Once it is determined that an evaluation or reevaluation is needed, a decision must be made by the school staff, with input from the parents, as to the components of the evaluation or reevaluation. While some components are typically included, there are almost infinite variations of additional components that may be needed based on the nature of the child's suspected disabilities.
Disability rights lawyer, Matthew Cohen, describes the components of a basic evaluation:
Typically, a basic evaluation would likely include a vision and hearing screening, an interview with the child and an observation of the child in his learning environment, a social history of the child, typically conducted by a school social worker or psychologist by interviewing the parent(s), a medical history, an assessment of the child's intellectual ability (IQ tests), an assessment of the child's achievement (generally using achievement tests), some assessment of the child's visual -- motor skills, and assessment of the child's social, emotional and adaptive functioning.
If the child is suspected of having a disability that requires evaluation by a specialist, including evaluation by outside doctors or other clinicians, those evaluations must be conducted at no cost to the parent.
Once the child turns 16, if he is eligible for special education, the school must conduct a transition evaluation to determine what needs he may have related to his post-high school goals. These transition evaluations can include vocational evaluations, interest inventories, intellectual and achievement testing, psychological and social assessment, and assessment of basic independent living skills, along with other components.
Source:
Matt Cohen. Email correspondence/interview. April 28, 2009.
