As the parent/guardian of a special education student, you are a key part of the process that provides an appropriate and caring educational experience for your child. You are the advocate who remains a constant in your child’s life as he or she progresses through the school system. This manual is an effort to provide you with clear and accurate information that will help you work effectively with district personnel. It does not replace state laws and guidelines, which are detailed in separate handbooks that you will receive throughout your child’s education. This book is a resource in tandem with your personal communication with district professionals. Central Regional’s Mission Statement applies to every child in our district.
ALL ABOUT SPECIAL EDUCATION SERVICES
Evaluation and intervention services are provided to students by the Child Study Team, special education instructional staff, and related services specialists. A referral to the Child Study Team may be initiated by a parent/guardian, teacher, school nurse, school administrator, special services staff, medical specialist and other professionals or agencies concerned with the welfare of students when an educational disability may be suspected. Public schools are required by law to develop a process for identifying potentially educationally disabled students. An educationally disabled student is one who may be experiencing difficulties of a physical, emotional, academic, intellectual, or social nature to the extent that the student is not able to function effectively in a regular education program. A Child Study Team evaluation is necessary to determine the basis of the difficulties and whether the student is eligible for special services. If the student is determined eligible for special education and related services an individualized educational program (IEP) is developed.
With federal passage of the Individuals with Disabilities Education Improvement Act (IDEIA) in December 2004, parents/guardians are an integral part of the IEP Team that plans an appropriate school program and an IEP for the educationally disabled child. Parents and school personnel work together throughout this process in developing an appropriate program to meet the unique student needs. The district provides the full continuum of programs options as outlined in the New Jersey Administrative code (NJAC 6A: 14). The complete rules and regulations pertaining to Child Study Team procedures and students with disabilities are contained in the New Jersey Administrative Code, Title 6A, Chapter 14, Special Education.
REFERRAL PROCESS
The First Step in the Referral Process
The Intervention and Referral Service (I&RS) team serves as a resource for teachers and is an integral part of the pre-referral process. I&RS members typically include, but are not limited to, the school principal, nurse, counselor, CST members and teachers. I&RS may also include parents, special education super-visors, speech therapists, or reading specialists. The purpose of the I&RS is to address any possible concerns teachers may have regarding their students’ academic, social, or emotional functioning. Based on meetings with teachers, the I&RS team develops case-specific strategies for use in regular education class-rooms. Teachers then implement these strategies according to I&RS recommendations. Parents are informed about the progress of their child through contact with the teacher. If the strategies are not effective, they may be revised or, if it is suspected that the student is potentially educationally disabled, a referral will be made to the Child Study Team. Parents can request their child be brought before the I&RS team. They would do this by contacting the child’s teacher or principal.
*Parents are always notified if their child is referred to I&RS. Parents can always request a CST evaluation before, during, or after the I&RS process. Written requests for CST evaluations should be directed to the Director of Special Education.
Procedural Safeguards Handbook on Parents’ Rights
IDEA requires school districts to provide parents of a child with a suspected disability, a notice containing a full explanation of the procedural safeguards (legal rights) available under IDEA and other state and federal regulations. This hand-book is called, “Parental Rights in Special Education” (PRISE). Parents can obtain a copy of PRISE in any of the district’s schools or in the Child Study Team office or by visiting http://www.nj.gov/education/specialed/form/prise/prise.pdf
When You will Receive the Procedural Safeguards
The procedural safeguards must be given to you one time each school year and at the following times:
When your child is first referred for evaluation or when you request an evaluation
When you request a copy of the procedural safeguards
When your child is removed for disciplinary reasons and the removal results in a change in placement
Upon receipt of the first State complaint and/or the first due process petition in a school year, if you should file a State complaint or request a due process hearing
Upon revision to the procedural safeguards
PROCESS . . . . .
Referral – Evaluation – Eligibility – Individualized Education Plan – Placement – Annual Review / Reevaluation Meeting
The Identification and Placement Process: Description
Referral
A student is generally referred for evaluation by school personnel through the I&RS team or by the child’s parent/guardian. The referral should be made in writing, addressing the specific presenting concerns and the child’s current strengths and needs. The referral is presented to the Director/Supervisor of the Child Study Team who assigns the referral to a designated case manager. The assigned case manager has responsibility for managing the referral process. If parents make a referral for evaluation, it is important that they know who is designated to receive the referral, who will manage the referral process and who will be contacting the parent during the referral process. They can obtain this information by calling the child’s school or the main number for the Child Study Team office, 732-269-1100, ext., 3213.
