Evaluations & Eligibility
Understanding how schools determine whether your child qualifies for special education services.
Every Individualized Education Program (IEP) begins with an evaluation. Before a school can provide special education services under the Individuals with Disabilities Education Act (IDEA), it must first determine whether a student is eligible. That decision is based on a comprehensive evaluation—not assumptions, opinions, or a single test score.
Whether you are requesting an evaluation for the first time or trying to understand results you have already received, learning how this process works can help you become a more informed member of your child's educational team.
WHAT YOU'LL LEARN
✓ What an evaluation is
✓ When evaluations should be requested
✓ The evaluation process
✓ Medical diagnosis vs. educational eligibility
✓ IDEA disability categories
✓ State eligibility differences
✓ Parent rights
✓ Independent Educational Evaluations (IEEs)
✓ Reevaluations
✓ Common myths
✓ How to request an evaluation! Free Template!
The Evaluation & Eligibility Process at a Glance
Concern Identified
Evaluation Requested
Parent Consent
Evaluations Completed
Reports Completed
Eligibility Meeting
Eligibility Decision
Eligible → IEP Developed
Not Eligible → Other Supports May Be Considered
This process ensures decisions are based on data and your child's unique needs - not assumptions.
1.
What Is an Evaluation?
An evaluation is a comprehensive process used to determine whether a student has a disability and whether that disability creates a need for special education services under IDEA.
Evaluations may include:
• Academic testing
• Cognitive assessments
• Speech & language evaluations
• Occupational therapy
• Physical therapy
• Behavioral assessments
• Classroom observations
• Parent interviews
• Teacher input
• Rating scales
• Medical information (when appropriate)
Remember: Schools must use a variety of assessment tools rather than relying on one test.
2.
When Should an Evaluation Be Requested?
An evaluation should be considered whenever a disability is suspected and a student is experiencing educational difficulties.
Common signs include:
• Reading or math struggles
• Difficulty learning despite interventions
• Speech delays
• Behavioral concerns
• Difficulty paying attention
• Social communication challenges
• Sensory concerns
• Developmental delays
• Frequent disciplinary issues
Early identification often leads to earlier support.
3.
Who Can Request an Evaluation?
Parents often believe they must wait for the school to suggest an evaluation.
That is not true.
Evaluation requests may come from:
• Parents
• Legal Guardians
• Teachers
• School Staff
• Administrators
Remember: Schools must use a variety of assessment tools rather than relying on one test.
4.
Understanding the Evaluation Process
A typical evaluation follows several important steps.
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Concern is identified.
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Evaluation is requested.
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Parent provides informed consent.
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Evaluations are completed.
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Professionals review results.
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The eligibility team meets.
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The team determines whether the student qualifies under IDEA.
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If eligible, an IEP is developed.
Every decision should be based on comprehensive data—not assumptions.
5.
Medical Diagnosis vs. Educational Eligibility
A medical diagnosis and educational eligibility are not the same thing.
Medical Diagnosis
A physician identifies a medical condition.
Examples:
• ADHD
• Autism
• Dyslexia
• Anxiety
Educational Eligibility
The school determines whether the disability adversely affects educational performance and whether the student requires specially designed instruction.
A diagnosis alone does not automatically qualify a student for an IEP.
A diagnosis alone does not automatically qualify a student for an IEP.
6.
The IDEA Disability Categories
IDEA identifies disability categories used during eligibility determinations.
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Autism
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Deaf-Blindness
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Deafness
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Developmental Delay*
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Emotional Disturbance
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Hearing Impairment
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Intellectual Disability
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Multiple Disabilities
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Orthopedic Impairment
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Other Health Impairment (OHI)
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Specific Learning Disability (SLD)
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Speech or Language Impairment
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Traumatic Brain Injury (TBI)
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Visual Impairment (including Blindness)
A category alone does not guarantee eligibility. The disability must adversely affect educational performance and require specially designed instruction.
Developmental Delay availability varies by state.
7.
State Eligibility Requirements
While IDEA lists the disability categories, each state sets its own eligibility criteria and evaluation guidance.
Examples include:
• Autism
• Specific Learning Disability (SLD)
• Developmental Delay
• Emotional Disability
• Speech or Language Impairment
• Other Health Impairment (OHI)
Some states require additional assessments, observations, or documentation before determining eligibility.
This page explains the federal IDEA framework. Your state's eligibility criteria and procedures may differ.
8.
Independent Educational Evaluations (IEEs)
If you disagree with the school's evaluation, you may request an Independent Educational Evaluation (IEE).
An IEE is completed by a qualified evaluator who is not employed by the school district.
The district may agree to fund the evaluation, OR...
Request a due process hearing to defend its evaluation
An IEE can provide additional information for the eligibility team to consider.
IEE's are a parent right under IDEA when you disagree with the school's evaluation.
9.
Reevaluations
A child's educational needs can change over time.
Schools periodically review evaluation information to determine whether additional testing is needed.
Reevaluations may occur:
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✓ At least every three years (unless both the parent and school agree one is unnecessary)
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✓ Sooner if conditions warrant
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✓ When requested by a parent or teacher, subject to IDEA requirements
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✓The goal is to ensure services continue to match the student's current needs.
