The district offers a full continuum of services for special education children. The district philosophy is to educate local children in local schools whenever possible, despite the handicapping condition of the child. This is not always possible.

In-class support, Resource Center, self-contained classes for learning disabled children as well as a full course of related services are offered in all schools. There is also a program for Pre-School Special Needs children and Autistic children. Both are housed at Gillette.

A full Child Study Team is housed at the Millington School.

There are many questions involved in the consideration of a child’s educational program that is influenced by a learning or physical disability. Whereas some conditions are apparent at a very early age, early intervention efforts provide a resource and base for the efforts of the public school, where services usually begin at the age of three. Other conditions are not as apparent and will result in a referral which takes place when the child has already started her/his formal education.

Formal procedures govern the referral, the evaluation and the programming of a child who has a classifiable condition. Any child who is classified has a document known as an Individual Educational Plan. Parents and school representatives mutually develop this living document.

If you have concerns about a child please note the following suggestions:

• talk to your child’s teacher who is in a good position to discuss comparability and individual circumstances.
• call the Child Study Team 647-1202. You can talk to a School Psychologist, a School Social Worker or a Learning Disability Teacher Consultant.

Each of these professionals have specific training which may assist you. If your questions are of an administrative nature, and this is especially so for transfer-in students or for students with more challenging conditions, Ms. Yavelberg, Director of Special Services, or Mrs. Rene Rovtar, Superintendent, should be contacted directly.

The Child Study Team has a significant amount of resource information available.

CHILD STUDY TEAM - SPECIAL EDUCATION QUESTIONS

1. Can the process of an evaluation for special education be explained in simple terms?

In all honesty, due to the significant influence of federal law and state regulations which govern the process, there is no simple manner of explanation for a special education procedure. This becomes especially frustrating in a circumstance where a parent becomes, or has been made aware, of a difficulty with a child. The understandable reaction to this is to want to do something immediately. Therein lies the difficulty. The process is not accomplished in a few days.

An understanding of terms is important. The Child Study Team is a group of school employees who have earned certification that allows them to make judgments about conditions which challenge a child and the programs which are designed to assist them. A referral is a document which identifies an initial cause for concern about a child. It can be generated from a teacher observation, a parent opinion or a physician. It sets forth a pattern of action by Child Study Team personnel which include observation, compilation of input from teachers and discussion with parents. The referral may lead to evaluation of a child. This may include the following evaluations: a physical completed by a doctor, an evaluation done by the school psychologist, educational testing completed by the Learning Disability Teacher Consultant, a social case history, a speech evaluation and additional evaluations done outside of the school district if appropriate to the child’s condition. The evaluation may lead to classification. This means that a child has a disability which influences his/her educational program. It now becomes the responsibility of the Child Study Team, parent and others to develop an Individual Educational Plan. The IEP governs the educational program of the child. It includes interventions which will assist the child in overcoming those disabilities previously mentioned. The interventions may include different therapies, placement in small group or self contained classes, special assistance from aides or teachers, assistive devices, etc. The IEP must be implemented in the Least Restrictive Environment. This means that the child be placed with her/his non-handicapped peers as much as possible.

There are specific time limits attached to the completion of all of the above.

2. If a child is classified, how is his/her progress tracked?

A classified child still gets report cards from regular and special education teachers. Additionally, there is a conference known as the annual review which compiles input from all those involved in the education of the child and changes the IEP as appropriate.

3. What is the best document for a total review of information related to the above?

By law, the district distributes a constantly updated PRISE document which specifies laws, timelines and parental rights. This is available in the Child Study Team office.