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Sample Letters: Requesting an Independent Educational Evaluation (IEE) at Public Expense LD Topics. By: National Dissemination Center for Children with Disabilities (NICHCY)The IDEA gives you the right to have your child evaluated independently.
This means you have the right to have your child evaluated by someone other than staff who work for the school system. The purpose of the evaluation is to see if your child has a disability and, if so, what his or her special needs are. In some cases, you may pay for an Independent Educational Evaluation (IEE). In other cases, the school system may pay for it. If the school system pays for the IEE or sees that the IEE is done at no cost to you, this is known as an IEE at public expense. For more information about your right to an IEE, please see Question #1.
NICHCY's publication called Questions and Answers about IDEA.)Why would I want to request an Independent Educational Evaluation (IEE) at public expense? Sometimes a family may feel that the results of the school's evaluation do not accurately describe their child. Some parents may want additional academic tests or medical exams. Or they may be interested in having evaluations done in skill areas the school staff did not test. Parents can choose to have their child tested outside the school system, for these or other reasons. However, if you want the school to pay for an Independent Educational Evaluation (IEE), you will need to make your request BEFORE any independent testing is done. Some reasons you may want to request an independent evaluation include: You believe the original evaluation was incorrect.
The original evaluation was not done in your child's native language. You believe that the original evaluation was incomplete and additional tests are needed. The evaluation was not done with the needed accommodations (for example, in Braille or administered by someone who knows sign language). The school system may agree to your request and pay for the IEE. On the other hand, the school system may deny your request and ask for a hearing to show that its own evaluation was appropriate.
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- Sample Letters: Requesting an Independent Educational Evaluation (IEE) at Public Expense. By: National Dissemination Center for Children with Disabilities (NICHCY).
You will have the chance at this hearing to state your reasons why the school system should be required to pay for the IEE. An impartial third person (called a hearing officer) listens to and reviews the evidence. This individual then decides if the school system must pay for an independent evaluation. If the hearing officer decides in favor of the school system, you may still obtain an independent evaluation, but you must pay for it. The results of the IEE must be considered by the school in any decision made regarding your child's free appropriate public education. Sample Letter 3: Requesting an Independent Educational Evaluation at public expense.
Today's Date (include month, day, and year) Your Name. Street Address City, State, Zip Code.
Daytime telephone number. Name of Person to Whom You Are Writing. Title. Street Address.
City, State, Zip Code. Dear (name),My son/daughter, (child's name) is in the ( _ ) grade, at (name of school), in (teacher's name) class. He/She was evaluated for special education services in (month/year). I am writing to request an Independent Educational Evaluation at public expense, for the following reasons: (BRIEFLY list your reason(s). Be very specific. For example,"I disagree with the evaluation results because…""The evaluation should have included…""Evaluation should have been done in the area of…"I would like this Independent Educational Evaluation to be done as quickly as possible so that we can fully address (child's name) needs.
Please respond as soon as possible and send me copies of the school's guidelines for this. My daytime telephone number is (give your phone number). Thank you. Sincerely,Your namecc: your child's principalyour child's teacher.
This information is copyright free. Dating Seperation South Carolina Laws. Readers are encouraged to copy and share it, but please credit the National Dissemination Center for Children with Disabilities (NICHCY). NICHCY Parent Guides are published in response to questions from individuals and organizations that contact us. We encourage you to share your ideas and feedback with us! Publication of this document is made possible through a Cooperative Agreement between the Academy for Educational Development and the Office of Special Education Programs of the U. S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.
S. Government. NICHCYP. O. Box 1. 49. 2Washington, DC 2. Fax: (2. 02) 8. 84- 8. Excerpted from Communication with Your Child's School Through Letters. National Dissemination Center for Children with Disabilities. Washington, D. C.: Academy for Educational Development.
Guidelines for Psychological Evaluations in Child Protection Matters. Child protection matters present situations that reflect a variety of legal and/or ethical considerations. The appropriate procedure or response in one case may be inappropriate in another. Psychologists seek to educate themselves about laws that govern the evaluation, as well as other applicable sections of the Ethics Code, particularly those that address confidentiality and informed consent (Ethics Code 2. In addition, psychologists appreciate the need for timeliness in their involvements in child protection matters, including responding to the evaluation referral, scheduling evaluation appointments, and completing the report. Inattention to court- imposed timelines may delay the case's legal disposition and negatively impact the child and parent(s) involved in the case. Based on the nature of referral issues or questions that define the focus and scope of the evaluation, psychologists determine the methods that are appropriate to address the referral issues or questions.
Rationale: Psychologists, based on their training, their experience, and their knowledge of research and professional literature, are best able to determine the methods to address evaluation referral issues and questions appropriately. Application: In child protection matters, psychologists are frequently asked to address: past, current or foreseeable child protection issues; parenting capacities; and/or the fit between parenting capacities and the needs of a child for care and protection. From these questions, psychologists may propose interventions designed to provide parents with parenting skills and supports sufficient to provide adequate care and protection for a child, may describe why previous attempts at intervention or support have failed, and/or may offer an opinion about the likelihood that a parent's deficiencies may be adequately remedied by further interventions or supports. Although the scope of the psychologist's involvement in child protection matters is ordinarily defined by the issues or questions prompting referral for an evaluation, the scope may sometimes be reasonably inferred by the situation prompting the referral when specific questions do not accompany the referral. Nonetheless, in cases where the issues, questions, or circumstances prompting the referral are unclear, the psychologist seeks to clarify the scope of the child protection evaluation being requested.
A psychologist strives to address evaluation referral questions with appropriate methodology that is based upon established scientific and professional knowledge (Ethics Code 2. If the psychologist is unable to address the referral question in full, the psychologist strives to communicate the limitations of the evaluation procedures and declines to offer opinions or recommendations beyond the scope of the assessment or his or her expertise (Ethics Code 2. For example, if the referral is for a child protection evaluation of only a parent or only a child, psychologists ordinarily refrain from offering opinions or recommendations regarding the specific fit between the person evaluated and the child or a parent who was not evaluated. In such cases, psychologists may describe findings (e. But where the psychologist lacks a sufficient foundation on which to base case- specific opinions or recommendations, the psychologist acknowledges the limitations of the foundation and refrains from offering opinions or recommendations (Ethics Code 9.
In cases where basic facts are contested and remain uninvestigated or unresolved, psychologists ordinarily avoid offering opinions regarding the personal credibility of evaluation participants or asserting that the psychologist can determine the truthfulness of statements made by evaluation participants. Psychologists may report relevant consistencies or inconsistencies of information that are found in documents reviewed, that are provided by persons interviewed as evaluation subjects or collateral sources, that are developed through assessment procedures, or that are found in other information sources. Similarly, psychologists asked only to critique the child protection assessments of another mental health professional in a particular case may do so but then refrains from making case- specific recommendations about the parent(s) and child because they did not evaluate the parents or child (Ethics Code 9. Psychologists strive to inform those making referrals for child protection evaluation and, as appropriate, those making decisions in these cases, of any relevant limitations upon their evaluations, opinions or recommendations.
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