Helpful Hints
 Communicate regularly with your
child’s teacher about any academic or
behavior concerns.
Sabine Parish School District
www.sabine.k12.la.us
Special Education Resources on the
Internet (SERI) www.hood.edu/seri/serihome.html
 If needed, schedule a meeting to
discuss any concerns and develop a
plan.
The Council for Exceptional Children www.cec.sped.org
 Make arrangements for child care so
you can participate fully.
National Information Center for Children
and Youth with Disabilities
www.nichcy.org
 Bring a trusted friend, support
person, adult family member or
professional who knows your child.
Agencies - Contact these agencies for
assistance and additional information.
 Communicate with other parents and
professionals.
Sabine Parish Pupil Appraisal Services
P. O. Box 1079
Many, Louisiana 71449
(318) 256-9228 www.sabine.k12.la.us/sped
 Put all the paperwork you receive in
one folder.
Child Search - Sabine Parish
(318) 256-9228, ext. 242
 Become knowledgeable about your
child’s rights, the evaluation process and
various exceptionalities.
Families Helping Families of Northwest
Louisiana, Inc.
260 Centenary Blvd.
Bldg. 2, Suite 231
Shreveport, LA 71104
1-888-989-0315
www.fhfla.org
 Ask questions.
»• • • • • • • • • • • • • • • • • • •«
Resources
Internet - Search under “emotional
disorder/disturbance” or find information
and links through the following
addresses:
Louisiana State Department of Education
P.O. Box 94064
Baton Rouge, Louisiana 70804
(877) 453-2721
www.doe.state.la.us
Information
for Parents
regarding
Emotional
Disturbance
»• • • • • • • • • • • • • • • • «
Provided courtesy of the
Sabine Parish School Board,
Pupil Appraisal Services
P.O. Box 1079
Many, Louisiana 71449
(318) 256-9228
October 2005
Determining the special
help your child will
need to do his
very best
»• • • • • • • • • • • • • • • • •«
The purpose of this pamphlet is to provide
basic information to help you participate and
become a valuable member of the evaluation
team.
The Law
There are parish, state and federal;
guidelines, bulletins and laws that shape
special education practice.
In Louisiana, Bulletin 1706 and the Pupil
Appraisal Handbook include procedures,
standards and criteria for identifying children
eligible for special education and/or related
services. A general description of pupil
appraisal services, personnel, responsibilities,
rights of students and parents, and timelines
is also included. Parents may obtain a free
copy of these from the Louisiana State
Department of Education (1-877-453-2721).
Emotional Disturbance
In Louisiana’s special education law
emotional disturbance means “…a condition
characterized by behavioral or emotional
responses so different from appropriate age,
cultural, or ethic norms that they adversely
affect performance. Performance includes
academic, social, vocational or personal
skills. Such a disability is more that a
temporary, expected response to stressful
events in the environment; is consistently
exhibited in two different settings; and
persists despite individualized intervention
within general education and other settings.
Emotional disturbance can co-exist with
other disabilities.”
But, what does this mean?
If a child’s physical behavior (hitting, kicking,
biting, fighting, throwing, destroying
property, etc.) or emotional responses
(intense anger, crying, screaming, shouting,
cursing, verbally refusing to follow
directions, sadness, laughing uncontrollably,
etc.) is so different than what you expect
from someone that age and upbringing; and
the behavior has gone on awhile despite
appropriate interventions, and it exists in a
least two different setting (school is one
setting); the student may have an Emotional
Disturbance (ED).
In order to determine eligibility, the following
must be done: a review and analysis of the
results of current vision, hearing and motor
screening; a review and analysis of the
student’s educational, social and medical
history; an interview with the child; a psychosocial evaluation which includes an interview
with the child’s parents or caregivers; an
interview with the child’s teacher in order to
specify and behaviorally define the areas of
concern, determine the teacher’s expectations
for the student and class, and clarify previous
interventions; observation and study of the
child’s learning and/or social behaviors in daily
activities; a review of appropriateness and
effectiveness of interventions, and conduct of
additional interventions if necessary
(suspensions/expulsion cannot be used as an
intervention); an educational assessment; an
adaptive behavior assessment if a mental
disability is suspected and an intelligence test
was given; a comprehensive psychological or
psychiatric evaluation which includes at a
minimum, an appraisal of the child’s cognitive,
emotional and social functioning including selfconcept; an assessment of functional behavior
in major life activities; and any other evaluation
determined necessary.
Within sixty school days from the time you
signed the permission form all the above will
be completed and you will be invited to
participate in the decision as to whether your
child has this disability.