Shasta County
Community Advisory Committee
2012-13
A PARENT’S GUIDE
TO
SPECIAL
EDUCATION
Compiled and Edited by:
Shasta County
Special Education Local Plan Area (SELPA)
and
Shasta County
Community Advisory Committee (CAC)
1644 Magnolia Avenue
Redding, CA 96001
Telephone (530) 225-0100
Fax (530) 225-0105
www.shastacac@gmail.com
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CONTENTS
What Is Special Education? ................................................................................. 5
Laws Affecting Special Education ....................................................................... 6
Least Restrictive Environment ............................................................................ 7
Referrals To Consider Need For Special Education .......................................... 7
Continuum Of Least Restrictive Environment Program Options ................... 8
Special Education Programs & Services ............................................................ 8
Procedure for Referral and Placement ............................................................. 10
Community Advisory Committee...................................................................... 13
Community Programs & Referral Resources .................................................. 14
Other Resources .................................................................................................. 14
Local Education Agencies & Schools Within Shasta County ......................... 15
Selected Programs in the Shasta County SELPA ............................................ 18
Special Education Glossary ............................................................................... 20
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What Is Special Education?
Special Education is an individualized education program designed
to help students reach their potential. It is provided for students
birth through maximum school age, generally through the 21st year,
who qualify according to the laws and regulations developed by the
state and federal government.
It is the goal of the Shasta County Special Education Local Plan
Area to assist parents and local education agencies to develop
educational programs and transitional services for students with
exceptional needs.
Students receive special education instruction and services
according to their specific needs. Placement in special education
programs is only considered after the resources of the general
education programs have been considered, and appropriately
utilized.
A common way of reviewing the use of general education resources
is the Student Study Team. Most schools have a general education
team that addresses family and school concerns regarding individual
students’ academic, behavior, attendance or health problems. Such
teams may have different names and procedures at different schools
(Student Study Team, Student Support Team, etc.); however,
regardless of name, all are similar in function. Such teams typically
include general education and special education teachers,
administrators, parents, and educational support staff. Their job is to
explore all available resources which might assist a child, and make
recommendations for classroom modifications, accommodations and
supports. These teams may also recommend referral for special
education evaluation if other recommended interventions have been
unsuccessful.
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Laws Affecting Special Education
Federal Public Law 108-446, more commonly known as the
Individuals with Disabilities Education Act (IDEA), guarantees
certain fundamental rights to all children with disabilities. The
purpose of the IDEA is to “ensure that all children with disabilities have available
to them a free appropriate public education that emphasizes special education and related
services designed to meet their unique needs and prepare them for further education,
employment, and independent living.” IDEA mandates that all children with
disabilities are provided:
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A culturally unbiased, valid assessment.
A free and appropriate public education (FAPE) in the least restrictive
environment (LRE).
Transition services, as appropriate, to be addressed in the Individual
Education Program.
Procedural Safeguards to ensure parent and child rights.
The classifications for disabling conditions are:
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Autism
Deaf
Deaf-Blindness
Emotional Disturbance
Established Medical Disability (3-5)
Hearing Impairments (including deafness)
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech & Language Impairments
Traumatic Brain Injury (acquired)
Visual Impairment (including blindness)
The State of California has adopted Laws and Regulations to
comply with the IDEA.
All school districts in the Shasta County Special Education Local
Plan Area are required to provide a free appropriate public education
for all individuals with disabilities, ages birth to maximum school
age, generally through the 21st year or earn a high school diploma.
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Students receiving special education and related services have the
right to be educated with non-disabled peers to the maximum extent
appropriate. They participate, as appropriate, in all school programs
and activities and general education activities as determined by the
IEP team.
Special education programs and related services are provided to
students with disabilities at no cost. To the extent possible, these
services are provided in settings at, or close to, the student’s
neighborhood school.
Least Restrictive Environment
Each student has the right to be educated in the least restrictive
environment which promotes, to the maximum extent appropriate,
interaction with the general education population in a way that is
appropriate to the needs of both.
