Special education services are determined by the Individualized Education Program (IEP) developed for each child.

IEP Team Composition
The composition of the IEP team generally includes:

• one or both of the parents/legal guardian,
• a general education teacher,
• a special education teacher (or special services provider),
• a school district representative (usually the principal),
• a person who can interpret the educational implications of the evaluation, and
• other persons with knowledge or expertise regarding the child.

Step 1: Referral
A referral may be made by anyone who has information that indicates that a child may have a disability. Referrals are made typically by teachers who recognize that a child has a difficulty, which suggest a possible disability.

Step 2: Pre-evaluation
Immediately after a referral is made, all available information relative to the child's suspected disability, including information from the parent and interventions made in general education, should be collected. All relevant information must be considered before determining whether additional data, such as medical information or evaluation results, are needed. This decision cannot be made by an individual teacher or administrator, but must be made by a group of people - essentially the individual who comprise the child's IEP team.

In cases where the referral has been made by the parent, the group's decision regarding evaluation must be documented in written notice to the parent regardless of the decision. If the decision is to conduct an evaluation, the school district must obtain informed written consent from the parent before proceeding with the evaluation. If the team determines that an evaluation is not warranted, appropriate written notice must also be given to the parent. The notice will include the basis for the determination and an explanation of the process followed to reach the decision.

Step 3: Evaluation
Referral information and appropriate involvement of the child's team lead to the identification of specific areas to be included in the evaluation. All areas of a suspected disability must be evaluated. In addition to determining the existence of a disability, the evaluation should also focus on the identification of the child's special education and related service needs.

Step 4: Eligibility Determination
The determination of eligibility for special education services is two-pronged. After the completion of the evaluation, the IEP team meets to determine whether the evaluation results indicate the existence of a disability and whether the child exhibits a need for special education.

Step 5: Development of the IEP
The IEP should focus on educational needs that cannot be met in the general education program. Goals and objectives in the IEP are based on the strengths and needs of the child, concerns of the parents/legal guardian, and results of the initial or most recent evaluation of the child, as appropriate.