Evaluation
Informed, signed, parental consent must be received in order for the school to proceed with the evaluation. It is important for the parent to understand the components of the evaluation and how the results of the evaluation will be used to determine eligibility for special education services. An initial evaluation shall consist of a multi-disciplinary assessment in all areas of suspected disability. Such evaluation shall include at least two assessments and shall be conducted by at least two members of the Child Study Team in those areas in which they have appropriate training or are qualified through their professional licensure or educational certification and other specialists in the area of disability as required or as determined necessary. The specific kind of evaluations a child needs is decided on an individual basis and will include professionals trained to assess specific areas. Persons from varying disciplines including a school psychologist, speech-language therapist, physical therapist, audiologist and/or occupational therapist may conduct evaluations. The common elements of a comprehensive assessment generally include the following:
A psychological evaluation, which includes a standardized aptitude test that measures cognitive functioning, a clinical interview, observation, and as needed social-emotional and adaptive behavior rating scales
A social history, which includes developmental, medical, and educational histories, and parent, teacher, and student interviews
An educational evaluation, which includes achievement testing, learning style inventory, and a classroom observation
A medical evaluation/health appraisal, which includes a physical examination and visual and auditory acuity testing.
Persons trained in the area of hearing or visual impairment may also provide assessment services, if needed. At this step of the process, parents should receive Parental Rights in Special Education (PRISE). After parent consent for initial evaluation of a preschool age or school age student has been received, the evaluation, determination of eligibility for services under this chapter, and, if eligible, development and implementation of the IEP for the student shall be completed within 90 calendar days. You, as a parent, can provide the school with information about your child that you want them to use in deciding if your child has a disability that requires special education and related services. In the event that a parent does not give permission for the school to evaluate the child and the school personnel believe that the child is in need of special education, the school system may, but is not required to, pursue the initial evaluation of the child by utilizing due process procedures.
Independent Evaluations
As described above, before receiving special education services, your child must receive an evaluation if a disability exists. If you disagree with the school’s evaluation results, you can request an independent evaluation. This service is provided at the school system’s expense and the testing is done by a licensed professional not employed by Central Regional. The results of the independent evaluation must be considered by the IEP team.
Eligibility
After the required evaluations are completed and summary reports are written and shared with parents, the Individualized Education Program team (IEP Team) conference is held to determine if a child has a disability and needs special education and/or related services. The IEP Team includes the child’s parents and professionals who are knowledgeable about the child’s learning and behavior in the school environment. The team should discuss every area of physical, behavioral and academic functioning that affects the child’s educational performance. The team must decide if the student (a) meets the eligibility criteria for a disability area as outlined in the New Jersey Special Education Administrative Code, Chapter 14, Title 6A; (b) if the disability adversely affects educational performance; and (c) is in need of specially-designed instruction and related services. All three criteria must be met in order for the student to be found eligible for special education. According to IDEA 2004, students may not be deemed eligible for special education services if they do not meet the eligibility criteria of the law or if their eligibility is based on a lack of instruction in reading and math. A student may also be deemed not to be eligible if the disability does not adversely affect the child’s educational performance.
Section 504 of the Rehabilitation Act
Section 504 is a civil rights law that protects against discrimination and grants equal access for all. It affects students who have a physical or mental impairment that substantially limits one or more life functions (e.g. learning). Under Section 504, if the student does not qualify for special education and related services, he or she may be eligible for reasonable accommodations in the general education classroom. Although there is no official list of reasonable accommodations the following academic adjustments are noted specifically in the law:
a) modifications to the method of instruction,
b) extended exam time.
c) alternate testing formats
d) increased time to complete a course. Also auxiliary aids such as calculator, tape recorders, word processors, may be considered reasonable accommodations. Although there is not legal requirement to do so, in some cases OT and PT are provided in a 504 Plan. (See page 17 for more details, re: Accommodations.)
