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Why Oregon's Special Education Timelines Could Be Hurting Students

Why Oregon\'s Special Education Timelines Could Be Hurting Students

Understanding Special Education Timelines: Oregon's Struggle

In the realm of special education, timelines are crucial. They ensure that students who need additional support are identified and provided with services in a timely manner. However, Oregon's current timelines for initial evaluations and IEP (Individualized Education Program) meetings might not be as effective as they should be, potentially impacting the quality of education for students requiring special education services.

The Current Landscape in Oregon

Under Oregon's regulations, an initial evaluation must be completed within 60 school days from the date of receiving written parental consent. Following this, a meeting to develop an initial IEP must occur within 30 calendar days if the child is determined to need special education. While these timelines align with federal guidelines under the Individuals with Disabilities Education Act (IDEA), they present significant challenges for school districts.

Challenges Facing School Districts

Oregon's school districts face several hurdles in meeting these timelines:

Comparing National Timelines

When compared nationally, Oregon's use of "school days" as a unit of time for evaluations is longer than in many other states. According to data, 44 states and the District of Columbia manage to complete initial evaluations in shorter timelines than Oregon's 60 school days. States like Alabama, Arizona, and California use calendar days, which tend to be more straightforward and can expedite the process.

The Impact on Students

The extended timelines in Oregon can lead to delays in students receiving the special education services they need. This delay can affect their academic performance and overall school experience. It’s crucial that timelines are efficient and manageable to ensure that students receive timely support.

Potential Solutions

To address these challenges, Oregon could consider adopting some of the practices from other states, such as using calendar days instead of school days, or implementing more robust systems for conducting evaluations during school breaks. Additionally, increasing staffing and resources dedicated to special education evaluations could help meet the demands within the current timeline framework.

For more information, please follow this link.

Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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