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وصف العملية في ولاية بنسلفانيا لكيفية انتقال الطالب من التعليم العام إلى التعليم الخاص.هناك واجب يسمى واجب “العثور على الطفل” المدرسة. يجب أن يكون لكل مدرسة ومدرسة ميثاق طريقة لإبلاغ الجمهور بأن الأطفال ذوي الإعاقة الذين يعيشون في المنطقة ، والذين حتاجون إلى مساعدة خاصة للتعلم ، لديهم حقوق معينة. يجب أن يكون لدى كل منطقة تعليمية طريقة للعثور على الأطفال وفحصهم (بما في ذلك الأطفال المهاجرون ، والذين هم بلا مأوى ، والذين هم في عهدة نظام رعاية الطفل ، أو الذين يحضرون المدارس الخاصة) لتحديد ما إذا كانوا بحاجة إلى تقييم التعليم الخاص حتى إذا لم يطلب آباؤهم المساعدة.إذا أراد مسؤولو المدرسة تقييم طفلك للمرة الأولى ، يجب أن يرسلوا لك نموذج تصريح – Permissionto Evaluation (PTE). يجب أن يوضح النموذج: 1) أسباب التقييم ، 2) عند إجراء التقييم ، 3) أي سجلات أو تقارير ستستخدمها المدرسة ، و 4) الأنواع المحددة من الاختبارات التي ستقوم بها المنطقة التعليمية.- يمكن أن تطالب العيّنات بالتقييم من خلال كتابة رسالة نموذجية تطلب تقديم تقييم التعليم الخاص الأولي في الملحق 2 من هذا الدليل.بعد ذلك يجب أن تعطيك المدرسة إذنًا بتقييم نموذج الموافقة (PTE). “أﻓﺿل اﻟﻣﻣﺎرﺳﺎت” ھﻲ أن ﺗﻘوم اﻟﻣدرﺳﺔ ﺑﺗﻘدﯾم اﻟﻧﻣوذج ﻓﻲ ﻏﺿون 10 أﯾﺎم دراﺳﯾﺔ ﻣن طﻟﺑك ، ﻟذا ﺗﺗﺣﻘق ﻣن اﻟﻣﻧطﻘﺔ اﻟﺗﻌﻟﯾﻣﯾﺔ إذا ﻟم ﺗﮐن ﻗد ﺣﺻﻟت ﻋﻟﯽ اﻻﺳﺗﻣﺎرة ﺣﺗﯽ ذﻟك اﻟﺣﯾن. يجب عليك توقيع هذا النموذج حتى يمكن للمدرسة أن تبدأ التقييم.عندما توافق العائلات على التطور ، يمكن للمدرسة البدء بالإجراءات:60 يومًا من أيام التقويم (مطروحًا صيفًا) للتقييم: لمنطقة الدراسة 60 يومًا تقويميًا (باستثناء أشهر الصيف) من تاريخ تسجيل أحد أولياء أمور الطفل نموذج إذن لتقييم (PTE) لتقييم الطفل وإصدار تقرير التقييم ( ER). إذا قام أحد الوالدين بكتابة خطاب إلى المدرسة يطلب فيه تقييماً ، يجب على المدرسة بعد ذلك جعل “استمارة الموافقة على التقييم” متاحة “.” إذا طلب الوالد إجراء تقييم شفهي ، يجب على المدرسة أن تقدم للوالد نموذجًا لوضعها ﻃﻠﺐ آﺘﺎﺑﻲ ﺧﻼل 10 أﻳﺎم ﺗﻘﻮﻳﻤﻴﺔ ﻣﻦ اﻟﻄﻠﺐ اﻟﺸﻔﻬﻲEvaluation Report Given to Parents 10 School Days Before IEP Team Meeting: The school district must provide the parents with a copy of the Evaluation Report at least 10 school days before the Team meets to develop the child’s special education program. Parents can waive this requirement in writing.IEP Team Meets Within 30 Calendar Days: If the child is found to be eligible for special education services, a Team (which includes, at minimum, the child’s parents, a special education teacher, an administrator, and, in most cases, a regular education teacher) must meet to develop the child’s Individualized Education Program (IEP) within 30 calendar days. The IEP is the written document that is the “contract” between the parents and the school. It lists the child’s goals and the services the school will provide to the child to help meet those goals.School Implements IEP Within 10 School Days: After the IEP Team meets and develops the IEP, the school must start to provide all the services included in the IEP no later than 10 school days after its completion.IEP Must Be In Effect at Beginning of Each School Year: The school must make sure that every child who gets special education services has an IEP in place at the beginning of each school year.Extended School Year Determination Made by February 28th for Children with Severe Disabilities: The IEP Team must meet by February 28th of each school year to determine a child’s need for Extended School Year (ESY) services over the summer months or at other times when school would not usually be in session for children with severe disabilities (such as children with autism, serious emotional disturbance, severe mental retardation, and severe multiple disabilities). For children with less severe disabilities, the IEP Team must make a determination about a child’s eligibility for ESY services each year in a “timely manner.”IEP Must Be Reviewed at Least Once a Year: The child’s IEP Team must review the IEP at least annually. The IEP can be reviewed more often than once a year, and any IEP Team member (which includes the parents) can request a meeting at any time.Reevaluation Occurs At Least Every Three Years (Two Years for Children with Mental Retardation): Children who are eligible for special education services must be reevaluated at least once every three (3) years, or sooner if necessary. Parents can be asked to waive the three-year reevaluation, but parents should think very carefully before doing so. Children with mental retardation must be reevaluated at least once every two (2) years.If you do not sign the Permission to Evaluate-Consent Form, the school cannot evaluate your child. The school can ask a Special Education Hearing Officer to order that the child be evaluated. In certain situations, a family court judge can give someone other than the birth or adoptive parent the right to agree to an initial evaluation IF the child is in the custody of the Children and Youth system. But, in most cases, the parent must consent in writing to the child’s evaluation before the evaluation can take place.2. Describe four modifications that can be made in regular classroom and/or ways special and general educators can collaborate to increase the academic achievement of students who are have Section 504 plans..Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorder (ADHD) 
