This event is full. Please email Hillary Reid at hreid@fcoe.org with any questions. 

Description

When ​considering ​whether ​a ​student ​is ​eligible ​for ​special ​education, ​it ​is ​absolutely ​essential ​that ​a ​school ​psychologist ​consider ​what ​is ​primarily ​driving ​the ​student’s ​educational ​needs: ​ ​are ​the ​needs ​caused ​by ​a ​disability, ​or ​are ​they ​caused ​by ​something ​else—a ​so-called ​limiting ​factor? ​ ​If ​the ​latter, ​the ​child ​should ​not ​be ​made ​eligible ​for ​special ​education. ​ ​Limiting ​factors ​include ​being ​limited ​English ​proficient; ​lack ​of ​school ​experience; ​poor ​school ​attendance; ​environmental ​(including ​home ​life, ​homelessness, ​and ​substance ​abuse) ​deficits; ​cultural ​issues; ​and ​economic ​disadvantage. ​ ​What ​happens ​if ​a ​student ​whose ​needs ​are ​caused ​primarily ​by ​a ​limiting ​factor ​nevertheless ​is ​made ​eligible ​for ​special ​education? ​ ​How ​do ​you ​address ​complex ​profiles ​where ​the ​student ​has ​a ​disability ​but ​also ​is ​being ​affected ​by ​a ​limiting ​factor? ​ ​How ​does ​the ​need ​to ​analyze ​limiting ​factors ​impact ​the ​conduct ​of ​the ​assessment ​and ​choice ​of ​assessment ​measures? ​ ​How ​do ​you ​write ​about ​and ​discuss ​with ​parents ​limiting ​factors ​of ​a ​sensitive ​nature ​(such ​as ​an ​unstable ​home ​life)? ​ ​These ​and ​other ​topics ​will ​be ​addressed ​in ​this ​workshop ​geared ​specifically ​to ​school ​psychologists.

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