Getting out of special education can be a daunting task. After all, maintaining an Individualized Education Plan (IEP) usually means that students have more learning challenges than their peers. Hence, getting out of special education often requires hard work, determination, and the support of parents, teachers, and other professionals. But it’s definitely possible. If you’re a student with a disability who wants to leave special education, here are a few things you can do to make it happen.
First, you need to prove that you no longer need special education services. This means showing that you can make progress in a general education classroom without additional support. One way to do this is to get good grades in your regular classes. You can also talk to your teachers about what you can do to improve your academic performance. For instance, you can request to repeat a test if the grade is low due to factors not related to your learning disability. Teachers are more likely to accommodate your request if you can show them that you’re willing to put in the extra work. Finally, you can ask your parents to advocate for you. They can attend IEP meetings and speak to your teachers on your behalf. They can also help you to find resources and support outside of school.
Finally, you need to be prepared for the transition out of special education. This means making sure that you have the skills you need to be successful in a general education classroom. For example, you may need to work on your social skills, organizational skills, or study skills. Once you’ve made the transition out of special education, it’s important to continue to advocate for yourself. This means speaking up for your needs and asking for help when you need it. It also means staying organized and on top of your schoolwork. With hard work and determination, you can succeed in a general education classroom and reach your full potential.
Understanding Special Education Eligibility
Special education is a system of educational services and supports designed to meet the unique needs of students with disabilities. These services are provided at no cost to eligible students and are tailored to help them make progress in their education.
To be eligible for special education, a student must have a disability that significantly affects their ability to learn and benefit from the general education curriculum. This disability can be cognitive, physical, emotional, or sensory.
The Individuals with Disabilities Education Act (IDEA) is the federal law that governs special education services. IDEA defines a disability as a condition that:
| Condition | Characteristics |
|---|---|
| Autism | Difficulty with social interaction and communication, repetitive behaviors, and restricted interests |
| Intellectual Disability | Significant limitations in intellectual functioning and adaptive skills |
| Specific Learning Disability | Difficulty with reading, writing, or math that is not due to other factors |
| Speech or Language Impairment | Difficulty with understanding or using spoken language |
| Physical Disability | Physical limitations that affect mobility, strength, or endurance |
| Emotional Disturbance | Significant emotional or behavioral problems that interfere with learning |
| Sensory Impairment | Difficulty with seeing, hearing, or processing sensory information |
If you believe your child may have a disability that qualifies them for special education services, you can contact your child’s school district to request an evaluation.
Requesting an Independent Educational Evaluation
An independent educational evaluation (IEE) is an assessment conducted by a qualified professional who is not employed by the school district. Parents may request an IEE if they believe their child’s current IEP is not appropriate or if they suspect their child has a disability that has not been identified by the school.
To request an IEE, parents should write a letter to the school district’s director of special education. The letter should include the following information:
- A statement that the parent is requesting an IEE
- The reasons for the request
- The name of the qualified professional who will be conducting the evaluation
- The proposed dates for the evaluation
The school district has 15 days to respond to the request. The district may grant the request, deny the request, or offer to conduct an IEE of their own.
If the school district denies the request, parents may appeal the decision to the State Education Agency (SEA). The SEA has 30 days to review the appeal and make a decision.
Who Qualifies for an IEE?
Any child who is suspected of having a disability that has not been identified by the school may qualify for an IEE. This includes children who are struggling academically, have behavioral problems, or have other developmental concerns.
Children who are already receiving special education services may also qualify for an IEE if they are not making progress in their current program.
How to Choose a Qualified Professional
Parents should carefully consider the qualifications of the professional who will be conducting the IEE. The professional should have experience in evaluating children with disabilities and should be familiar with the special education process.
Parents may want to ask the following questions when choosing a professional:
| Question | Reason for Question |
|---|---|
| What is your experience in evaluating children with disabilities? | To ensure that the professional has the necessary expertise |
| Are you familiar with the special education process? | To ensure that the professional understands the IEP process and can provide meaningful recommendations |
| What are your rates for conducting an IEE? | To ensure that the professional’s fees are affordable |
Transition from Special Education to General Education
Moving a student from special education to general education can be a challenging but rewarding process. Here’s a comprehensive guide to help you navigate this transition smoothly.