The Individualized Education Plan (IEP)
Upon completion of the evaluation, an eligibility conference will be held to discuss whether the student meets the code criteria making them eligible for special education and/or related services. A copy of the collaborative Child Study Team finding report will be given to the parents. Subsequently, but usually immediately following this conference, and Individualized Education Plan (IEP) conference will be held. At this meeting, the student’s educational strengths and needs will be considered. Goals and objectives will be developed to address identified needs. The team will then determine the appropriate program for each individual student with consideration of the least restrictive environment as a priority. The evaluations, determination of eligibility for services, and (if eligible), the development and implementation of the IEP shall be completed within 90 calendar days of the district’s receipt of parental permission to evaluate. The implementation of a child’s individual education program should occur 15 days after the IEP Team’s completion of the plan, unless parents and school personnel mutually agree to an earlier implementation date. Times may vary, for example, if a child is assigned to another school for services and transportation must be arranged; if supplemental aids must be acquired and/or staff must receive specialized training in order to fully implement the IEP. The IEP document should identify the student’s primary educational placement, the projected date for the beginning of the services and modifications described in the plan, and the frequency, location and duration for each service.
Required Elements of an IEP
For a comprehensive list of the required elements of an IEP, see Special Education NJ Administrative Code, Chapter 14:-3.7 (e) 1-17., pg. 62-68.
IEP Team Attendance
According to Individuals with Disabilities Education Act (IDEA), the Individualized Education Program team or IEP Team must include the following persons:
The guardian(s) of the child;
At least one regular education teacher;
At least one special education teacher or, where appropriate, at least one special education provider of the child. A representative of the local education agency (LEA) who:
is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities
is knowledgeable about general curriculum
is knowledgeable about the availability of resources of the local educational agency
An individual who can interpret the instructional implications of evaluation results may be the LEA representative described above. At the discretion of the parent or the school system, other individuals who have knowledge or special expertise regarding the child, including related services personnel, as appropriate and the child, when appropriate.
Parents shall be given written notice of a meeting early enough to ensure that they will have an opportunity to attend. Meetings shall be scheduled at a mutually agreed upon time and place. If a mutually agreeable time and place cannot be determined, the guardian(s) shall be provided the opportunity to participate in the meeting through alternative means, such as videoconferencing and conference calls.
Resolving Disagreements
What happens if I disagree with the school district over the identification, evaluation, classification, educational placement or the provision of a free, appropriate public education? There may be a time when you and the school district disagree. Many disagreements can be resolved by communication with your child’s teacher, case manager, the school principal, or other school district personnel. There are also procedures established under state and federal law to address your concerns, such as complaint resolution, medication or a due process hearing.
Refer to the PRISE booklet, page 15, for further details regarding dispute resolution.
Disabilities Covered Under the Act
The following defines each area of disability included in New Jersey Special Education Administrative Code, Chapter 14, Title 6A:
Auditory Impaired: means an inability to hear within normal limits due to physical impairment or dysfunction of auditory mechanisms. An audiological evaluation by a specialist qualified in the field of audiology and a speech and language evaluation by a certified speech-language specialist are required.
"Deafness" – The auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification, and the student's educational performance is adversely affected
"Hearing impairment" – An impairment in hearing, whether permanent or fluctuating, that adversely affects the student's educational performance
Autistic means a pervasive developmental disability, which significantly impacts verbal and nonverbal communication and social interaction that adversely affects a student’s educational performance. Onset is generally evident before age three. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routine, unusual responses to sensory experiences, and lack of responsiveness to others. The term does not apply if the student's adverse educational performance is due to an emotional regulation impairment as defined in (c)5 below. A child who manifests the characteristics of autism after age three may be classified as autistic if the criteria in this paragraph are met. An assessment by a certified speech-language specialist and an assessment by a physician trained in neurodevelopmental assessment are required.
“Intellectual disability” means a disability that is characterized by significantly below average general cognitive functioning existing concurrently with deficits in adaptive behavior; manifested during the developmental period that adversely affects a student's educational performance and is characterized by one of the following:
"Severe intellectual disability" means a level of functioning severely below age expectations whereby, on a consistent basis, the student is incapable of giving evidence of understanding and responding in a positive manner to simple directions expressed in the child's primary mode of communication and cannot in some manner express basic wants and needs .
