The special education evaluation process is designed to determine whether a student is eligible for services and supports under Indiana’s Article 7 regulations. This process helps ensure that students with disabilities receive the instruction and resources they need to be successful in school.

The process typically begins when a concern is raised about a student’s academic, social, emotional, or developmental progress. Concerns may be shared by parents, teachers, or other school staff. Before a formal evaluation is considered, the school may implement interventions and monitor the student’s progress.

If a comprehensive evaluation is recommended, the school will request written parental consent. Once consent is provided, a multidisciplinary team conducts the evaluation. This team may include teachers, school psychologists, special education staff, and other professionals, depending on the student’s needs.

The evaluation uses a variety of assessment tools and strategies to gather information about the student. These may include:

• Academic assessments

• Observations in the classroom

• Cognitive and developmental testing

• Behavioral or social-emotional assessments

• Parent input and developmental history

No single test is used to determine eligibility. Instead, the team reviews all collected information to understand the student’s strengths and areas of need.

After the evaluation is completed, a case conference committee (CCC), which includes parents and school staff, meets to review the results. The team determines whether the student meets eligibility criteria under one of the disability categories outlined in Article 7 and whether the student requires special education services.

If a student is found eligible, the team develops an Individualized Education Program (IEP). The IEP outlines the student’s goals, services, accommodations, and supports. If the student is not eligible, the team may discuss other supports that can be provided within general education.

Throughout the process, parents are important partners. They have the right to participate in meetings, provide input, and receive clear communication about their child’s evaluation and eligibility.

If you believe your child needs an intervention plan or evaluation for special education services, please reach out to your school principal.