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Q & A Day!


This is a common question, and is somewhat challenging to understand - but, in simple terms, it comes down to “educational impact.” While a diagnosis from a doctor, or recommendations from a doctor, are helpful in providing answers on how to properly support a student, in order for a child to receive special education services, there has to be a documented educational impact-meaning, it interferes with the child’s ability to access a Free and Appropriate Public Education. This is documented through school observations, work performance, assessments, and day to day activities within the school. A doctor is not able to “prescribe” educational programming any more than an educator can prescribe medication for a doctor’s client -it is more complicated than that.

With that said, school teams can consider the recommendation from a doctor, and if the child does qualify for special education services, the special education team can work collaboratively with the doctors, psychologists, counselors, therapists, etc. (with consent from the parents), to create a comprehensive plan to support the child.

The same circumstances would apply for the use of a private evaluation. The information within the evaluation must be read and considered by the team, but again, to be eligible for special education services, there would need to be an “educational impact.” It is important that the team is provided with the report at the time the special education evaluation is initiated. This ensures that the team is aware of the report and it’s contents.

The information must be read and considered, along with existing data within the school, in determining eligibility and a plan for the student. If a child is not eligible for special education services and can benefit from accommodations during the school day, a 504 can be established to provide appropriate accommodations. If you have any further questions, or would like to discuss this further, give us a call!

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