PL 94-142. 50 years. part 1. Child Find.

Taking this opportunity to provide an overview of the moving pieces that are a result of PL 94-142. An overview of the process that is special education. First stop, child find.

Public Law 94-142 including part b and c. Originally billed as the EHA (Education for all Handicapped Children Act) it was later revised as IDEA (Individuals with Disabilities Education Act) The gist? FAPE. All children are entitled to a Free and Appropriate public education in the least restrictive environment. Signed into law in November of 1975. Before that? Children identified with disabilities were not ensured a public education equal to that of same aged peers without disabilities. Do the math. 50 years. That is it. In Wisconsin, Public schools are required to provide special education and related services to students ages 3-21. Yes, you read that correctly, 3-21. In Wisconsin, counties are required to provide special education for children birth - 3 (services end when a child turns 3). It is required. A free and appropriate public education in the least restrictive environment.

How do we identify children who may require special education? Child Find. Child Find is a component of the Individual with Disabilities Education Act (IDEA) requiring states to have a comprehensive system to identify, locate, and evaluate all children who are in need of early intervention or special education services. All districts. Every district must have a child find process in place. Not all processes will look the same. In my district of previous employment, the process has changed a few times over the years. What it may look like. A child find day/screening day is scheduled 1x (or more) per month. A team of early educators use informal methods to screen identified areas of concern to determine whether or not a child should be referred for an evaluation. This may include a screening tool, observation, teacher report and or parent report. A screening is not the same as a formal evaluation. A screening simply identifies potential differences and delays that may warrant a need for a more formal evaluation. Outcomes vary. The team may decide there are no concerns. The team may want to gather additional information. The team may suggest a child be re-screened at a later date. The team may provide strategies that will address concerns that are present, but perhaps do not warrant moving forward with an evaluation. Or the team may recommend a referral be made for a formal evaluation to determine whether or not a child may meet the criteria for any one identified impairment area and in addition require special education. Most importantly, child find aids a district in finding and identifying children who may require intervention. If you have any concerns, even an inkling or are looking for assurance, contact your local school district. Inquire about child find. Early intervention is available. Early intervention is key.

So what happens if a referral is made? Who can make a referral? Is there a timeline? How is eligibility determined? What is an impairment area? Do all children who meet the criteria for an impairment area require special education? Good questions! Will follow up with the referral/evaluation process next blog! Stay tuned.