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Channeling Students into Special Services

As I read the text and at the end of the initial evaluation, it seems Jeffrey will need special services when he enters school. The reason I say this is because Jeffrey is 17 years old and only reads on about a 4th grader level. Therefore there needs to be a referral for the student for initial evaluation, so that it can be known what type of supports Jeffery may need. From the referral, he was classified as having a learning disability, so therefore it will be processes and procedures taken place. Some of those procedure and processes that will be followed after the identification of Jeffrey’s learning disability are: IEP-Individualized education Plan will be developed by the IEP team, parent participation in planning, transition services statement, then the Jeffrey will receive the special education service and after that he will have a yearly review to update his IEP.
An IEP is the first and most important step for Jeffery; this document is complex and is very time consuming. It will include the special education goals for Jeffrey, the placement, how he student will participate in the general curriculum, and other serious information. (Rosenberg, 2008)
The IEP team and parent participation goes hand and hand, because his parents play a major role in the IEP team. The general education teacher will participate as well as the special education teacher, some other professionals and when appropriate, the student. (Rosenberg, 2008)
For students who are adolescents and approaching adulthood, the law says the IEP must include a statement of transition service therefore that will also be a part of Jeffrey’s process and procedure. (Rosenberg, 2008)
Once the IEP has been completed and signed, Jeffrey may begin to receive services. The most significant ingredients of the IEP will be the goals that he will work on and the

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