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Special Ed. Evaluations for
Home-Schooled or Private School Students |
Special Ed. Parent Survey Results
Special Education Evaluations for
Home-Schooled or Private School Students
In response to
the Individuals with Disabilities Education Improvement Act (IDEIA 2004)
Minnesota School Districts must demonstrate that "all children with
disabilities, including children with disabilities attending private
schools, regardless of the severity of their disabilities, and who are in
need of special education and related services, are identified, located
and evaluated." This responsibility extends to children with
disabilities who are educated at home or in non-public schools.
Upon request,
your local public school will provide information to concerned parents on
specific disabilities including information about the educational or
behavioral characteristics of each disability. Parents who believe
their child may indeed have a disability may request information on how to
arrange for an evaluation through the district's special education staff.
Parents of
students who are evaluated and are found to be eligible for special
education services will become part of a team to develop, implement, and
monitor the effectiveness of a Service Plan to meet the identified needs
of their children.
If you have
questions or would like to receive information about specific disabilities
or evaluation, please contact the principal of the school building your
child would be attending if he/she were enrolled in public school.
Your school district is committed to success for all learners.
Special Education
Parent Survey Results
Minneota
27/83
33%
Strongly Agree Responses of Over 70%:
I was involved in the special education referral process in
appropriate ways; The special education referral process made sense to me
as a parent; Overall, the special education referral process was
effective; My involvement in meetings regarding my child is encouraged; I
was involved in planning the most recent evaluation of my child; I am
comfortable with my involvement in my child's evaluations for special
education; My input as a parent is valued in the decision-making process;
My child has a good relationship with his/her special education teacher(s);
Adaptations/modifications agreed to on my child's IEP are implemented in
the classroom; My child is receiving all services as they are listed on
the IEP; My child is making progress on IEP goals and objectives; My child
has equal access to the services, programs; and opportunities that are
available to all students; My child is integrated into regular education
classrooms and activities as often as possible; Special education teachers
effectively communicate information about my child to other staff; My
child's special education teacher has a good understanding of my child's
disability; Paraprofessionals who work with my child contribute to his/her
success; Teachers and paraprofessionals who work with my child operate as
a team; Building administrators support special education programs; and
special education for my child is effective.
Strongly Disagree Responses
(all):
Prior to my child's
referral to special education, I was aware that school staff were trying
to help him/her; School staff responded to my concerns about my child in a
timely manner; and I believe my child is successful when he or she is in
the regular classroom.
Parents Comments:
I don't have one second of complaints... _______ has an excellent
teacher/ They are caring, compassionate, loving, and very helpful.
|
Questions Asked |
Minneota Parent Surveys -- 83 surveys sent out |
| |
Responses |
SA (1) |
Strongly Agree |
A (2) |
Agree |
D (3) |
Disagree |
SD (4) |
Strongly Disagree |
| 1. Prior to my
child's referral to special education, I was aware that school staff
were trying to help him/her. |
25 |
5 |
20.0% |
13 |
52.0% |
4 |
16.0 |
3 |
12.0 |
| 2. When
my child was first referred for special education evaluation, I was
involved from the beginning. |
27 |
16 |
59.3% |
11 |
40.7% |
0 |
0.0 |
0 |
0.0 |
| 3.
School staff responded to my concerns about my child in a timely
manner. |
27 |
12 |
44.4% |
9 |
33.3% |
5 |
18.5 |
1 |
3.7 |
| 4. I was
involved in the special education referral process in appropriate
ways. |
27 |
19 |
70.4% |
10 |
37.0% |
0 |
0.0 |
0 |
0.0 |
| 5. The
special education referral process made sense to me as a parent. |
27 |
19 |
70.4% |
9 |
33.3% |
1 |
3.7 |
0 |
0.0 |
| 6.
