Below is a description of each IEE illustrated in the chart above:
1. Neuro-Educational Evaluations (Psycho-Ed with Neuropsych measures) - applicable for students with medical/neurological/neurodevelopmental conditions (i.e., Autism and ADHD) and rare genetic disorders such as Prader Willi Syndrome. These evaluations include eligibility determination not only under Special Education law, but also clinical diagnosis adherence to the DSM-5, and they include review of medical records.
2. Psycho-Educational Evaluations - these are evaluations to determine whether a child qualifies for special education under any of the 13 eligibility categories. If a child does not qualify under special education, I determine whether a 504 plan is appropriate. I have expertise determining whether a student qualifies for services under the Special Education categories of Autism (including Autism Spectrum Disorder (ASD)), Intellectual Disability (ID), Specific Learning Disorder (SLD), Other Health Impairment (OHI) including ADHD or other medical condition, Traumatic Brain Injury (TBI), Visual Impairment (VI) including blindness, Orthopedic Impairment (OI), Deafness or Hard of Hearing, Deaf-Blindness, and Multiple Disabilities (MD). I also have expertise in the Developmental Delay (DD) category which applies to children under the age of 3.
***Dr. Veronica has expertise in the assessment of students in the Dual Language Immersion (DLI) program. She is able to determine if a student who is participating in a DLI program has a true learning disability.
3. Educationally-Related Mental Health Services (ERMHS)/Educationally-Related Intensive Counseling Services (ERICS) Evaluations - applicable for students whose emotional status is negatively impacting their educational performance. Determination is made if they qualify for counseling services, and if so, I determine the length and duration of services as appropriate to the student's needs. This evaluation can detect whether a student is suffering from an emotional or mental health condition (i.e., an Emotional Disturbance such as depression, anxiety, bipolar disorder, etc.) that is interfering with the student's educational performance.
4. Transition Plan - at the age of 16, all students who have an IEP are in need of a transition plan. The transition plan that I complete is student focused, dependent on the student's personality, traits, and skills as well as strengths and limitations. Parents request a transition plan evaluation to assist with determining the most appropriate program, educational setting, or career direction for their child who is soon approaching early adulthood. I can pinpoint the most appropriate career suitable for the student.
5. Observation - these types of evaluations are intended to answer the referral question as to whether the student's current program appears appropriate for his/her needs and/or whether mainstreaming opportunities are recommended at the present time.
SPEECH AND LANGUAGE EVALUATIONS
SL Evaluations - determine whether a student qualifies under the Speech and Language Impairment (SLI) category of special education and identifies specifically the areas of disabilities (i.e., pragmatic speech, etc.). These evaluations include recommendations and goals for SL services for the team to consider.
Speech & Language (SL) Evaluations include:
- Augmentative and Alternative Communication (AAC)
- Assistive Technology (AT)