The Child Find Process
Understanding how children are identified, evaluated, and connected with the special education services and supports they need to succeed.
Every child deserves the opportunity to learn and thrive.
As a Special Education Cooperative serving our member school districts, Perandoe is committed to helping identify children who may have disabilities and connecting them with appropriate supports and services.
Child Find is the process schools use to identify, locate, and evaluate children who may need special education and related services.
Ages Birth to 5: Getting an Early Start
Early identification can help children receive support as soon as possible.
Early Intervention
If you have concerns about your infant or toddler's development, contact your local Child and Family Connections (CFC) office.
CFC offices help families access Illinois early intervention services for eligible infants and toddlers.
Preschool Program
Children ages 3–5 may be identified through the Child Find process. Developmental screening and services are available for children who may need early intervention or special education services before entering kindergarten.
Your local member school district can provide information about screening dates and its referral process.
School-Age Students: The Identification Process
Kindergarten through age 21
Member school districts have a legal obligation to actively seek out and identify students who may have disabilities that adversely affect educational performance and may require special education and related services.
When a concern is expressed by school staff, a student, or a parent/guardian, the student's academic, behavioral, and/or social-emotional needs may be reviewed through the school's problem-solving process, which may include Multi-Tiered System of Supports (MTSS).
Teachers and support staff, with student and parent/guardian input, may develop and implement interventions and strategies to address identified needs.
If interventions successfully support the student, additional special education evaluation may not be necessary.
If concerns remain and an evaluation is warranted, an individual assessment—called a Case Study Evaluation (CSE)— may be initiated to determine whether the student is eligible for special education and related services.
Parents Can Request an Evaluation
A parent/guardian may request a special education evaluation. In Illinois, the district generally has 14 school days to respond to a request for an evaluation.
MTSS or other interventions should not be used to delay or deny an evaluation when a disability is suspected.
The Case Study Evaluation (CSE)
What parents and guardians can expect
A CSE is conducted with informed written parent/guardian consent. It uses a variety of assessments, observations, records, and other information to develop a comprehensive picture of the student's academic, developmental, functional, and educational needs.
The Educational Team Determines What Is Needed
The educational team, including the parent/guardian, determines the areas that need to be evaluated. Depending on the concerns, assessments may include:
- Psychological assessment
- Achievement assessment
- Adaptive behavior assessment
- Speech and language assessment
- Occupational therapy assessment
- Physical therapy assessment
- Vision and hearing screenings
- Health history
- Social developmental information
- Teacher and parent/guardian input
- Classroom observations and educational records
The evaluation must generally be completed within 60 school days after the date written parental consent is obtained.
Certain legal exceptions and timeline provisions may apply.
Private Evaluations and Outside Information
Parents/guardians may voluntarily provide private evaluations or other assessment information. The educational team considers information provided by parents when determining whether additional evaluation steps are needed.
Eligibility for Special Education
Eligibility is determined by the educational team based on evaluation information and applicable Illinois and federal criteria.
To receive special education services, a student must meet the applicable eligibility criteria for a disability category and have an adverse educational impact that results in a need for special education and related services.
The disability categories and eligibility requirements are established by federal and Illinois special education laws and regulations.
Next Steps After Eligibility
If the student is determined eligible for special education services:
Individualized Education Program
An Individualized Education Program (IEP) is developed by the IEP team, including the parent/guardian, to address the student's individual educational needs.
The IEP is reviewed at least annually.
Periodic Review of Eligibility
Students receiving special education services are generally reevaluated at least once every three years, unless the parent/guardian and school agree that a reevaluation is unnecessary or another applicable provision applies.
Procedural Safeguards
The Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities must be provided when a case study evaluation is initiated and thereafter at least annually while the child receives special education services, as required by law.
Start with Your Local District
Parents/guardians with concerns about a child's development, learning, communication, behavior, or educational progress should contact their child's school or local member district to discuss their concerns and available options.