Reevaluations help ensure services continue to match your child's current needs.
This is the same process used when it's appropriate to exit special education services.
The decision should always be based on data—not assumptions. Data is the evidence that shows whether a student continues to need specially designed instruction or whether they can be successful without it.
Parent Rights During Evaluations
Parent Right | IDEA Citation | Summary |
|---|---|---|
Provide or refuse consent for an initial evaluation | 34 CFR §300.300(a) | Parents must provide informed consent before an initial evaluation may be conducted. |
Receive Prior Written Notice (PWN) | 34 CFR §300.503 | The school must provide Prior Written Notice when it proposes or refuses actions regarding identification, evaluation, educational placement, or FAPE. |
Participate in evaluation and eligibility decisions | 34 CFR §§300.305–300.306 | Parents participate in reviewing evaluation data and determining eligibility. |
Request an Independent Educational Evaluation (IEE) | 34 CFR §300.502 | Parents who disagree with the school's evaluation may request an Independent Educational Evaluation (IEE), subject to IDEA procedures. |
Review evaluation reports and educational records | 34 CFR §§300.501, 300.613–300.621 | Parents have the right to inspect and review evaluation reports and educational records. |
Ask questions about evaluation results | 34 CFR §300.501 | Parents have the opportunity to participate in meetings concerning evaluation and educational decisions. |
Participate in eligibility meetings | 34 CFR §300.306 | Eligibility is determined by a group of qualified professionals and the parent. |
Receive procedural safeguards | 34 CFR §300.504 | Parents must receive a Procedural Safeguards Notice at required times under IDEA. |
Request an interpreter or language accommodations | 34 CFR §§300.322(e), 300.503(c), 300.504(d) | Schools must ensure parents understand meetings and notices through appropriate language or communication accommodations when needed. |
Federal Law Disclaimer
The information provided on this page is for educational purposes only and is intended to help families better understand the Individuals with Disabilities Education Act (IDEA). While every effort has been made to ensure accuracy, this content is a simplified educational summary and should not be considered legal advice or a substitute for reading the applicable federal or state laws and regulations. IDEA requirements may be implemented differently by individual states. When questions arise, always refer to the official statutes, regulations, guidance documents, and your state's special education requirements.
COMMON MYTHS
MYTH
My child has ADHD, so they automatically qualify for an IEP.
FACT
Diagnosis alone does not determine eligibility.
MYTH
Good grades mean a child cannot qualify.
FACT
Educational performance includes much more than grades.
MYTH
Schools only evaluate students who are failing.
FACT
Schools have a Child Find obligation to identify students suspected of having disabilities.
MYTH
Parents need a doctor's diagnosis before requesting an evaluation.
FACT
Parents may request an evaluation whenever a disability is suspected.
MYTH
One failed test automatically qualifies a student.
FACT
Eligibility decisions are based on a comprehensive evaluation using multiple sources of information.
MYTH
A disability label guarantees services.
FACT
The team must determine educational impact and the need for specially designed instruction.
Ready to Request an Evaluation?
If you suspect your child may have a disability that is affecting their education, you have the right to request a comprehensive special education evaluation.
Submitting your request in writing creates a clear record and helps begin the evaluation process under IDEA.
You do not have to know exactly which disability your child has or which evaluations are needed. Your role is to share your concerns and explain how they are affecting your child at school.
Include Your Concerns
You may wish to mention concerns involving:
📚 Academic Skills
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Reading
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Writing
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Math
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Comprehension
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Organization
😊 Social & Emotional Skills
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Anxiety
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Peer relationships
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Emotional regulation
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Behavior
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Self-advocacy
💬 Communication
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Speech clarity
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Language development
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Social communication
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Understanding directions
✋ Fine & Gross Motor Skills
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Handwriting
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Cutting
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Balance
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Coordination
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Mobility
🎧 Sensory Processing
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Noise sensitivity
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Touch sensitivity
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Sensory seeking
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Emotional regulation
🧠 Attention & Executive Functioning
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Attention
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Focus
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Memory
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Planning
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Task completion
🏃 Adaptive & Daily Living Skills
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Independence
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Self-care
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Classroom routines
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Functional skills
This is not a full comprehensive list.
You Can Also Request Specific Evaluations
If appropriate, parents may request that the evaluation team consider assessments in areas related to their concerns.
Examples may include but not be limited to:
☐ Psychoeducational Evaluation
☐ Academic Achievement Testing
☐ Cognitive Assessment
☐ Speech-Language Evaluation
☐ Occupational Therapy (OT) Evaluation
☐ Physical Therapy (PT) Evaluation
☐ Functional Behavioral Assessment (FBA)
☐ Adaptive Behavior Assessment
☐ Assistive Technology Evaluation
☐ Autism Evaluation (if appropriate)
☐ Vision Screening
☐ Hearing Screening
☐ Social-Emotional / Behavioral Evaluation
☐ Augmentative & Alternative Communication (AAC) Evaluation (if appropriate)
☐ Other Related Service Evaluations as appropriate