Overall, the special education referral process was effective. |
27 |
19 |
70.4% |
10 |
37.0% |
0 |
0.0 |
0 |
0.0 |
| 7. My
involvement in meetings regarding my child is encouraged. |
27 |
19 |
70.4% |
10 |
37.0% |
0 |
0.0 |
0 |
0.0 |
| 8. I was
involved in planning the most recent evaluation of my child. |
27 |
21 |
77.8% |
6 |
22.2% |
0 |
0.0 |
0 |
0.0 |
| 9. I am
comfortable with my involvement in my child's evaluations for special
education. |
27 |
20 |
74.1% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
| 10. My input
as a parent is valued in the decision-making process. |
27 |
19 |
70.4% |
10 |
37.0% |
0 |
0.0 |
0 |
0.0 |
| 11. All
teachers who work with my child provide information for
decision-making at meetings. |
27 |
18 |
66.7% |
11 |
40.7% |
0 |
0.0 |
0 |
0.0 |
| 12. Regular
education teachers actively participate in meetings about my child. |
27 |
17 |
63.0% |
12 |
44.4% |
0 |
0.0 |
0 |
0.0 |
| 13. Academic
Standards and state tests are discussed at meetings about my child. |
27 |
16 |
59.3% |
7 |
25.9% |
1 |
3.7 |
0 |
0.0 |
| 14. I have a
good understanding of my child's current functioning at school. |
27 |
18 |
66.7% |
11 |
40.7% |
0 |
0.0 |
0 |
0.0 |
| 15. When there
are concerns, I have been involved in planning solutions for my
child. |
27 |
18 |
66.7% |
10 |
37.0% |
1 |
3.7 |
0 |
0.0 |
| 16. My child
has a good relationship with his/her special education teacher(s). |
27 |
21 |
77.8% |
8 |
29.6% |
0 |
0.0 |
0 |
0.0 |
| 17.
Adaptations/modifications agreed to on my child's IEP are implemented
in the classroom. |
27 |
20 |
74.1% |
8 |
29.6% |
0 |
0.0 |
0 |
0.0 |
| 18. My child
is receiving all services as they are listed on the IEP. |
27 |
20 |
74.1% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
| 19. My child
is working on the Academic Standards and state tests. |
27 |
15 |
55.6% |
9 |
33.3% |
1 |
3.7 |
0 |
0.0 |
| 20. My child
is making progress on IEP goals and objectives. |
27 |
19 |
70.4% |
10 |
37.0% |
0 |
0.0 |
0 |
0.0 |
| 21. My child
is making progress towards living independently as an adult. |
27 |
12 |
44.4% |
11 |
40.7% |
1 |
3.7 |
0 |
0.0 |
| 22. My child
has equal access to the services, programs, and opportunities that are
available to all students. |
27 |
20 |
74.1% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
| 23. My child
is integrated into regular education classrooms and activities as
often as possible. |
27 |
20 |
74.1% |
7 |
25.9% |
0 |
0.0 |
0 |
0.0 |
| 24. I believe
my child is successful when he or she is in the regular education
classroom. |
27 |
16 |
59.3% |
8 |
29.6% |
2 |
7.4 |
1 |
3.7 |
| 25. My child
benefits from a center-based program. |
27 |
17 |
63.0% |
8 |
29.6% |
1 |
3.7 |
0 |
0.0 |
| 26. Special
education teachers effectively communicate information about my child
to other staff. |
27 |
19 |
70.4% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
| 27. My child's
special education teacher has a good understanding of my child's
disability. |
27 |
19 |
70.4% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
| 28. My child's
regular education teacher has a good understanding of my child's
disability. |
27 |
18 |
66.7% |
9 |
33.3% |
1 |
3.7 |
0 |
0.0 |
| 29.
Paraprofessionals who work with my child contribute to his/her
success. |
27 |
19 |
70.4% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
| 30. Teachers
and paraprofessional who work with my child operate as a team. |
27 |
22 |
81.5% |
6 |
22.2% |
1 |
3.7 |
0 |
0.0 |
| 31. Building
administrators appropriately handle disciplinary cases involving my
child. |
27 |
13 |
48.1% |
11 |
40.7% |
0 |
0.0 |
0 |
0.0 |
| 32. Building
administrators are knowledgeable about special education laws and
issues. |
27 |
16 |
59.3% |
12 |
44.4% |
0 |
0.0 |
0 |
0.0 |
| 33. Building
administrators support special education programs. |
27 |
19 |
70.4% |
8 |
29.6% |
1 |
3.7 |
0 |
0.0 |
| 34. Special
education for my child is effective. |
27 |
19 |
70.4% |
9 |
33.3% |
0 |
0.0 |
0 |
0.0 |
|