Referrals to Consider Need for Special Education
Referrals for consideration of need for special education services are
encouraged from parents, teachers, private schools, community
agencies and any individual within the community who suspect that
a child has a disability which might adversely impact his/her
educational performance. Special education services are available
for any child within the SELPA from birth through age 21 who is
determined to have an eligible condition, and whose educational
needs cannot be met with modification of the regular instruction
program. Any person wishing to make a special education referral
should contact the child’s District of Residence. Requests for
testing require educational right’s holder
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Continuum of Least Restrictive Environment Program
Options
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Specialized instruction complementing regular classes (e.g. Designated
Instructional Services (DIS) including but not limited to
Speech/Language Therapy, Adapted Physical Education, Occupational
Therapy, Resource Room or Resource Specialist Program, infant
program services in the natural setting)
Instruction in other settings (e.g. in the community for older high school
students)
Special classes (e.g. Special Day Class on public school campus, special
classes for preschool students)
Special schools (e.g. California School for the Deaf)
Nonpublic schools
Instruction in home or hospital
Special Education Programs & Services
Early Intervention Services In Collaboration With Far Northern
Regional Center (FNRC) – Early Intervention Services offers
services to infants and toddlers who require special education. Early
Intervention services for the infant/toddler are specified on the
child’s Individual Family Service Plan (IFSP) and may include, as
appropriate: counseling; home visits; special instruction; speech
therapy and audiology; occupational therapy; physical therapy;
medical services (for diagnostic purposes); early identification,
screening and assessment services; other health services and social
work services, as needed.
Preschool Program – The Preschool Program provides educational
services for preschool children between the ages of 3-5 and focuses
on the young child and his/her family.
Resource Specialist Services – Students receiving these services
remain in the general education classroom for the majority of the
day. They may be served in the general education program with the
resource teacher providing consultation or collaboration services
within the general education classroom. The Resource Teacher
works with the general education staff to provide curriculum
assistance. Students may also receive individual or small group
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instructional services in a pull out program. Students can also
receive indirect services in a consultation model.
Special Day Classes (including Accommodations &
Modifications) - These classes provide services to students who
have intensive instructional needs that cannot be met within the
general education program. Services from an SDC teacher may be
provided across a variety of environments.
Designated Instructional Services (DIS) and related services are
provided only when deemed necessary by the IEP Team to help a
student benefit from his or her instructional program. DIS Services
include, but are not limited to:
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Language & Speech
Deaf & Hard of Hearing Services
Orientation & Mobility
Instruction in Home & Hospital
Health & Nursing Services
Specialized Designed Vocational
Education & Career Development
Adapted Physical Education
Vision Services
Counseling Services
Physical & Occupational Therapy
Transportation
Nonpublic Schools – A nonpublic school is a private, nonsectarian
school certified by the California Department of Education that
enrolls individuals who have exceptional needs and whose needs are
unable to be met by public education. They employ at least one fulltime teacher with an appropriate special education credential and are
certified by the State Department of Education. School districts are
required to consider all appropriate special education settings within
the public school environment before recommending nonpublic
school placement.
State Operated Special Schools – Residential Schools for the
blind, deaf, and neurologically disabled, offer complete diagnostic
evaluations and residential school programs for individuals with
extraordinary needs. Referrals to such programs are arranged upon
the recommendation of the IEP team.
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Extended School Year – The extended school year session may be
recommended for individuals with unique exceptional needs to
prevent significant loss of skills. Services are determined on an
individual basis by the IEP team.
Vocational / Transitional Programs: Vocational and Transitional
programs and services are available to provide training and
readiness experiences in diversified occupations. They are planned
according to the student’s post-secondary goals and transition
services on the IEP, and based on each student’s needs and abilities.
Transition services may include Employment Training, Vocational
Assessment, ROP, WorkAbility I, Supported Employment, and Life
Skills Education. Support services may include special
transportation, job coaching, leisure skills training, mobility training,
or access to community resources. By age 16, or younger if
determined appropriate by the IEP team, post-secondary IEP goals
are developed jointly by the student, school and family in the IEP
process. Agencies are included in the IEP meeting when
appropriate.
Procedure for Referral and Placement
Notification Of Referral & Procedural Safeguards: Upon initial
referral for evaluation for special education, the parent of a public
school student will receive: 1) a written Notice of Referral for
special education evaluation, and a copy of Special Education
Procedural Safeguards (frequently referred to as Parent and Child
Rights). The Procedural Safeguards form provides information to
the parent related to the child’s right to receive a free and
appropriate public education (FAPE) and contains information
related to the educational agencies' legal responsibilities, including
those related to evaluation, and the parent’s legal rights related to
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special education. Educational personnel generally provide the
parent with a verbal explanation of the Procedural Safeguards and
will explain them in more detail upon request.
