Developmental Evaluations

You need to call the Special Education Director at the school district where you live, and tell them that you would like to have your child evaluated for special education services.

The parent, preschool or Head Start teacher, doctor, or other concerned person, notices a delay in one or more areas and would like further information. The parent contacts the school district where the child will go, and asks for the Special Education Office or CSE/CPSE Office. The parent describes the concerns, and asks for evaluations. The parent will need to sign a consent form, giving permission for the evaluations and choosing an evaluator from the list. The chosen evaluator will contact the parents to set up the appointment for testing. After the testing, the results are mailed to the parents, to the school district, and to the County (preschool services are funded through the County). The district will set up a new referral meeting, and key people are invited. The parents may bring anyone they wish to come with them to the meeting. At the CPSE meeting, the group of people, called the CPSE Committee, reviews the results from the testing, and recommends appropriate services. If the child is eligible for services, the services will be provided, and documented on an IEP, or Individualized Education Program. Sometimes the child might have a delay, but not be eligible for services under the New York State criteria.

Services available for preschool children with identified disabilities include related services, such as, speech/language therapy, occupational therapy, and physical therapy. Also available is SEIT, or Special Education Itinerant Teacher services, which is special instruction which can take place at the child’s preschool, daycare, or at home. Children who need the support of a special education teacher can benefit from an integrated classroom, which has a special education teacher present in the classroom. Special Transportation may be provided for children who are eligible for the integrated classroom setting.

Complete the following checklist, and if you have answered, “No,” to many questions, you should bring this checklist and your concerns to your physician for advice. If your physician does not feel there is a reason to be concerned, but you still feel uncomfortable, contact your local school district to set up an evaluation. Receptive Language Skills: Does your child: 2-3 years Answer simple questions about familiar events? Understand most sentences directed to them? Follow 2 step directions? Understand differences in meaning ("go , stop"; "in , on")? 3-4 years Hear you when you call them from another room? Hear television at the same loudness level as other family members? Answer simple "who", "what", "why" questions? 4-5 years Hear and understand most of what is said at home and in school? Pay attention to a story and answer simple questions? Tell a story about him/herself? Talking: Does your child: 2-3 years Use 3 to 4 word sentences? Ask "what" and "where" questions? Mispronounce many words, but uses them correctly? Use "no" and "not" in phrases? Speak so he can be understood most of the time? Have a word for almost everything? 3-4 years Ask many questions, including why? Use sentences about 4-5 words long? Tell a simple story? Generally be understood by strangers? 4-5 years Have 'adult-like' grammar? Tell you a story and stick pretty much to the topic? Talk easily with other children and adults?

Complete the following checklist, and if you have answered, “No,” to many questions, you should bring this checklist and your concerns to your physician for advice. If your physician does not feel there is a reason to be concerned, but you still feel uncomfortable, contact your school district to set up an evaluation. Fine Motor: Does your child: 3 years Build a tower with 9 cubes? Copy a circle, vertical, and horizontal line? Turn book pages one at a time? Hold a pencil in writing position? Open rotating door handles? Lace 3 holes of a shoe? Cut a piece of paper in half? 4 years Copy square shapes? Draw a person with two to four body parts? Cut on a line? Begin to copy some capitol letters? 5 years Copy a triangle and other geometric patterns? Print some letters? Cut out a circle on a line? Color within lines? Adaptive and Dressing Skills: Does your child: 3 years Stab food with a fork? Hold spoon in fingers with palm up? Use napkin? Serve self at table with little spilling? Use toilet with assistance - has daytime control? Button large buttons? Put on socks, may have difficulty turning the heel? Zip and unzip jackets (unable to separate or insert shank)? Put shoes on, although may be on wrong feet? 4 Years Put on socks with heel placement? Put shoes on with little assistance? Buckle shoes and belts? 5 Years Put shirt on correctly? Put belt in loop? Untie a tie on an apron (behind self)?

Complete the following checklist, and if you have answered, “No,” to many questions, you should bring this checklist and your concerns to your physician for advice. If your physician does not feel there is a reason to be concerned, but you still feel uncomfortable, contact your school district to set up an evaluation. Gross Motor Skills: Does your child: 3 years Pedal a tricycle? Walk down stairs with alternating feet? Climb jungle gyms and ladders? Catch an 8-inch ball? Hop on 1 foot 2 or 3 times? 4 years Hop and stands on one foot up to 5 seconds? Kick ball forward? Throw ball overhand? Catch a bounced ball? Walk downstairs holding and object in 1 hand and no railing? 5 years Do somersaults? Skip? Swing? Touch toes with both hands? Catch a bounced playground ball with two hands? Jump backward?

Complete the following checklist, and if you have answered, “No,” to many questions, you should bring this checklist and your concerns to your physician for advice. If your physician does not feel there is a reason to be concerned, but you still feel uncomfortable, contact your school district to set up an evaluation. Social Attributes: (not by age, just in general) The Child: 1. Is not EXCESSIVELY dependent on the teacher, assistant or other adults 2. USUALLY copes with rebuffs and reverses adequately 3. Shows the capacity to empathize 4. Has positive relationship with one or two peers; shows capacity to really care about them, miss them if absent, etc. 5. Displays the capacity for humor 6. Approaches others positively 7. Expresses wishes and preferences clearly; gives reasons for actions and positions 8. Asserts own rights and needs appropriately 9. Expresses frustrations and anger effectively and without harming others or property 10. Enters ongoing discussion on the subject; makes relevant contributions to ongoing activities 11. Takes turns fairly, easily 12. Negotiates and compromises with others appropriately 13. Does not draw inappropriate attention to self 14. Accepts and enjoys peers and adults of ethnic groups other than his or her own. 15. Interacts non-verbally with other children with smiles, waves, nods, etc.

Call the SES office here at Family Enrichment Network at 723-8313, ext. 504 Contact the CPSE Chairperson at the Special Education Office of your local school district. Contact the Broome County Department of Health, Maternal Child Health And Development, at 778-2823. Go to the New York State web site, http://www.vesid.nysed.gov/specialed/publications/policy/parentguide.htm – and there is a Guide for Parents (also available in Spanish, just click on the link at the upper left corner).