working in their interests or the interests of the child. d. who are the IEP team members required to be in attendance at IEP meetings e. how are the results of the assessments shared with families Within 60 days of a child ...
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