Special Education Services

SPECIAL EDUCATION AND STANDARDS-BASED EDUCATION

Being in special education does not mean that a student cannot learn and reach grade-level standards. In fact, the majority of students with disabilities should be able to meet those standards. Special education provides the additional help and support that these students need to learn. This means designing instruction to meet their specific needs and providing supports, such as physical therapy, counseling services, or interpreting services, to help students learn alongside their peers and reach the same high standards as all other students.” (Working Together for Students with Disabilities: Individuals with Disabilities Education Act (IDEA) and No Child Left Behind Act (NCLB). Frequently Asked Questions, December 2005).

For more information, please visit http://maine.gov/doe/proficiency/standards/policystandardsbasedIEPgoals.pdf

REFERRAL TO SPECIAL EDUCATION

Under Chapter 101, it is the policy of the AOS 98 Schools to refer all school-age students suspected of having a disability that require special education to the I.E.P. for an evaluation in the suspected areas of disability. These referrals may be made by professional school staff, by parents/guardians, and by other persons knowledgeable about the child’s educational needs. If you feel your child may have a disability, please contact the building principal or special services director.

To Learn More about the Chapter 101 Regulations, please visit: http://www.maine.gov/doe/specialed/laws/index.html

Procedural Safeguards can be found at: http://www.maine.gov/doe/specialed/laws/proceduralsafeguards/index.html

PRE-REFERRAL/GENERAL EDUCATION INTERVENTIONS (RTi)

Maine Unified Special Education Regulations (MUSER) §III.1 requires that all SAUs have in place a program for implementation of general education interventions for students not progressing toward meeting the content standards of the parameters for essential instruction and graduation requirements.

MUSER §III.2 sets out certain components that all such interventions must contain. Among those components is the requirement that a team review the student’s progress no later than 60 school days after the start of the interventions and approximately every 30 school days thereafter “to determine if modifications to the general education interventions are needed and/or if a referral to special education is indicated.” MUSER §III.2(i).