"Moderate intellectual disability" means a level of cognitive development and adaptive behavior that is moderately below age expectations with respect to the following:
The ability to use symbols in the solution of problems of low complexity
The ability to function socially without direct and close supervision in home, school, and community settings
Performance on an individually administered test of intelligence that falls three standard deviations or more below the mean
"Mild intellectual disability" means a level of cognitive development and adaptive behavior in home, school, and community settings that are mildly below age expectations with respect to all of the following:
The quality and rate of learning
The use of symbols for the interpretation of information and the solution of problems
Performance on an individually administered test of intelligence that falls within a range of two to three standard deviations below the mean.
“Communication impairment” means a language disorder in the areas of morphology, syntax, semantics, and/or pragmatics/discourse that adversely affects a student's educational performance and is not due primarily to an auditory impairment. The problem shall be demonstrated through functional assessment of language in other than a testing situation and performance below 1.5 standard deviations, or the 10th percentile on at least two standardized language tests, where such tests are appropriate, 71 one of which shall be a comprehensive test of both receptive and expressive language. When the area of suspected disability is language, assessment by a certified speechlanguage specialist and assessment to establish the educational impact are required. The speech-language specialist shall be considered a child study team member.
When it is determined that the student meets the eligibility criteria according to the definition in (c)4 above, but requires instruction by a speech-language specialist only, the student shall be classified as eligible for speech-language services.
When the area of suspected disability is a disorder of articulation, voice, or fluency, the student shall be evaluated pursuant to N.J.A.C. 6A:14-3.4(g) and, if eligible, classified as eligible for speech-language services pursuant to N.J.A.C. 6A:14-3.6(a).
Emotionally Disturbed means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance due to:
An inability to learn that cannot be explained by intellectual, sensory or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behaviors or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school problems.
“Multiple disabilities” means the presence of two or more disabling conditions, the combination of which causes such severe educational needs that they cannot be accommodated in a program designed solely to address one of the impairments. Multiple disabilities include intellectual disability-blindness and intellectual disability-orthopedic impairment. The existence of two disabling conditions alone shall not serve as a basis for a classification of multiple disabilities. Eligibility for speech-language services as defined in this section shall not be one of the disabling conditions for classification based on the definition of "multiple disabilities." Multiple disabilities does not include deaf-blindness.
"Deaf/blindness" means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for students with deafness or students with blindness.
“Orthopedic impairment” means a disability characterized by a severe orthopedic impairment that adversely affects a student's educational performance. The term includes malformation, malfunction, or loss of bones, muscle, or tissue. A medical assessment documenting the orthopedic condition is required
"Other health impairment" means a disability characterized by having limited strength, vitality, or alertness, including a heightened alertness with respect to the educational environment, due to chronic or acute health problems, such as attention deficit hyperactivity disorder, a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, or any other medical condition, such as Tourette Syndrome, that adversely affects a student's educational performance. A medical assessment documenting the health problem is required.
"Preschool child with a disability" means a child between the ages of three and five who either:
Has an identified disabling condition, including vision or hearing, that adversely affects learning or development and who requires special education and related services.
Is experiencing developmental delay, as measured by appropriate diagnostic instruments and procedures, in one or more of the areas in (c)10i(1) through (5) below, and requires special education and related services. As measured by a standardized assessment or criterion-referenced measure to determine eligibility, a developmental delay shall mean a 33 percent delay in one developmental area, or a 25 percent delay in two or more developmental areas. (1)
Physical, including gross motor, fine motor, and sensory (vision and hearing)
Intellectual
Communication
Social and emotional
Adaptive
"Social maladjustment" means a consistent inability to conform to the standards for behavior established by the school. Such behavior is seriously disruptive to the education of the student or other students and is not due to an emotional regulation impairment as defined in (c)5 above.
"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions, such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
A specific learning disability can be determined when a severe discrepancy is found between the student's current achievement and intellectual ability. If there is between a 20-22 point difference (1.5 standard deviation) this is a strong indication that there is a learning disability. The discrepancy is in one or more of the following areas:
Basic reading skills
Reading comprehension
Oral expression
Listening comprehension
Mathematical calculation
Mathematical problem solving
Written expression
Reading fluency.
A specific learning disability may also be determined by utilizing a response to scientifically based interventions methodology as described in N.J.A.C. 6A:14-3.4(h)6.
The term “severe discrepancy” does not apply to students who have learning problems that are primarily the result of visual, hearing, or motor disabilities, general intellectual deficits, emotional regulation impairment, or environmental, cultural, or economic disadvantage.
