Exceptional Student Determination And Collaboration Analysis

Exceptional Student Determination and Collaboration Implementation Process
This paper will examine the process involved in the determination of services for the exceptional student. The topics covered will include the pre-referral, intervention procedures, the referral, evaluation process, determination for special education services, implementing an individualized education program, placement within special education services, inclusion and the partnership between the student, family, and school personnel.

Exceptional Student Determination and Collaboration Implementation Process
Pre-Referral and Pre-Intervention
The pre-referral process involves identifying a student as being exceptional, but not to the extent of an actual
The following areas should be addressed with caution and concern: the type of learning disability, the student's behavior, attitude, the type of assessment, qualifications of the tester, and the student's performance on the test. Equally important is to determine whether the assessment test is culturally sensitive. Lastly, these concerns, if not carefully considered can determine the child eligible for services without having a disability.
The evaluation procedure covers two types of testing: education and intelligence. Furthermore, there could be more testing depending on the area of need, such as arithmetic, reading or behavioral. Although there are distinct types of test that can be administered, the Standford-Binet intelligence test is commonly used and was designed by Alfred Binet. The outcome of the testing, pre-intervention, and all relevant information is then assessed by the evaluation team, and a decision to refer to special education services is executed (Taylor et al., 2015)
Eligibility for Special Education
For example, the student may need physical therapy, so a physical therapist would be included. Equally important is the understanding that each collaboration is individualized according to their IEP needs. The common goal of all individuals involved in the IEP process is to assure that each student achieves their education through a supportive and encouraging environment (Taylor et al., 2015).
Central to the process of collaboration is working as a team, sharing responsibility and decision making, aspiring for the same goal, volunteering, and sharing resources. Additionally, it should be understood that everyone's voice and opinion counts, and that the process can vary, such as it can be informal, scheduled, or a spur-of-the-moment. Collaboration and sharing of resources greatly benefit the student and expands involvement in activities outside of school, such as joining the local recreational center (Taylor et al.,