Evaluation & the Following Team Meeting: Upon referral to
determine Special Education eligibility, the District will, within 15
days, develop a proposed plan addressing all areas of suspected
disability. This Assessment Plan will be presented to the parent for
review and approval. After the signed Assessment Plan is returned
to the school, qualified educational personnel have a maximum of
60 days within which to complete the student evaluation and to hold
an IEP meeting.
By the team meeting, the parent is required to receive a copy of the
District’s Evaluation Report. At the IEP meeting, the results of the
educational evaluation are shared with the team members and a
determination of the student’s qualification or non-qualification for
special education is made.
If the IEP team determines that the child requires special education
services, an IEP is cooperatively developed with the parent. The
IEP represents the District’s offer of free appropriate public
education (FAPE) for the child.
If the child does not qualify for special education services, the
results of the meeting and eligibility determination are documented
and the team discusses other district programs, services,
accommodations and modifications which might appropriately
address the child’s educational needs.
ADR/Due Process: If disagreement arises surrounding a child’s
educational program and services that cannot be resolved through
the IEP process, the parent and/or school district may elect to utilize
any of the following:
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SELPA Alternative Dispute Resolution (ADR)
Facilitated IEP
State Mediation
State Due Process Hearing
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ADR (Alternative Dispute Resolution) utilizes services of a neutral
third party in all stages of a dispute, which might include trained
resource parents, SELPA staff, or a panel of one or two trained
mediators, who will work closely with the district and parents to
help resolve any conflicts. To inquire about the SELPA ADR
process call the Shasta County SELPA Office at (530) 225-0100
Facilitated IEP Process – The role of an IEP Facilitator is to ensure
that the IEP Team interacts respectfully, the perspectives of all
participants are heard, and the IEP team focuses on future actions.
An IEP Facilitator serves the whole group rather than an individual,
and assists the group with the process of the IEP meeting rather than
the content of the IEP. The agenda for a facilitated IEP meeting is
the IEP process, and the focus of the meeting is the student and his
or her needs.
Although the use of ADR of the Facilitated IEP Process is
encouraged, they do not preclude using more formal solutions listed
above which include a state mediator and/or a Hearing Officer that
would preside over a mediation or hearing.
In regards to compliance complaints or Due Process Hearings, more
information is included in the Parent Notice of Procedural
Safeguards; or, you can call the SELPA Office at 225-0100.
In order to file for mediation or a Due Process Hearing, contact:
Office of Administrative Hearings
Attn: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
Phone: (916) 263-0880
Fax: (916) 376-6319
www.oah.dge.ca.gov
It is the intent of Shasta SELPA to be in compliance with state and
federal laws and regulations in regards to Special Education.
However, if a parent believes there is a violation of federal or state
law or regulation governing Special Education, a written complaint
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may be filed with the District Superintendent or local administrator
or appropriate program. If you wish to file a complaint with the
California Department of Education, you should submit your
complaint in writing to:
California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 N Street, Suite 2401
Sacramento, CA 95814
Attn: PSRS Intake
Community Advisory Committee
The Shasta County SELPA’s Community Advisory Committee
(CAC) is made up of special and general education parents,
teachers, representatives of local agencies, administrators and other
persons interested in the education of individuals with disabilities.
The CAC acts as an advisory group to the Shasta County SELPA.
Responsibilities include:
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Advising the SELPA and reviewing the SELPA Local Plan
Making recommendations on annual priorities to be addressed under the plan,
acting in support of individuals with exceptional needs and assisting in the
evaluation of how well the SELPA is meeting the needs of children
Assisting in parent education and recruiting parents and other volunteers who
may contribute to the implementation of the local plan.
Encouraging public involvement in the development and review of the
SELPA Local Plan.
Assisting in organizing and conducting public information meetings and
participating in the development of public information and community
resource brochures.
All meetings are open to anyone interested. We encourage your
participation. The location and time of the meeting can be verified
by calling the Shasta County SELPA at 225-0100 or online at
www.shastacac@gmail.com.