If the district board of education utilizes the severe discrepancy methodology, the district board of education shall adopt procedures that utilize a statistical formula and criteria for determining severe discrepancy. Evaluation shall include assessment of current academic achievement and intellectual ability.
"Traumatic brain injury" means an acquired injury to the brain caused by an external physical force or insult to the brain, resulting in total or partial functional disability or psychosocial impairment, or both. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech
“Visual impairment” means an impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness. An assessment by a specialist qualified to determine visual disability is required. Students with visual impairments shall be reported to the New Jersey Commission for the Blind and Visually Impaired.
Adapted Physical Education is a diversified program of activities specially designed for an individual who meets eligibility criteria for special education and/or related services and is not able to participate safely and/or successfully in the regular physical education program.
Assistive Technology is any service that directly assists a child with a disability in the selections, acquisition, or use of an assistive technology device.
Accommodations and Modifications in the Classroom and for Testing
The IEP team determines whether accommodations, modifications of curriculum or testing, or alternative testing are needed. When the decision is made it must be documented in the student’s IEP. The decision regarding the need for special consideration is based on the student’s evaluation results, current level of functioning, and unique learning characteristics. Listed below are acceptable accommodations and modifications for standardized testing as per the New Jersey Department of Education.
ACCEPTABLE ACCOMMODATIONS AND MODIFICATIONS
A. Setting Accommodations
1. Administering the assessment: 15
a. individually in a separate room
b. in a small group in a separate room
c. in the resource room
d. in a special education classroom
e. at home or in a hospital (this will depend on the nature of the assessment task)
2. Seating the student in the front of the room near the examiner or proctor
3. Seating the student facing the examiner or proctor
4. Providing special lighting
5. Providing special furniture e.g., desks, trays, carrels
B. Scheduling Accommodations
1. Adding time as needed
2. Providing frequent breaks
3. Terminating a section of the test when a student has indicated that he/she has completed all the items he/she can. The examiner must ensure that the student has attempted all items in a section since items are not ordered by difficulty. When this accommodation is used, the test must be administered in a small group or individually to avoid distraction.
C. Test Materials Modifications
1. Administering the large-print version of the test
2. Administering the Braille version of the test
D. Test Procedure Modifications
1. Administration modifications
a. reading directions aloud
b. reading test items aloud (do not read aloud or sign the reading passages in Language Arts Literacy –the reading items may be read or signed); ONLY the teacher who must read the test items aloud or sign is permitted to have a test booklet assigned to him/her for this task
c. providing and ensuring that amplification (hearing aid and/or FM system) is in working order
d. using a sign language or cued speech interpreter to sign or cue the directions or test items but NOT the reading passages
e. masking a portion of the test booklet and/or answer folder to eliminate visual distractors or providing reading windows
f. repeating, clarifying, or rewording directions ONLY
g. providing written directions on a separate sheet or transparency
h. using an examiner who is familiar with the student
i. using an examiner who can communicate fluently in sign language (American Sign Language or a form of Manually Coded English)
j. providing manipulatives for math items e.g., number line, counting chips, abacus (for NJ ASK 3-8 ONLY)
k. using graph paper for HSPA Mathematics (all students are permitted graph paper (for NJ ASK 3-8)
l. using a Braille ruler and talking calculator or large-face calculator
m. using tactile or visual cues for deaf or hard of hearing students to indicate time to begin, time remaining, and time to end a particular part of the test
n. using calculators for NJ ASK 3-8 Mathematics (all students are permitted calculators for HSPA)
2. Response modifications
a. having an examiner record the student’s identification information on the test booklet and/or answer folder
b. dictating oral responses to a scribe (examiner or proctor who writes from dictation)
c. using a Braille writer to record responses
d. signing responses to a sign language interpreter (student must indicate all punctuation and must spell all key words)
e. recording responses on a word processor (all editorial functions MUST be disabled)
f. providing an augmentative communication device
g. using a larger diameter or modified special grip # 2 pencil
h. circling answers in the test booklet (the examiner subsequently transfer the answers to the answer folder); for the NJ ASK 3-4, the examiner bubbles the student’s answer choice in the scan able test booklet
i. allowing separate additional continuation pages for writing tasks
Placement
The New Jersey Administrative Code for special education and the federal Individuals with Disabilities Education Act (IDEA) ensure that children with disabilities receive a free, appropriate, public education in the least restrictive environment. As noted above, in accordance with the least restrictive environment, the first placement option considered is the regular education classroom with the necessary supplemental aids and supports to enable the student to meet his/her educational goals.
