S UPPORTING F AMILIES OF C HILDREN WITH S PECIAL N EEDS Imperative information for parents on Special Education.

E ARLY LEARNING FOR STUDENTS WITH DISABILITIES 1800s residential schools for individuals with special needs began to emerge. First American residential school for those who were deaf was established in 1817 at Hartford, Connecticut, by Thomas Hopkins Gallaudet. Perkins School for the Blind-founded in Watertown Massachusetts. Was the first school for the blind. Helen Keller was educated here at 7 years old. Proving those who were blind and deaf could be taught. Community organizations have been developed to help those with special needs and their families. Easter Seals organization for over 90 years. The Joseph Kennedy Jr. Foundation Special Olympics established in 1968 by Eunice Kennedy Shriver

L EGISLATION T HAT L EAD TO S PECIAL E DUCATION T ODAY Vocational Rehabilitation Act of 1973 Education for All Handicapped Children Individuals with Disabilities Education Act (IDEA) Formerly the Education for All Handicapped Children Act Public Law mandated Amended IDEA was reauthorized in June of 97’, again in 2004, and went into effect July 1, Four Parts General Provisions School aged and preschool 3-5 years Infants and toddlers ages 0-2 Support

W HO HAS A D ISABILITY......C ATEGORIES OF D ISABILITIES Autism - Developmental disability significantly affecting verbal and nonverbal communication and social interaction. Deafness – A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or with amplification. Deafness/blindness – Simultaneously hearing and visual impairments, the combination of which causes such severe communication and other developmental and education problems. Hearing impairment – An impairment in hearing, whether permanent or fluctuation, that adversely affects a child’s educational performance. Mental disabilities – Sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period.

W HO HAS A D ISABILITY......C ATEGORIES OF D ISABILITIES C ONTINUED : Multiple disabilities – Simultaneous impairments. Combination of which causes severe educational problems that the child cannot be accommodated in a special education program for one impairment alone. Orthopedic impairment – adversely affects a child’s educational performance. Term includes impairments caused by a congenital anomaly (clubfoot, or missing limb) or impairments from disease ( bone tuberculosis) and impairments from other causes ( cerebral palsy, amputations, fractures, or burns). Other Health impairment – Limited strength, vitality, or alertness, due to chronic or acute health problems, heart condition, tuberculosis, nephritis, asthma, sickle cell anemia, epilepsy, lead poisoning, leukemia, or diabetes, ADD ( Attention Deficit Disorder) Tourette’s syndrome – Neurological disorder that includes repetitive, involuntary movements or ticks. Vocal ticks include sniffing, snorting, and barking. Movements become worse when there is high degree of excitement.

W HO HAS A D ISABILITY......C ATEGORIES OF D ISABILITIES CONTINUED : Emotional Disturbance – Condition exhibiting one or more the following characteristics over a long period of time; an inability to learn and cannot be explained by intellectual, sensory, or health factors, inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate behaviors or feelings under normal circumstances, general pervasive mood of unhappiness or depression, tendency to develop physical symptoms of fears associated with personal or school problems. Includes those who have schizophrenia Specific learning disabilities – Disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to learn, think, speak, read, write, spell, or to do mathematical calculations. Including: perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

W HO HAS A D ISABILITY......C ATEGORIES OF D ISABILITIES CONTINUED : Speech or language impairment – A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance. Traumatic brain injury – An injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment or both that affect a child’s educational performance. Visual Impairments – including blindness. Visual impairments that even when corrected largely affects a child's educational performance. Included in those with partial sight and those who are completely blind. Pervasive developmental disorders (PDD) – a delay in social/language/motor and or/cognitive development, PDD is a category of delays in different magnitudes and different domains.

T HE SPECIAL EDUCATION PROCESS Your rights as a parent You must be notified by public agency during change or refusal You have the right to inspect and review records You have the right to consent for evaluation You have the right to obtain an IEE (Individual Educational Evaluation) Your consent is required before any kind of evaluation. You have the right to challenge or appeal any decision You are responsible for notifying agency if you would like to change agencies You are responsible for notifying agency if you request a due-process hearing

T HE SPECIAL EDUCATION PROCESS The Assessment Process Child must show signs of a disability You will be notified and asked for Consent for Evaluation A number of tests will be completed such as an IQ test, Curriculum Based Tests, Standardized Tests, etc. Assessed in all areas of suspected disabilities After the receiving the test results, the team including the parents will review the results and decide what disability or disabilities the child has. The IEP will then be created by the team and parents. Placement is the next step the team and parents will decide on after creating the IEP. After placement, tests, and the IEP, the team will evaluate the child's progress based on objectives either short or long term.

T HE SPECIAL EDUCATION PROCESS INDIVIDUALIZED EDUCATION PROGRAM (IEP) Development of the Individualized Education Program (IEP) Explains the goals, that schools and parents want for their children with disabilities. Children ages 3-21 with disabilities receiving any type of special education services must have an IEP prepared especially for them. Prepared in joint efforts of members of a child study. Required for Special Education Services Members of the IEP Team Parents At least one regular classroom teacher, if possible At least one special education teacher A representative of a local education agency Individual to relate evaluation results Any chosen expert selected by parents, if preferred Whenever appropriate, the child with the disability IEP will be reviewed periodically Not less than once a year Determine if child is succeeding toward the goals expected Allow reevaluation and assessment if needed

T HE SPECIAL EDUCATION PROCESS SERVICES PROVIDED : Services that May Be Provided: Child may be pulled out of class to go to the academic resource room In the resource room, a special education teacher, such as myself, will work with the child towards achieving their goal that was stated in the IEP. As a special education teacher I will accommodate your child in every way possible or as listed on their IEP. I will work with your child on being comfortable. Feeling welcome in my classroom I will make sure your child feels secure while in other regular education classrooms.

S OUTH D AKOTA PARENT ’ S RIGHTS Please view the following website for a detailed list and information of the Parent’s rights in the state of South Dakota.