- Blind/Low Vision
- Deaf and Hard of Hearing
- Early Childhood
- Occupational/Physical Therapy
- School Psychology
Blind/Low Vision Services
According to Article 7, Blind or Low Vision means a disability that even with best correction affects the student’s ability to use vision for learning, which adversely affects the student’s educational performance.
Continuum of BLV Services
Students who are BLV may need assistive technology to access the curriculum. Many students use magnifying devices which range from low-tech to very high-tech, such as video and hand-held magnifiers.
Some students require the services of a Teacher for Students who are Blind or have Low Vision (TSBLV) to be in communication with general education as well as special needs teachers in assessing, suggesting accommodations, assisting others in adapting materials and supplying necessary equipment and strategies to make the BLV student successful.
Some students require the services of a Teacher for Students who are Blind or have Low Vision to also supply direct services on an itinerant basis.
The Teacher for Students who are Blind or have Low Vision also keeps in contact with the parents either directly or through the teacher of service in the building in which the student attends. Support to the parents is given in many ways. Communication may be through names and numbers of optometrists/ophthalmologists or workshops available for students/parents in the area. Blind/Low Vision services offered through the Outreach program at the Indiana School for the Blind and Visually Impaired can also be facilitated by the TSBLV.
Deaf and Hard of Hearing Services
According to Article 7, Deaf or Hard of Hearing means a disability that with or without amplification, adversely affects the student’s ability to use hearing for developing language and learning, educational performance, and developmental progress. The hearing loss may be permanent or fluctuating, mild to profound or unilateral or bilateral. Students who are deaf or hard of hearing may use spoken language, sign language or a combination of spoken language and signed systems.
Continuum of DHH Services
Students who are DHH may need assistive technology to access the curriculum. Many use classroom soundfields, personal FM systems, personal FM systems attached to hearing aids or cochlear implants. desktop amplification, iPads or any combination of these.
Some students require additional support through the use of an Educational Interpreter.
Some students require the services of a Teacher of the Deaf and Hard of Hearing to be in communication with general education as well as special needs teachers in assessing, suggesting accommodations, assist others in adapting materials and supplying necessary equipment and strategies to make the DHH student successful.
Some students require the services of a Teacher of the Deaf and Hard of Hearing to also supply direct services on an itinerant basis.
The teacher of the Deaf and Hard of Hearing also keeps in contact with the parents either directly or through the teacher of service in the building. Support to the parents is given in many ways. One is through names and numbers of audiologists, ENT’s in the area, hearing aid opportunities, and workshop/informational presentations in the community. Auditory and Educational Testing and Consultation through the Outreach program in Indianapolis can also be facilitated by the DHH Teacher. Case Conferences can also be arranged for the Deaf and Hard of Hearing student.
Early Childhood Services
If your child is struggling with some aspect of development including.....
- Social Skills
- Motor Skills
- Learning Skills
.... he or she may be eligible for special education preschool services.
Special Education services are provided based upon each individual child's needs. Some examples are:
- Speech Therapy
- Community classroom support
- Physical and Occupational Therapy support and direct services
A licensed School Psychologist will lead a team of professionals in conducting an assessment of your child's skills, including:
- Visual Motor
- Articulation (speech sounds)
If your concern is only for your child's speech, the evaluation will only include articulation data.
- Articulation (speech sounds)
SPECIAL EDUCATION SERVICES IN PRESCHOOL CLASSROOMS
With the expansion of typical preschool classrooms, corporations are exploring creative ways to provide special education services to students. Depending on the corporation, you could see services ranging from inclusive programming in typical classrooms to developmental special education classrooms.
Progress is monitored and reported to parents on a regular basis. An individualized education plan (IEP) is developed for each eligible child to insure quality programming.
WMAP staff provide services to eligible children and participate in program development as appropriate.
Occupational/Physical Therapy Services
Occupational and Physical Therapy are related services provided by school personnel when a case conference committee determines OT and/or PT services are necessary to enable the student with a disability to benefit from special education. The OT/PT staff works with the members of the educational team to develop and deliver programs in the least restrictive environment. This is done through purposeful educational activities designed to assist in the development of components that are pre-requisites for academic learning. These activities are developed to support the goals in the IEP. Other strategies may include training the student, paraprofessionals, or teachers in the use of modifications, adaptations, adapted equipment, or specific exercises/positions to enhance a student's educational performance.
OT/PT services in the schools must be educationally relevant. Delivery of interventions in the educational setting is distinctly different from a clinically-based or medically-based treatment. Although medical conditions may be present, unless it impacts the student's ability to benefit from the individualized educational program, services may not be required. The amount of services is a case conference decision based upon observing the student within the educational setting and assessing their ability to meet the demands of the educational program and setting.
Eligibility guidelines are mandated outlined in law. In order for the student to receive school-based OT or PT services, he/she must also be receiving services under a 504 plan or IEP.
A physician, teacher, administrator, parent or Area Program staff may request an OT or PT observation and/or evaluation. An OT/PT observation requires a form completed by the requesting team member with a parent's signature. Before an evaluation is conducted, the following must be obtained: a signed parent permission, release of medical information with physician's name and address, and the physician's referral for OT and/or PT services. Results of an observation or formal evaluation will be presented to the appropriate team members.
DEFINITIONS OF LEVEL OF SERVICE
DIRECT- Therapist provides direct contact with the student at designated intervals. The therapist's contact is required because his/her skills are necessary to insure safety and effectiveness of interventions identified in the IEP.
DIRECT/INDIRECT - The therapist provides training for staff and ensuring appropriate equipment is in place. Some contact is spent with the student to monitor progress to ensure appropriate programming of IEP goals.
CONSULT - The therapist trains and discusses with staff the student's needs for programming and ensures the proper equipment is in place. The student is generally observed in the school setting, but not provided direct services.
WHEN OT/PT SERVICES ARE DISCONTINUED OR REDUCED
An annual case review (ACR) is held annually to discuss OT/PT progress in the educational setting. A student's level of service may change. This can occur when trained staff require less support, the student has learned to compensate, or the student has reached their maximum potential in the OT/PT educational program. The case conference can then determine services are no longer required.
School Psychology Services
One of the challenges of providing special education services is determining which students are eligible to receive specialized services. WMAP employs 3 school psychologists that are extensively trained to collect data to assist with eligibility determinations. Article 7 limits the eligibility areas of disabilities schools can identify and serve. Article 7 also outlines the requirements for eligibility, and as a result, educational diagnosis often differs from medical diagnosis. The following are eligibility areas within the educational setting.
- Multiple Disabilities
- Orthopedic Impairment (OI)
- Blind/Low Vision (BLV)
- Deaf or Hard of Hearing (DHH)
- Emotional Disability (ED)
- Specific Learning Disability (SLD)
- Developmental Delay (DD)
- Language or Speech Impairment (LI or SI)
- Mild Intellectual Disability (MI)
- Moderate Intellectual Disability (MO)
- Severe Intellectual Disability (Severe)
- Traumatic Brain Injury (TBI)
- Other Health Impairment (OHI)