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Community Programs & Referral Resources
In addition to the following key community programs and agencies, a
complete list is available under the Community Advisory Committee
(CAC) section of the Shasta SELPA website at www.shastacoe.org/selpa
Other Resources
Today most resources related to special education are on the internet. The
following websites contain useful information:
Shasta County SELPA Website
www.shastacoe.org/selpa
California Department of Education (CDE)
www.cde.ca.gov
Special Education Division of CDE
http://www.cde.ca.gov/sp/se/
Council for Exceptional Children (CEC)
http://www.cec.sped.org//AM/Template.cfm?Section=Home
IDEA Resources of the US Dept of Education
http://www.ed.gov/policy/speced/guid/idea/idea2004.html
Disability Rights of California
Phone: (800) 776-5746
www.disabilityrightsca.org
Office of Civil Rights
www.hhs.gov/ocr
Norcal Services for the Deaf
Phone – Voice: (530) 221-1689
Phone – TTY: (530) 223-2571
Phone – Fax: (530) 221-8143
www.norcalcenter.org
Rowell Family Empowerment Center of Northern California
962 Maraglia
Redding, CA 96002
Phone: (530) 226-5129
Fax: (530) 226-5141
Toll Free: (877) 227-3471
www.empoweryourfamily.org
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Local Education Agencies & Schools
Within Shasta County
Anderson Union High School District
Anderson Adult
Anderson Community Day
Anderson Union High
Anderson New Technology High
North Valley Continuation High
Oakview High
West Valley High
Bella Vista Elementary School District
Bella Vista Elementary
Black Butte Union School District
Black Butte Elementary
Black Butte Junior High
East Valley Community Day
Cascade Elementary School District
Anderson Heights Elementary
Anderson Middle
Cascade Community Day
Meadow Lane Elementary
South County Community Day
Verde Vale Elementary
Castle Rock Elementary School District
Castle Rock Elementary
Columbia Elementary School District
Columbia Elementary
Mountain View Middle
Columbia East Valley Community Day
Cottonwood Union Elementary School District
Cottonwood Community Day
East Cottonwood Elementary
North Cottonwood Elementary
West Cottonwood Jr. High
Cottonwood Creek Charter School
Enterprise Elementary School District
Alta Mesa Elementary
Boulder Creek Elementary
June Street Community Day
Lassen View Elementary
Mistletoe Elementary
Parsons Jr. High
Rother Elementary
Shasta Meadows Elementary
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(530) 378-0568
(530) 365-3334
(530) 365-1985
(530) 365-2741
(530) 365-3100
(530) 365-6054
(530) 365-6895
(530) 347-7171
(530) 549-4415
(530) 549-4415
(530) 474-3125
(530) 474-3125
(530) 474-3441
(530) 474-3125
(530) 378-7000
(530) 378-7050
(530) 378-7060
(530) 378-7056
(530) 378-7030
(530) 378-7056
(530) 378-7040
(530) 235-0101
(530) 235-0101
(530) 223-1915
(530) 223-4070
(530) 221-5224
(530) 223-4070
(530) 347-3165
(530) 347-3123
(530) 347-3071
(530) 347-1698
(530) 347-3123
(530) 347-7200
(530) 224-4100
(530) 224-4130
(530) 224-4140
(530) 224-4236
(530) 224-4160
(520) 224-4160
(530) 224-4190
(530) 224-4170
(530) 224-4180
Fall River Joint Unified School District
Burney Elementary Community Day
Burney Elementary
Burney Jr./Sr. High
Fall River Community Day
Fall River Elem. Community Day
Fall River Elementary
Fall River Jr./Sr. High
Mountain View Continuation High
Mt. Burney Special Ed Center
Soldier Mtn. Continuation High
French Gulch-Whiskeytown Union Elem Dist
French Gulch-Whiskeytown Elementary
Gateway Unified School District
Buckeye School of the Arts
Central Valley High
Gateway Community Day
Grand Oaks Elementary
Mountain Lakes High
Rocky Point Charter
Shasta Lake Middle
Shasta Lake Alternative
Grant Elementary School District
Grant Elementary
Happy Valley Union School District
Happy Valley Community Day
Happy Valley Elementary
Happy Valley Primary
Igo-Ono-Platina School District
Igo-Ono Elementary
Platina Elementary
Indian Springs School District
Indian Springs Elementary
Junction Elementary School District
Junction Elementary
Junction Middle
Millville Elementary School District
Millville Elementary
Mountain Union School District
Montgomery Creek Elementary
North Cow Creek School District
North Cow Creek Elementary
Oak Run Elementary School District
Oak Run Elementary
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(530) 335-4538
