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I. GENERAL INFORMATION
It is with great pleasure that this handbook is presented to the parents, guardians, and students in the Taos Municipal School District. This guide was written by parents and staff as a valuable exceptional programs reference or tool. This handbook provides an overview of exceptional programs and emphasizes the importance of forming and maintaining partnerships between parents and professionals. The legal rights of parents and students, as well as, information about the use of these rights hopefully will assist you in becoming an equal and informed team member.
Every child and youth with an exceptionality has the right to a free, appropriate, public education in a safe and supportive environment. It is the goal of the Taos Municipal Schools to help students with an exceptionality develop to their potential and to become independent and confident young adults.
We believe: ¨ All students can learn. ¨ Parents, family members, and school staff are essential partners, working together to guarantee that their child receives the best education possible. ¨ All students should be educated, as much as possible, with their peers. ¨ Early identification of students who may be exceptional is extremely important. ¨ The wide range of exceptional program services must be individualized and evaluated for their effectiveness.
Homebound Service- The child and family are involved in regularly scheduled home instruction by a teacher and/or therapists. Parents work with the staff member(s) to decide what is important for their child to learn and what activities they can do to help their child develop appropriate new skills and behaviors.
Early Childhood-Developmental classrooms focus on individual needs of children, such as language stimulation and social play. Children with special needs have opportunities to play with peers and learn from them. Children in a smaller group have more individualized learning time. Children can also experience special support in a community based or home program.
Inclusion Program- Programs which emphasizes instruction and acceptance of students with disabilities in classrooms of peers without disabilities.
Center/School Based Services-Special educational services offered at a specific school or program site.
Community Based Instruction Services-Programs which provide learning and useful experiences for a student in the community.
Related Services-Therapies, including speech/language, physical, social work, psychological, audiological, mobility & orientation and occupational therapies are offered in the classroom or in a separate therapeutic setting. Nursing and transportation may also be apart of a student’s service plan. Extended School Year (ESY)-Refers to an extension of the programming from the regular school year (beyond 180 days per year) as identified in the IEP and is provided at no cost to the parent. Alternative Programs-Services for a student in a setting different or away from the general education program that the student would normally attend, but continues to meet the student’s individual academic needs. Transition Services-Refers to planning and providing services to students beginning at age 12 to prepare them successfully for life after their graduation.
III. IDENTIFICATION, REFERRAL, EVALUATION, AND PLACEMENT
A. IDENTIFICATION
based early childhood programs. A Child Development Fair is held each year for the purpose of identifying and referring children (birth to age 5) with developmental delays who may be eligible for the early intervention programs in our school district.
The Child Development Fair consists of vision, hearing, dental and developmental screenings. Students may also be referred by parents, physicians, or concerned teachers through the Student Assistant Team (SAT) at their school.
Information about the Child Development Fair can be obtained by calling the Child Find Coordinator at 758-5218.
The evaluation process should be completed within 60 school days by the Exceptional Programs Department after receiving a complete referral packet.
Once the District has all of the evaluation results completed, parents will be invited to participate in an Individualized Educational Program (IEP) committee. The committee will discuss what has been learned about your child and will make important decisions about your child’s educational program. In most cases, the evaluator(s) will meet with parents before the IEP meeting to discuss the results of the testing.
The school considers you and your child as valued members of the Individualized Educational Program (IEP) Committee. Together, you will design an appropriate educational plan.
5. Placement-The IEP Committee may feel that your child is in need of exceptional programs and related services. Important areas of your input include:
ü your child’s strengths, talents and special needs ü what you would like your child to learn ü how much and what kind of special services your child needs ü the daily or weekly schedule for your child ü and the areas of instruction your child will receive
If your child should qualify for exceptional programs services, a re-evaluation will be administered every three years (or sooner if requested by parents or staff) to determine continued eligibility or other needed support. IV. PROGRAM LEVELSThe District can provide a wide range of exceptional programs and related services with varying amounts of help and support to your child. The amount of time a child needs help or support by exceptional programs staff is referred to as follows:
Minimal-Students receiving minimal services are often in regular education classes and do not always require a basic change of the general education instruction or setting. This type of program may include monitoring from special education staff or support from other teachers to help your child succeed.
Moderate-Moderate exceptional programs services shall be less than 50% of the school day. These programs serve students with moderate learning needs which require some changes to the regular curriculum, as well as, special instructional techniques or materials. The services may be provided in the regular classroom or in the Special Education classroom setting.
Extensive-Extensive exceptional programs services shall be provided 50% or more of the school day. These programs serve students needing many changes to the curriculum as well as special instructional techniques or materials. These services will be provided by the special education staff in either the general or special education classroom or a combination of classes.
Maximum- Exceptional programs services and supports may be provided during the full school day. These programs serve students with needs who require more individualized attention from special education staff members. These students will be included as much as possible in all school activities and services.
V. EXCEPTIONALITIES (Eligibility)
Taos Municipal Schools may provide special education services for students identified as the following:
Autistic: means a developmental disability significantly affecting verbal/non-verbal communication and social interaction, generally evident before age three that seriously affects educational performance. Some characteristics of autism include difficulties with communication, repetitive movements, resistance to change, and difficulties with social interaction.
Deaf: means a hearing impairment which is so severe that a student is impaired in receiving and understanding language information.
Deaf-Blind: means both hearing and visual impairments which seriously affect a child’s educational performance.
Gifted: means a thinking ability along with academic achievement, creativity/divergent thinking or problem solving/critical thinking is so outstanding that special education services are needed to meet the students needs.