Supplementary Aids and Services
Supplementary aids and services are provided by paraprofessional aides, teachers, related service providers, or CST members in the general education classroom to enable students with disabilities to be educated as much as possible with nondisabled peers. Supplementary aides and services may include, but are not limited to the following:
1. Prompting, cueing and redirecting student participation;
2. Reinforcing of personal, social, behavioral and academic learning goals;
3. Organizing and managing materials and activities;
4. Implementation of teacher-designed follow-up and practice activities;
5. Consultation regarding
a. the development and demonstration of techniques and strategies;
b. data collection on the effectiveness of the techniques and strategies;
c. development of positive behavioral supports.
6. Adapted instructional materials;
7. Supports to address environmental needs (e.g. preferential seating, altered
physical room arrangement);
8. Specialized equipment (e.g. wheelchair, computer, software, etc.);
9. Assignment modification;
10. Testing modifications (see prior list)
Resource Programs
Resource Programs provide specialized instruction by a special education teacher to students with disabilities, in a separate Resource enter Classroom for each subject area.
Special Education Classes
For students in need of more intensive and specialized instruction, placement in a special class program may be the least restrictive appropriate educational placement. Special class programs offer instruction in the core curriculum content standards, but the regular education curriculum and the instructional strategies may be modified based on the student's IEP. For some students, the IEP may specify a modified curriculum emphasizing functional life skills and/or prevocational/vocational skills. Students placed in a special education class typically remain in this class for a major portion of the day, but may also participate in general education classes and programs appropriate to their needs.
Extended School Year
An ESY program provides for the extension of special education and related services beyond the regular school year. An extended school year program is provided in accordance with the student's IEP when an interruption in educational programming causes the student's performance to revert to a lower level of functioning and recoupment cannot be expected in a reasonable length of time.
Out of District Placements
Out of district placements include Special Services School District, State Approved Schools for the Disabled, State Operated Programs and Home Instruction. Home Instruction is considered the most restrictive and should only be utilized on a temporary basis.
Related Services
Related Services may be provided to students ages 3 through twelfth grade who are eligible for special education and related services. Related services in K-12 grade include speech/language, occupational and physical therapies, counseling, and special transportation, etc.
Occupational Therapy
What is occupational therapy?
Occupational therapy services within a school setting are designed to adapt the classroom environment, assist in the development of performance components that are prerequisites for academic learning, and facilitate functional daily living skills within a child’s current educational setting.
How are services provided?
Current models of best practice suggest intervention be integrated into the naturally occurring events of the student’s day, rather than in isolated settings or artificial situations. However, there may be situations when certain skills may warrant more direct therapeutic interventions. Collaborative efforts may be pursued with a combination of teachers, other related service providers, parents and others pertinent to the student’s program to support classroom functioning.
Who receives occupational therapy services?
Those students identified to require occupational therapy services in an IEP or 504 plan in order to access their education. Determining the need for occupational therapy intervention must include observing the student within the educational environment and assessing his or her ability to meet the demands of the current educational program. If environmental adaptations and modifications are in place and teaching staff are trained to meet the goals of the IEP, then services may not be required.
What skills do occupational therapists typically address?
Fine motor skills: managing classroom tools and other manipulatives.
Visual perceptual skills: provide strategies for interpreting visual information.
Sensory processing skills; help to effectively process and organize information from all sense so that the student can effectively interact with the environment.
Self-care skills: dressing, grooming, hygiene, and feeding.
Pre-vocational skills: address prerequisite skills such as organization, sequencing, and time management.
Speech
The development of age-appropriate speech and language skills is essential to the learning process and to a student’s social and emotional growth. Children must be able to comprehend the language, express their thoughts, request explanations from the teacher and produce speech that others can easily understand.
Speech disorders include the following problems:
Articulation disorders, which include difficulties producing sounds in syllables or saying words incorrectly to the point that other people can’t understand what’s being said.
Fluency disorders include problems such as stuttering, the condition in which the flow of speech is interrupted by abnormal stoppages, repetitions, or prolonging sounds and syllables.