(530) 335-5189
(530) 335-2279
(530) 335-4576
(530) 336-7154
(530) 336-5551
(530) 336-5551
(530) 336-5515
(530) 335-5189
(530) 335-3852
(530) 336-7159
(530) 359-2151
(530) 359-2151
(530) 245-7900
(530) 225-0420
(530) 275-7075
(530) 275-7016
(530) 275-7040
(530) 275-7000
(530) 225-0456
(530) 275-7020
(530) 275-7131
(530) 243-4952
(530) 243-0561
(530) 357-2134
(530) 357-2111
(530) 357-2111
(530) 357-2131
(530) 396-2841
(530) 396-2841
(530) 352-4341
(530) 337-6219
(530) 337-6219
(530) 547-3274
(530) 547-3274
(530) 547-5494
(530) 547-4471
(530) 547-4471
(530) 337-6214
(530) 337-6214
(530) 549-4488
(530) 549-4488
(530) 472-3241
(530) 472-3241
Pacheco Union School District
Pacheco Community Day
Pacheco Elementary
Prairie Elementary
Redding School District
Bonny View Elementary
Cypress Elementary
Juniper Elementary
Manzanita Elementary
Monarch Learning Center (Charter)
Redding Community Day
Sequoia Middle
Stellar Charter Tech/Home Study
Sycamore Elementary
Turtle Bay Elementary
Shasta County Office of Education
Camp Latieze
Chrysalis Charter
Early Childhood Services
Magnolia Independent Learning Center
Monte Vista
Oasis Community
Richard B. Eaton School
Shasta Independent Learning Center
Special Education/EXCEL Academy
Whiskeytown Environmental School
Shasta Union Elementary School District
Shasta Elementary
Shasta Union High School District
Enterprise High
Enterprise Plus High
Foothill High
Foothill Plus High
Freedom High Community Day
North State Independence High
Pioneer Continuation High
Shasta Adult
Shasta High School
Shasta High Plus High
Shasta Secondary Charter Home
University Prep
Whitmore Elementary School District
Whitmore Elementary
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(530) 365-3335
(530) 365-7056
(530) 224-4585
(530) 365-1801
(530) 225-0011
(530)-225-0030
(530) 225-0040
(530) 225-0045
(530) 225-0050
(530) 247-7307
(530) 225-0011
(530) 225-0020
(530) 245-7730
(530) 225-0055
(530) 225-0035
(530) 225-0200
(530) 225-0241
(530) 547-9726
(530) 225-2999
(530) 225-0163
(530) 224-3209
(530) 225-0360
(530) 225-0371
(530) 225-0300
(530) 225-0303
(530) 225-0111
(530) 243-1110
(530) 243-1110
(530) 241-3261
(530) 222-6601
(530) 245-2714
(530) 547-1700
(530) 245-2715
(530) 245-2660
(530) 245-2760
(530) 243-1880
(530) 245-2626
(530) 241-4161
(530) 245-2716
(530) 245-2600
(530) 245-2790
(530) 472-3243
(530) 472-3243
Selected Programs in the Shasta County SELPA
GREAT Partnership
(Gateway, Redding, and Enterprise Achieving Together)
3450 Tamarack Road
Redding, CA 96003
(530) 225-0411
Adaptive PE Specialist
Assessment Team
Occupational Therapist
Preschool Classes
SH/SDC (K-8)
Shasta County Office of Education Special Education
3711 Oasis Road
Redding, CA 96003
(530) 225-0303
ED Programs (K-8)
EXCEL Academy/ERC (K-12)
D/HH Programs (K-8)
D/HH Preschool Dual Language Class
Infant/Early Intervention Program
Itinerant Autism Services
Itinerant D/HH Services
VI/Mobility Program
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The High School Consortium
(Anderson, Gateway and Shasta UHSD)
2200 Eureka Way
Redding, CA 96001
(530) 241-3261
Adult Transition Program
Enterprise High School
Shasta High School
South County Consortium
(Cascade, Cottonwood, Happy Valley, Pacheco)
1645 Mill Street
Anderson, CA 96007
(530) 378-7000
Adaptive P.E.
SDC Pre K Class (Moderate/Severe)
Shasta Union High School District
2200 Eureka Way
Redding, CA 96001
(530) 241-3261
Catalyst Regional Program
(For 9-12 graders with educational-based social, emotional, and/or behavioral
intervention needs)
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Special Education Glossary
Adapted Physical Education (APE) – a related service provide by a licensed
physical education specialist to special education students who have needs that
cannot be adequately satisfied in other physical education programs as indicated
by an assessment and evaluation of motor skills performance and other areas of
need.
Assessment – an evaluation that involves observation and testing of students in
order to identify areas of strength and needs to develop an appropriate educational
program and to monitor progress in an ongoing special education program.
Assistive Technology Device – any item, piece of equipment, or product that is
used to increase, maintain or improve functional capabilities.