Deaf or Hard of Hearing: means a hearing impairment, whether permanent or changing, which seriously affects a child’s educational performance.
Mentally Retarded: means very significantly below average intellectual ability and adaptive skill functioning which seriously affects a child’s educational performance.
Multiple Disabilities: means more than one impairment which seriously affects a child’s educational performance.
Orthopedically Impaired: means a severe physical impairment, which seriously affects a child’s educational performance.
Other Health Impaired: means having limited strength, stamina or alertness due to chronic or acute health problems which seriously affects a child’s educational performance. Examples may include a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle-cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or diabetes, or attention deficit disorder.
Developmentally Delayed: means children ages three through nine who are in need of special education and related services because of a significant delay in one or more areas of development. These areas include: Physical, cognitive, communication, social/emotional, or adaptive development.
Emotionally Disturbed: means a condition with one or more of the following characteristics over a long period of time which seriously affects educational performance: (a) an inability to learn which cannot be explained by intellectual, sensory or other health factors (b) an inability to build or maintain satisfactory relationships with peers, teachers and family members (c) inappropriate types of behavior or feelings under normal circumstances (d) a general mood of unhappiness or depression or (e) a tendency to develop physical symptoms or fears associated with personal or school problems.
VI. DEFINITIONS/TERMS/ACRONYMS
Achievement Tests: evaluations that test the skills in a subject like Reading, Spelling and Math.
Adaptive Behavior: means the similarity of the child in personal independence and social skills to children of the same age and cultural group.
Assistive Technology Device: means any item, piece of equipment, or product system, that is used to increase, maintain or improve capabilities of children with disabilities.
Auditory Perception: means how well you understand what you hear.
Behavior Management Plan (BMP): a plan developed to help a child function more appropriately emotionally/socially in the classroom or other school settings.
Chronological Age: actual age of a person in years and months.
Diagnostic Tests: a group of tests that tells us what the child is capable of doing (ability) as compared to how well he/she is actually doing (performance). If there is a big difference between these scores, it usually means there is a need for special help.
Fatigue: tiredness or lack of physical energy.
Grade Equivialent (Grade Level): usually described as year and month. For example, grade equivalency (GE) of 3.2 means third grade, second month of school.
Individual Education Plan (IEP): a student’s educational and therapeutic plan which has been developed especially to meet the specific needs of that student within a public school or alternative setting.
Intelligence Tests: tests that measure how well a child can remember and use things a child has learned or experienced.
Learning Style: refers to how a child prefers to learn. An auditory learner needs to hear information. A visual learner needs to see information. A tactile learner needs to touch or use muscles to learn. A multi-sensory learner needs to use some or all the senses.
Least Restrictive Environment (LRE): means educating a child as much as possible with non-disabled peers within the most appropriate setting.
Multidisiplinary Team (MDT): the MDT is a group of individuals who assist in making educational decisions about the child and should include the parents.
Related Services: refers to the supportive services required for a child with a disability to benefit from special education. Such services include audiological services, counseling services, interpreter services, nursing services, orientation and mobility services, parent counseling and training, occupational and physical therapy, psychological services, rehabilitation counseling, social work services, speech-language services, and transportation service. The terms used in this definition are defined as follows:
Audiological Services means services provided by an audiologist who identifies children with hearing losses. An audiologist identifies information about the degree and type of loss and what types of amplification may be needed.
Counseling Services means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel to help students and/or their families with social, emotional, and behavioral differences.
Orientation and Mobility Services service provided by a qualified individual, which assists in the development of a child’s ability to move and function effectively in the environment.
Occupational Therapy services provided by a qualified occupational therapist (OT) who evaluates and assists with a student’s fine motor development. An OT also assists in the adaptation and adjustment of technology devices and helps to develop daily living skills.
Parent Counseling and Training services assisting parents and families in understanding the special needs of a child and providing parents and families with information and resources to meet the appropriate needs of their child.
Physical Therapy service provided by a qualified Physical Therapist who evaluates and assists with gross motor development and in the identification, adaptation and adjustment of assistive devices.
Psychological Services service provided by qualified individual(s) who evaluate and assist in the social//emotional development of a student.
Nursing Services services provided by a school nurse or other qualified health professional.
Social/Emotional/Behavioral Services refers to counseling services, psychological services and social work services.
Social Work Service means services provided by a qualified individual who evaluates and assists a student with social/emotional differences that affect the child’s adjustment in school. These staff members may coordinate school and community resources for a child and their family.
Speech-Language Services are services provided by a qualified individual, Speech/Language Therapist, who evaluates and assists students with speech and /or language impairments.
ADA-Americans with Disabilities Act (Federal regulation for all persons with disabilities) ADD/ADHD-Attention Deficit/Attention Deficit Disorder with Hyperactivity Disorder DD-Developmentally Disabled/Delayed (special education for 3 to 9 year olds) IDEA-Revised-Individuals with Disabilities Education Act are federal regulations and guidelines for students 0-21 years old who need special education. (Revised 2004) IEP-Individualized Education Plan (each student who qualifies for Special Education Services be updated at least once per year) SLD-Specific Learning Disability SLP-Speech and Language Pathologist SLI-Speech and Language Impaired OHI-Other Health Impairment OT-Occupational Therapist PT-Physical Therapist ED -Emotionally Disturbed MDT-Multi Disciplinary Team LRE-Least Restrictive Environment
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Revised 06/03/2010