Special Education Services

A Special Education Evaluation Team makes the final disability determination through the Evaluation Team Report (ETR). If a student is identified as a student with a disability, an Individualized Education Plan (IEP) is written by the IEP team. Both the Evaluation team and IEP team consist of the child’s parent(s)/guardian(s), teacher(s), special education staff and District administrator(s).

The IEP documents the student’s needs and goals, objectives and services to be provided to meet those needs. The IEP also documents the Least Restrictive Environment (LRE) where the goals and objectives will be addressed.

The Individuals with Disabilities Education Act (IDEA 2004) requires states to establish procedures to assure, “that to the maximum extent appropriate,” children with disabilities are educated with children who are non-disabled.

Removal of disabled children from the regular educational environment is permitted only when the nature or severity of the disability is such that education in the regular class, with the use of supplementary aids and services cannot be achieved satisfactorily. This statutory standard for maintaining the least restrictive environment (LRE) is the starting point for any school district attempting to meet the educational needs of students with disabilities.

Regular Education Classes with Collaboration/Consultation Services - Collaboration / consultation services focus on special educators and general educators working together to best meet the needs of students with disabilities within the regular education classroom setting.

Resource Room/Special Class - The Resource Room/Special Class setting serves children whose disability requires a special education program on a part-time or full-time basis. Participation in the child's regular education activities is maintained to the greatest extent possible while still meeting the student’s individual special education needs. The Resource Room/Special Class provides a modified regular education curriculum that is not offered in regular education classrooms or in some cases a functional, alternate curriculum that meets the individual student needs.

Separate Facility - A separate facility is a school that is designed specifically for students with disabilities.

Home Instruction - Home instruction is an individualized education program provided to a child whose disability prevents the child from attending a regular or special program.

Institutions and Hospitals - Some children with disabilities are confined to hospitals or institutions for long periods of time. In these cases, instruction is provided to those individuals in that setting.

• Preschool Special Education Services

Preschool Special Education Services provide individualized instruction and related services to support the developmental and educational needs of children ages 3 to 5 with disabilities. Services address areas such as communication, motor skills, social-emotional development, adaptive behavior, and early academics. Preschool teams work collaboratively with families to create and implement Individualized Education Programs (IEPs), fostering school readiness and early learning success in inclusive or specialized settings.

• Related Services

Related services are specialized support services provided to help students with disabilities benefit from their educational program. These services may include, but are not limited to, speech and language therapy, occupational therapy, physical therapy, adapted physical education, counseling, transportation, and other supports as determined by the student’s Individualized Education Program (IEP) team. The goal of related services is to address the unique needs of each student and support their access to the general education curriculum.

• Behavioral Specialist Services

Behavioral Specialist Services provide individualized support to address students’ behavioral, social-emotional, and self-regulation needs that impact learning. Behavior specialists collaborate with educational teams to develop behavior intervention plans (BIPs), implement positive behavior supports, and provide staff training in evidence-based strategies. Services focus on fostering positive behavior, improving student engagement, and supporting a safe, supportive learning environment that promotes academic and social success.