Attention Deficit Hyperactivity Disorder (ADHD) – A chronic disorder that has
a medical diagnosis. It causes excessive activity, impulsivity and difficulties with
focusing.
Audiological Services – related services provided by a licensed audiologist who
identified students with hearing impairments.
Autism – a disability relating to a child’s difficulty to communicate and often
unique and ritualistic behaviors.
Behavior Intervention Plan – a specific behavior plan developed by an IEP
Team to address serious or assaultive behaviors.
Communication Handicap/Impairment – a disability related to receptive
(understanding) language or expressive (speaking) language to the degree that it
interferes with the child’s ability to learn. Deaf and hard of Hearing are also
considered as communicatively handicapped individuals, but are designated under
categories of Deaf and Hard of Hearing, not Speech impaired.
Compliance Complaint – a complaint against a public school agency filed by a
parent or other individual, or by a public agency or organization when that
individual or individuals believes that the public education agency has violated
federal or state law or regulations relating to special education.
Developmental Delay (DD) – a term used to describe significant delays in the
development of a child.
Due Process – the procedures used to make sure that parents and educators make
fair decisions about the identifications, assessment, and placement of children
with disabilities.
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Extended School Year – extension of the school year beyond the regular school
calendar to assist students in meeting their IEP goals.
Fair Hearing/Due Process Hearing – a formal hearing, made by an outside
individual, which is called by parents or school district personnel to resolve a
disagreement about a child’s special educational program,
Fine Motor Skills – those skills involving hand use of the use of small muscle
groups (drawing, writing, cutting, manipulating items, etc.).
Gross Motor Skills – those skills involving the use of large muscle groups
(rolling, sitting, walking, etc.)
Hearing Impairment – a disability that affects hearing and interferes with a
child’s ability to understand or use language, consequently affecting the ability to
learn.
Inclusion – this term is primarily used to refer to the belief that instructional
practices and technological supports are presently available to accommodate all
Students in the schools and classrooms they would otherwise attend if not
disabled. Inclusion encourages special education services delivered in the form of
training and technical assistance to general education teachers.
Individuals with Disabilities Education Act (IDEA) – Passed in July of 1990
(formerly called P.L. 994-142) All procedural safeguards shall be established and
maintained by each non-educational and educational agency that provides
education, related service, or both to children who are individuals with
exceptional needs.
Individual Education Program (IEP) – a written document that states a
student’s current level of educational performance, specifies annual goals and
short-term instructional objectives, and identifies appropriate services needed to
meet those goals. The IEP is developed by a team, including the parents and
cannot be implemented without their written approval.
Individual Family Service Plan (IFSP) – All agencies plan for the educational
needs of children from ages birth to three and this involves the Team approach,
but replaces the IEP. It is a service plan that addresses the needs of the child and
the family and is multi-agency focused.
Individual Transition Plan (ITP) – These are planned activities in a student’s
IEP as they move from education to adult life. It is required by federal law that
students age 16 have an ITP, and by age 14, if the IEP Team feels it appropriate.
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Intellectual Disability (ID) - a developmental disability or delay that affects a
child’s ability to learn and to function independently in his/her environment; it can
be mild, moderate or severe.
Low Incidence (LI) – a severe disabling condition with an expected incidence
rate of less than one percent of total school population. The severe disabling
conditions are: deaf, blind, deaf/blind, severe orthopedic impairments, or any
combination thereof.
Mainstreaming – implementing the participation of special education students in
the regular education program.
Occupational Therapy (OT) – related service provided by a licensed
occupational therapist who assists children with fine motor activities and everyday
tasks like eating, dressing and other independent living skills.
Orientation and Mobility (O/M) – a related service provided by an orientation
and mobility specialist who teaches children with visual impairments how to
know their position in space and to move about safely in their environment.
Orthopedic Handicap/Impairment (OH/OI) – a physical disability that limits
the mobility of a child.
Physical Therapy (PT) – therapy provided by a licensed specialist in the area of
gross motor development including mobility and posture.
Specific Learning Disability (SLD) – a severe discrepancy exists between the
intellectual ability and achievement in one or more academic areas and is due to a
disorder in one or more of the following psychological processes: attention,
visual, auditory, sensory-motor skills and cognitive abilities.
Traumatic Brain Injury (TBI) – Established prior to age 18, an acquired injury
to the brain caused by an external physical force, resulting in a partial or total
disability on one or more of the following areas: cognition; language; judgment;
sensory; perceptual and motor abilities; memory; attention; reasoning; physical
function; and psychosocial behavior.
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