The special education referral process is a systematic and legally mandated procedure used by schools to identify and evaluate students who may have disabilities and are in need of special education services. This process is governed by federal and state laws in many countries, such as the Individuals with Disabilities Education Act (IDEA) in the United States. Here are the key steps in the special education referral process:

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Referral: The process begins when a concern is raised about a student's academic or behavioral performance. This concern can come from teachers, parents, school staff, or other individuals. A formal written request for an evaluation is made to the school district or the school's special education department.

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Parental Consent: Once a referral is received, the school district or special education team must obtain written consent from the student's parents or legal guardians to conduct an evaluation. The evaluation cannot proceed without this consent.

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Evaluation: A comprehensive evaluation is conducted to determine if the student has a disability and is eligible for special education services. The evaluation typically involves assessments and observations conducted by various professionals, including educational psychologists, special educators, speech therapists, and others, depending on the suspected disability.

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Evaluation Report: After the evaluation is complete, the results are compiled into an evaluation report. This report summarizes the findings and recommends whether the student qualifies for special education services. Parents are typically provided with a copy of this report and are invited to participate in a meeting to discuss the results.​

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Eligibility Determination: A team, including parents, school professionals, and specialists, convenes to review the evaluation results and determine whether the student is eligible for special education services. The student must meet specific criteria established by federal and state laws to qualify.

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Development of an Individualized Education Program (IEP): If the student is found eligible for special education, an Individualized Education Program (IEP) is developed. The IEP outlines the specific services, accommodations, and goals for the student. The IEP team, which includes parents, educators, and other relevant professionals, collaboratively creates the plan.

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Placement: Once the IEP is developed, the team decides on the most appropriate educational placement for the student. This can include general education with support services, special education classrooms, or a combination of both.

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Annual Review and Reevaluation: The IEP is reviewed and updated at least annually to assess progress and make any necessary adjustments. A reevaluation process may be initiated if there is a change in the student's needs or at the request of parents or school staff.

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Procedural Safeguards: Throughout the special education process, parents have specific legal rights and protections. They are provided with procedural safeguards, including the right to participate in meetings, consent for evaluations, and the right to due process if there are disputes.

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Implementation and Monitoring: The IEP is put into action, and the student receives the specified services and accommodations. Progress is monitored regularly to ensure the student is making adequate academic and developmental progress.

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**Exclusionary Factors**

 Exclusionary factors Determinant factors are part of the referral process at the state and federal levels. These factors are to be held in consideration and as part of the Full and Individual Evaluation. This is to ensure that underachievement in a student is not due to a lack of appropriate instruction in reading and /or mathematics within the general education settings and delivered by qualified personnel.