What is a learning disability?
A learning disability is a neurological disorder, resulting from a difference in the
way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers.
But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure
things out by themselves or if taught in conventional ways.
What is Attention Deficit Hyperactivity Disorder (ADHD)?
Attention Deficit Hyperactivity Disorder (ADHD) is a condition that
becomes apparent in some children in the preschool and early school years. It is hard for these children to control their
behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million
children in the United States. There are three subtypes of ADHD recognized by professionals: the predominantly hyperactive-impulsive
type (that does not show significant inattention); the predominantly inattentive type (that does not show significant hyperactive-impulsive
behavior) sometimes called ADD – an outdated term for this entire disorder; and the combined type (that displays both
inattentive and hyperactive-impulsive symptoms).
What is Special Education?
Specially
designed instruction to meet the unique needs of eligible children with educational disabilities, from age 3 to age 21. Our
public schools are responsible for evaluating and providing services for all children who are residents of our school district
and/or who attend school within the district’s boundaries, even if they are parentally placed in nonpublic schools.
Children who are between birth and age 3 may be eligible for Early Intervention Services if they have disabilities. You
may contact the Morris County Special Child Health Services at (973) 971-4155 to request an evaluation of your child.
Who do I contact if I have concerns about my child who is nearing age 3 or older?
If
your child is already in school, speak to his/her teacher. You may also speak with the child study team member in your school.
This person may be a Learning Disabilities Teacher-Consultant (LDT-C), a School Psychologist, or a School Social Worker.
If you believe your child needs to be evaluated to determine whether he or she is Eligible for Special Education and Related
Services, write a letter to the Child Study Team (CST) making your request. To find out who the CST members are in your
child's school, go to the district website or contact your child’s school and ask the school secretary.
How is a child identified as needing (or eligible for) special education services?
There
are many different ways a child could be identified. A parent, teacher, or the school’s Intervention & Referral
Services Team (I&RS) could make a referral. A physician or an agency could also recommend an evaluation. The request
must be made in writing. Any referral to the child study team triggers a meeting to consider the request within 20 days
of the date the request is received. At the meeting, the parent, child study team, teachers, and others invited to attend
consider the reasons for the referral, the child’s progress in school, and any other relevant information. The
CST makes a determination whether or not to go forward with an evaluation at this time. If there is no evaluation, the
child is usually referred to I&RS to provide follow-up interventions. If an evaluation is agreed upon, the specific
assessments to be done are identified and the parent’s written permission is secured before any testing is undertaken.
The CST has 90 days to complete the evaluation and provide services, if the child is found eligible.
How
is eligibility determined?
Eligibility is decided at a collaborative meeting by
the Eligibility Team, which includes the parent, the members of the team who conducted evaluations, teachers, and others with
information to contribute. In order to be found eligible for special education and related services:
• A student
must have a disability according to one of the eligibility categories in the state regulation governing special education
(NJAC 6A:14);
• The disability must adversely affect the student’s educational performance; and
•
The student must be in need of special education and related services.
What is an IEP?
If your child is found eligible, an Individualized Educational Program (IEP) will be written.
An IEP is a detailed written plan with measurable goals and objectives that is designed by the IEP Team (the parent, CST member/s,
a general education teacher, a special education teacher, related service providers and any others who can contribute to the
discussion) to meet your child’s specific educational needs. It describes the special education and related services
that will be provided to your child. It is a legally binding agreement between the district and the parents. This program
can be revised throughout the school year as your child’s needs change. At a minimum, it is updated once a year during
the annual review process.
Can my child be placed in a special education class without my permission?
No. All placement decisions require written parent consent prior to placement.
What services might be available to my child?
Depending on your child’s
specific needs as outlined in his or her IEP, the district might provide services that could include, if appropriate, the
following: curriculum modifications, in-class support, use of a resource center, a classroom or individual teacher assistant,
assistive technology, adaptive physical education, extended school year services, social programming, and special education
training for regular education teachers.
What are related services?
Related
services are any service a student needs in order to benefit from special education. These services are based upon testing
conducted during an evaluation and are specified in the IEP. They may include, but are not limited to: speech and language
therapy, occupational therapy, physical therapy, behavioral therapy, assistive technology, nursing services and highly specialized
transportation.
What are the placement options for a child with special education needs?
Federal Law mandates that a child should be placed in the Least Restrictive Environment (LRE)in
which educational progress can be demonstrated. The district must provide access to a full continuum of services and a range
of placement options. The first option that needs to be considered is placement in the child’s regular education classroom
in his or her home school with accommodations and supports, but that may not be the Least Restrictive Environment for that
child.
Other options to be considered could be placement in a regular education classroom with resource center pullout
or in-class support, a special education class in the district or in another district, or an out of district private school
for students with disabilities, or individual instruction at home.
Will my child participate in
regular school programs?
Yes, to the maximum extent appropriate.
How long will my child receive special education?
As long
as the IEP Team agrees that your child requires services, up until graduation, at or before the conclusion of the school year
in which he or she turns age 21.
If
your question is not included here, please email P.A.C.E. at PACE.msd@gmail.com and we will help you find your answer.
