Special Education

Children and Adults with ADD / ADHD

The Council for Exceptional Children (CEC)

Council for Learning Disabilities (CLD)

Ingham Intermediate School District - Special Education

LD Online

Learning Disabilities Association for America (LDA)

The Michigan Administrative Rules specify the criteria for special education and define eligibility for services under twelve different categories of impairment. Please visit Michigan Department of Education Office of Special Education website for additional information.

• Cognitively Impaired (CI)
• Emotionally Impaired (EI)
• Hearing Impaired (HI)
• Visually Impaired (VI)
• Physically Impaired (PI)
• Other Health Impairment (OHI)
• Speech and Language Impaired (SLI)
• Early Chilhood Developmental Delay (ECDD)
• Specific Learning Disability (SLD)
• Severely Multiply Impaired (SXI)
• Autism Spectrum Disorder (ASD)
• Deaf Blindness
• Traumatic Brain Injury (TBI)

Based upon the MET report, which identified areas of concern, the IEP Team determines eligibility , and develops an Individualized Education Program (IEP), which includes educational goals for the student and appropriate programs and services. On a yearly basis the IEP Team will meet to review the specific needs of the student and make recommendations for programming.

Participants in the IEP Team meeting have to include the following:

• Parents
• One regular education teacher, if applicable
• One special education teacher, or at least one provider of special education
• One representative of the local school district who is qualified to provide, or supervise the programs/services and is knowledgeable about the general curriculum and has the authority to commit resources
• A person who can interpret evaluation results
• Any other person who you or your local school district wishes to include who have knowledge or special expertise regarding your child, including related services personnel
• The child with disability, whenever appropriate

Persons who suspect a child may have a disability that interferes with learning may make a referral for evaluation. Parents, teachers, social workers, licensed physicians, nurses, foster parents or other agencies may initiate the process by:

• Contacting the child's teacher
• Contacting the building principal
• Contacting the school counselor
• Contacting the Special Education Office

A REED (Review of Existing Evaluation Data) Meeting will be scheduled. The Individual Educational Planning Team members at the REED will include the parents and qualified professionals. At that meeting, existing information/evaluations as well as classroom-based information and observations will be reviewed. Based on the review, the team will identify what additional information, if any, is needed to determine whether your child has a particular category of disability, or in the case of a reevaluation, if they continue to have such a disability.

If the IEP Team determines after a REED Meeting, that additional information is needed, the parents will be asked to sign a Special Education Referral and Consent form. ALL REFERRALS MUST BE MADE IN WRITING. Once your written consent is received, the Multidisciplinary Evaluation Team will conduct testing within thirty (30) school days.

Once the MET evaluations are completed, a written MET report with eligibility recommendations is presented at an IEPT meeting. Using the MET information, the IEPT determines whether or not your child is eligible for Special Education and how his/her educational needs will be met