Resonance or voice disorders include problems with the pitch, volume, or quality of a child’s voice that distracts listeners from what is being said. These types of disorders may also cause pain or discomfort for the child when speaking.
Language disorders can be either receptive or expressive. Receptive disorders refer to difficulties understanding or processing language. Expressive disorders include difficulty putting words together, limited vocabulary, or inability to use language in a socially appropriate way.
What is remediation?
Speech-language therapy involves having a speech-language specialist work with a child on a one-to-one basis, in a small group or directly in a classroom, to overcome difficulties involved with a specific disorder. Speech-language therapy uses a variety of therapeutic strategies, including:
Language intervention activities – involve having a speech-language specialist interact with a child by playing and talking. The therapist may use pictures, books, objectives, or ongoing events to stimulate language development. The therapist may also model correct pronunciation and use repetition exercises to build speech and language skills.
Articulation therapy – articulation, or sound production, exercises involve having the therapist model correct sounds and syllables for a child, often during play activities. The level of play is age-appropriate and related to the child’s specific needs. Articulation therapy involves physically showing a child how to make certain sounds, such as the “r” sound. A speech-language therapist may demonstrate how a child should move his tongue to produce specific sounds.
Referral for Speech Services
Among the many services available to students within our district, including students not eligible for special education, are those services provided by our speech therapists. Therapists are trained in techniques to identify, support and remediate a student’s speech and language needs. There are two ways in which our district identifies which children may be eligible for speech and language services.
A child can be referred for evaluation by the child’s teacher.
A child can also be referred by the child’s parent who may send a letter to the Child Study Team.
Within 20 days of receipt of a referral a meeting will be convened to discuss with parents, teachers and speech therapist of evaluation for speech services is warranted. If an evaluation is agreed upon, once it is completed, parents, teachers, and speech therapist will reconvene another meeting with 90 days to discuss assessment results and, if necessary, subsequent therapy.
Paraprofessionals
As the IEP team plans, they may decide that a student needs a paraprofessional to support the classroom teacher and/or students. The overarching needs that the paraprofessional is to address are identified by the IEP team. However, on a daily basis, paraprofessionals work as support personnel under the supervision of certified school professionals. A paraprofessional serving in a special education position assists teachers in a variety of responsibilities and performs a multitude of tasks that are both instructional and/or non-instructional.
EXPLANATION OF COMMON ACRONYMS
ADA Americans with Disabilities Act
ADD Attention Deficit Disorder
ADHD Attention Deficit Hyperactivity Disorder
AI Auditory Impairment
AT Assistive Technology
AU Autism
BIP Behavior Intervention Plan
CI Communication Impaired
COTA Certified Occupational Therapist Assistant
CST Child Study Team
DB Deaf-Blindness
DCPP Division of Child Protection and Permanency
DDD Division of Developmental Disabilities
DOE Department of Education
ESERS Eligible for Special Education and Related Services
ESY Extended School Year
FAPE Free Appropriate Public Education
FBA Functional Behavior Assessment
HI Hearing Impaired
ICRS In-Class Resource (w/Special Education Teacher)
ID Mildly Cognitively Impaired
ID Moderately Cognitively Impaired
ID Severely Cognitively Impaired
IDEA Individual with disabilities Education Act
IEP Individual Education Program
INTPS Integrated Preschool
LLD Learning and/or Language Disabilities
LDTC Learning Disabilities Teacher / Consultant
LEA Local Education Agency (School District)
LPT Licensed Physical Therapist
LRE Least Restrictive Environment
MCI Moderately Cognitively Impaired
MD Multiple Disabilities
OCD Obsessive Compulsive Disorder
OCR Office of Civil Rights
ODD Oppositional Defiant Disorder
OHI Other Health Impaired
OI Orthopedically Impaired
OT Occupational Therapist
OTR Occupational Therapist Registered
POR Pull-Out Replacement (Special Education Teacher)
POS Pull-Out Support (Special Ed. Teacher)
PSD Pre-school Disabled
PT Physical Therapist
PT Physical Therapy
RTI Response to Intervention
SC Self-contained
SCI Severely Cognitively Impaired
SI Supplemental Instruction (taught by Regular Ed. Teacher)
SLD Specific Learning Disabilities
SM Socially Maladjusted
TBI Traumatic Brain Injured
TTM Team Teaching Model
VI Visual Impairment