Assessment and Evaluation
Start by conducting a comprehensive assessment of the student’s academic, social-emotional, and functional skills. This evaluation will determine the student’s strengths, areas of need, and the level of support required in general education.
Individualized Education Program (IEP) Development
Work with the IEP team to develop an individualized transition plan that outlines the student’s goals, services, and supports. This plan should be tailored to the student’s specific needs and considers their strengths and weaknesses.
Collaboration and Communication
Maintain open communication with the student, parents, general education teachers, and other professionals involved in the transition. Share information and coordinate efforts to ensure a smooth transition.
Co-Teaching and Support
Consider co-teaching the student in general education classes to provide additional support and scaffolding. Provide the student with access to resource rooms, tutors, and other support services as needed.
Data Collection and Monitoring
Collect data on the student’s progress and make adjustments to the transition plan based on the data. Monitor the student’s academic, social-emotional, and behavioral outcomes regularly to ensure they are making progress and receiving appropriate support.
Accommodation and Modifications
As the student transitions to general education, provide appropriate accommodations and modifications to support their learning. These may include preferential seating, extended time on assignments, assistive technology, or modifications to curriculum or assignments.
| Accommodation | Modification |
|---|---|
| Preferential seating | Changing grade level content to a lower grade level |
| Extended time on assignments | Simplifying instructions or assignments |
| Assistive technology | Providing a calculator for math class |
| Modifications to curriculum or assignments | Shortening assignments or focusing on key concepts |
Developing an Effective Transition Plan
Creating a comprehensive transition plan is crucial for students exiting special education. This plan should outline the steps and timeline for the student’s transition from special education services to general education or other appropriate settings. Here are key considerations for developing an effective transition plan:
1. Determine Transition Goals and Expected Outcomes: Identify the student’s post-secondary goals and expectations, such as employment, further education, or independent living.
2. Assessment and Evaluation: Conduct thorough assessments to evaluate the student’s current academic, functional, and developmental strengths and needs.
3. Individualize the Plan: Tailor the transition plan to the student’s specific needs, considering their strengths, challenges, and preferences.
4. Collaboration and Support: Involve the student, parents, educators, and other support personnel in developing and implementing the plan.
5. Services and Supports: Outline the specific services and supports the student will need during the transition, such as academic accommodations, counseling, and assistive technology.
6. Education and Training: Provide the student with opportunities for education and training in skills essential for success in general education or other settings.
7. Monitoring and Evaluation: Establish a system to monitor the student’s progress and make adjustments to the plan as needed. Track the student’s progress and identify areas for improvement.
| Timeline | Measure of Success |
|---|---|
| Year 1 | Maintain a 2.5 GPA or higher |
| Year 2 | Pass all required high school courses |
| Year 3 | Graduate from high school with a diploma |
How To Get Out Of Special Education
If you are a parent of a child with special needs, you may be wondering how to get them out of special education. There are a few things you can do to help your child transition out of special education and into general education.
First, you need to talk to your child’s teacher and the school principal. They can help you develop a plan to gradually transition your child out of special education. This plan may include reducing the amount of time your child spends in special education classes, or it may involve providing your child with additional support in general education classes.
You also need to work with your child at home. Help them practice the skills they need to be successful in general education classes. This may include helping them with their reading, writing, and math skills. You can also help them develop their social skills and learn how to advocate for themselves.
Finally, you need to be patient. It may take some time for your child to transition out of special education. But with your support, they can succeed in general education classes.
People Also Ask About How To Get Out Of Special Education
How do you know if a child is ready to exit special education?
There are a few signs that a child may be ready to exit special education. These signs include:
- The child is making progress in their special education program.
- The child is able to access the general education curriculum with supports.
- The child is able to participate in extracurricular activities.
- The child is able to self-advocate.
What are the benefits of exiting special education?
There are several benefits to exiting special education. These benefits include:
- The child will have access to a broader range of courses and activities.
- The child will be able to interact with a wider range of peers.
- The child will be more likely to graduate from high school and attend college.
- The child will be more likely to find a job and live independently.
What are the challenges of exiting special education?
There are also some challenges to exiting special education. These challenges include:
- The child may need additional support to be successful in general education classes.
- The child may face discrimination or prejudice from peers or teachers.
- The child may have difficulty adjusting to the pace and expectations of general education classes.
