Especial Education

The matrix of services is described in a document that is utilized to establish the factor of cost for the selected exclusive education students on the grounds of the decisions that are developed by the team of IEP.  The matrix addresses five sections which are utilized in grouping services and five more sections are utilized in providing a description of the intensity and nature of services within a particular domain. The total point’s numbers are determined through making an addition of all the scores of every domain and applicable specific considerations points which thus results in a support level rating 1,2,3,4 or five and are represented by (252), (253), (254), (255), (256) which is in respective form (Florida Department of Education, 2015).

A matrix of services is achieved with the utilization of information that is found in the IEP of the students by a single or various individual who are well aware of the student’s status.  This is a reflection of all the special services that a student should be provided with. A fresh matrix must be scored and completed at the first placement and each year and if the services to be offered to the student changes due to meetings of IEP a fresh one must be filed.  The district is responsible for ensuring that the matrix is a reflection of the special services which are available. A matrix service is scored through the five main domains. This includes communication, healthcare, independent functioning, emotional behavior and learning and curriculum surrounding. Every student is therefore required to be scored in the general domains (Florida Department of Education, 2015).

Matrix services are offered in consideration of several factors like social status of a student and disability. The funds and special services are offered to students with social needs which help in ensuring that they acquire learning and training programs. These students must, therefore, be referred to an individual or a group of persons who clearly understand the status of the students. This is required in order to select the kind of special services that the student is to receive. The obtained information is then utilized in determining the special education share allocation for each student (Florida Department of Education, 2015).

In my district, IDEA funds are used wholly for the provision of special education services and those services that are associated with students that have disabilities.  IDEA funds all the services that are offered to the specific students at the school, district level as well as the local area.  The IDEA additionally provides direct school funding services which are ground on the number of students with disabilities that have been enrolled(Hays, 2012).

In addition IDEA preschool funds that are located in section B are utilized in supporting preschool activities in learning as well as classroom experience programs.  This addition includes preschool evaluation, remediation language training, and specialized auditory programs. The IDEA supplement discretionary is a training grant which offers training funding and ESE training that is necessary for students with disabilities. This is, therefore, essential as it helps in the provision of quality education to the students in the Florida district who requires special education programs and the associated funding. The IDEA funds are generally utilized in funding students with social incapability or physical ability in acquiring training and the necessary knowledge through learning programs (Hays, 2012).

 

 

 

Reference

            Florida Department of Education. (2015). Exceptional Student Education/ Florida Education Finance Program (ESE/FETP), Matrix of Services Handbook. Florida Department of Education.2015 Edition.Pdf

                Hays, R. A. (2012).The federal government and urban housing. Albany, NY: State University of New York Press.