Special Education Programs & Services

The district supports the use of assistive technology devices, as appropriate, to maximize the accessibility to the general education curriculum by children with disabilities. Assistive technology devices are equipment and systems that are used to increase, maintain or improve functional capability of a child with a disability.

Assistive technology ranges from low-tech to high-tech devices. A low-tech device may be as simple as an adaptive pencil grip. A mid-tech device might be a battery-operated communication device that plays recorded messages. An example of a high-tech device might be a classroom computer with text-to-speech software that gives the struggling reader access the general education curriculum.

Due to the wide variation in services often required for students who are deaf or hard of hearing, we do not always have an in-district program to appropriately address every student’s needs. Some students with hearing impairments may be appropriately served in their neighborhood schools, while others may need more specialized services beyond the district’s capacity to deliver. In those cases, services may be provided through a contract with another local school district or outside agency.

Instructional levels (e.g. signing ability, social, communication, and academic skills) and appropriate placement will be identified through the special education evaluation and IEP team consensus. To determine the services needed, an evaluation for special education needs to be completed first.

Occupational and physical therapists plan, implement, and direct programs for students who have educationally significant fine and gross motor difficulties. In order to receive Occupational and Physical Therapy (OT/PT) services, a student must first be qualified as disabled, and must be eligible to receive special education services. Services are designed to support students in the school setting.

Occupational and physical therapy services include:

• Evaluating the student’s motor problems.
• Implementing intervention based on individualized student goals.
• Assessing progress in achieving goals and objectives.
• Helping parents understand, prevent, and remediate motor problems.
• Working with school staff and other professionals to meet the motor needs of children relevant to the educational setting.

Therapy activities are goal-directed, measurable, motivating to the student, and geared toward enabling the student to participate in classroom and school activities. A variety of options are available for the delivery of therapy services. Services may be provided directly by the therapist, or the therapist may consult with classroom staff, who carry out the activities. Therapy may be provided in a group or individually.

A Speech/Language Pathologist (SLP) plans, implements and directs programs for children who have communication disabilities. In order to receive SLP services, a student must first be qualified as disabled, and must be eligible to receive special education services.

An Educational Audiologist specializes in the prevention, identification, and assessment of hearing impairments.

Speech, Language, and Hearing Services Include:

• Identifying communication problems through referral and screening.
• Assessing and diagnosing communicative needs and behaviors.
• Implementing intervention based on individualized student goals.
• Reassessing and evaluating progress in achieving goals and objectives.
• Helping parents understand, prevent, and remediate communication problems.
• Working with school staff and other professionals to meet the communicative needs of children.

Students with significant visual impairments are typically serviced in their neighborhood schools with resource assistance. A teacher of the visually impaired supports the team at the school. Services provided include instruction in Braille, alternative technologies, and mobility.