EXAMPLE: The student does not meet eligibility requirements under IDEA as emotionally disturbed, learning disabled or other health impaired. A doctor regards the student as having ADD, and for purposes of this example, the disability limits the major life activity of learning. The student, because of his disability, is unable to participate in the school’s programs to the same degree as students without disabilities and therefore is substantially limited by the disability. 
Possible Accommodations and Services: 
•Seat the student away from distractions and in close proximity to the teacher 
•State classroom rules, post in an obvious location and enforce consistently 
•Use simple, concise instructions with concrete steps 
•Provide seating options 
•Tolerate (understand the need) excessive movement 
•Provide a peer tutor/helper 
.Cerebral Palsy 
EXAMPLE: The student has serious difficulties with fine and gross motor skills. A wheelchair is used for mobility. For purposes of this example, the condition substantially limits the major life activity of walking. Cognitive skills are intact.. 
Possible Accommodations and Services:•Provide assistive technology devices 
•Arrange for use of ramps and elevators 
•Allow for extra time between classes 
•Assist with carrying books, lunch trays, etc. 
•Adapt physical education curriculum 
•Provide for physical therapy as appropriate. Such therapy needs to relate directly to “life 
skills.” 
.Asthma 
EXAMPLE: A student has been diagnosed as having severe asthma. The doctor has advised the student not to participate in physical activity outdoors. For purposes of this example, the disability limits the major life activity of breathing. 
Possible Accommodations and Services: 
•Adapt activity level for recess, physical education, etc. 
•Provide inhalant therapy assistance 
•Train for proper dispensing of medications; monitor and/or distribute medications; 
monitor for side effects 
.Diabetes 
EXAMPLE: A sixth grader with juvenile diabetes requires accommodation to maintain optimal blood sugar. His mom provides the crackers and juice to be used at “break” time and before physical education class. She asks that teachers remind him to eat at a certain time of the morning if he does not pay attention to the beeper on his watch. The youngster is very self sufficient; while he is able to monitor his own blood sugar now, he prefers to do this privately. Therefore, mom asks that the equipment and a notebook/log be stored in a nearby file cabinet and the youngster be allowed to go into the hall with the equipment to check his blood sugar twice a day. She also asks that his teacher allow him to use the bathroom as needed.. 
Possible Accommodations and Services:•Health care plan for management of condition in the school setting and in emergencies 
•Educate staff to signs/symptoms of insulin reaction/hypoglycemia: hunger, shakiness, 
sweatiness, change in face color, disorientation, drowsiness 
•Never leave the child alone if he/she is feeling poorly; walk to the office or clinic with the 
student. 
•3. Discuss possible negative reactions to people with physical disabilities, negative feelings about themselves, and factors that may result in greater acceptance of people with physical disabilities.People attitudes absolutely have power on how children with physical disabilities accept themselves. If the community reaction is fear, refusal or discrimination, these children will be shy, shamed, isolated and trying to hide their stigmatizing differences.Negative feelings are learned responses; children will feel guilty or they have limitation only if their families have redacted so.For example, l have Vitiligo around my body but I have never felt shame or shy towards myself. I don’t see it as problem at all and this because of my family. My family did not point to me make it as it’s the end!So, children reactions to their own physical disabilities are largely a reflection of how others see them.When a society see children with physical disabilities just like everyone else, children and youths with disabilities will be encouraged to become independent, productive members of society.Government and social media have a great role on how they feel about themselves.Government should makes specific law to help them. Government should encourage every town and every institution put accommodations to help them. Also, children with physical disabilities need law that states companies and institutions must employ them as everyone else.