{"id":1695,"date":"2023-03-08T16:41:10","date_gmt":"2023-03-08T23:41:10","guid":{"rendered":"https:\/\/www.washk12.org\/preschool\/?page_id=1695"},"modified":"2023-06-20T14:46:25","modified_gmt":"2023-06-20T20:46:25","slug":"special-ed-services","status":"publish","type":"page","link":"https:\/\/www.washk12.org\/preschool\/special-ed-services\/","title":{"rendered":"Special Ed Services"},"content":{"rendered":"<h1>Special Education Services<\/h1>\n<ul>\n<li>\n<h3>Referral, Evaluation, and Eligibility Process<\/h3>\n<div>\n<p>Children are usually referred to the Early Childhood Special Education District Program by parents who suspect their child may have a disability or through The Learning Center (TLC is an early intervention program that serves children ages 0-3 with developmental delays).\u00a0<\/p>\n<p>Parents typically call the ECSE Program and express the desire to have their child evaluated based on developmental concerns which may include social\/emotional development, communication, learning, vision, hearing, motor, and self help skills.\u00a0 ECSE Staff gathers information from the family regarding their concerns and fills out a Referral Document.\u00a0 Based on the information documented in the Referral, ECSE Staff are able to make recommendations for areas to evaluate.\u00a0<\/p>\n<p>An appointment is scheduled for the parents to bring their child in for an evaluation.\u00a0 At the first scheduled appointment, ECSE Staff provide each family with a copy of the Parent Procedural Safeguards for Special Education in Utah.\u00a0 After the parents sign consent for evalutation, the assessment may begin.\u00a0 After all areas of concern have been evaluated, an Eligibilty Meeting is held to review assessment results and to help determine if the child qualifies for services.\u00a0<\/p>\n<p>The Eligibility Meeting consists of s team of individuals that includes the Parents, a Teacher, an administrator, and any involved Related Service Providers (speech, motor, USDB, nurse, transportation, autism specialist, etc.).\u00a0 This team helps to determine eligibility.\u00a0 If the child qualifies for services, an Individualized Education Program (IEP) is developed which includes documentation of present levels of academic achievement and functional performance, goals to be addressed by program staff, and service delivery patterns (what services and how often).\u00a0<\/p>\n<h4 style=\"text-align: center;\"><strong>REFERRALS:\u00a0 CALL\u00a0435-673-1557<\/strong><\/h4>\n<\/div>\n<\/li>\n<li>\n<h3>Philosophy and Model<\/h3>\n<div>\n<p>PHILOSOPHY:\u00a0 The ECSE District Program is based on the premise that early intervention is effective in the remediation of developmental delays and\/or identifying strategies to offset the impact of educational disabilities on young children.\u00a0 Developmental skills such as communication, learning, movement, self care, and socialization are important for all children.\u00a0 Many children with disabilites need specialized intervention to gain the skills necessary for Kindergarten.\u00a0 The ECSE Program uses a model in which all staff members working with a child share techniques to address individual goals.\u00a0 These are integrated into the learning environment (usually a classroom) and also shared in activities for the child&#8217;s home.\u00a0 In some cases, staff members develop &#8220;co-treatment&#8221; plans in which staff from different disciplines work simultaneously with a child.<\/p>\n<p>MODEL:\u00a0 If you visit an ECSE Classroom, you might see a variety of adults in the room depending on the type of classroom.\u00a0 The Child Development Associate designs the daily program which is based on ECSE selected and developed curriculum.\u00a0 The Special Education teacher helps the teacher implement these plans in which each child&#8217;s goals are addressed.\u00a0 On different days, there may be a specialist (speech, motor, vision, or hearing) in the room working with small groups or individual children.\u00a0 Depending on the child&#8217;s goals, a specialist may work outside the classroom with a child individually or within the classroom environment.\u00a0 The specialist is responsible for integrating their activities into the classroom curriculum, while the teacher is responsible for integrating the specialists goals and techniques into the the child&#8217;s activities.<\/p>\n<\/div>\n<\/li>\n<li>\n<h3>Services<\/h3>\n<div>\n<p>Classroom: \u00a0Classroom services are adjusted for the individual needs of the students. \u00a0Progress towards student goals is carefully monitored such as attention, participation, behavior, and receptive communication (understanding language).\u00a0 The goal is for students to show more independence in learing.<\/p>\n<p>Speech and Language Services:\u00a0\u00a0Services for children with delays in Receptive Language (understanding of language) and\/or Expressive Language (child&#8217;s ability to produce speech).\u00a0 Children are assessed using standardized assessments by a Speech and Language Pathologist to help the IEP team determine eligibility.\u00a0 Communication services may be delivered by the Speech and Language Pathologist, by the Classroom Teacher or Para-Educators, or by the Speech and Language Para-Educator.<\/p>\n<p>Physical &amp; Occupational Therapy Services: Fine Motor: Children who have delays in their small muscle movements. Children are assessed using standardized assessments by an Occupational Therapist to help the IEP team determine eligibility.<br \/>Gross Motor: Children with delays in their large muscle movements. Children are assessed using standardized assessments by the district Physical Therapist to help the IEP team determine eligibility.<br \/>Should we include something like this or not?<br \/>Motor skills development is a service that is provided by the teacher and\/or para educators and is separate from PT and OT services.<\/p>\n<p>Gross Motor:\u00a0\u00a0Children with delays in their large muscle movements.\u00a0 Children are assessed using standardized assessments by the district Physical Therapist to help the IEP team determine eligibility.\u00a0\u00a0Motor services may be delivered by the Classroom Teacher or Para-Educators, or by the Motor Service Technicians\u00a0under the direction of the Physical Therapist.<\/p>\n<p>Behavioral Services:\u00a0 Behavior Services are provided for children with delays in Social and\/or Emotional Development.\u00a0 Children are assessed using standardized assessments and behavioral observations by a Special Education Teacher to help the IEP team determine eligibility.\u00a0 Behavioral services are provided within the classroom environment by the Special Education Teacher and Para-Educators.<\/p>\n<p>Vision and\/or Hearing Services:\u00a0 Services for children with Vision and\/or Hearing impairments.\u00a0 Children are assessed by USDB (Utah Schools for the Deaf and Blind) Staff, \u00a0help the IEP team determine eligibility.\u00a0 Services are provided by USDB Staff\u00a0or under their direction.<\/p>\n<p>Transportation: \u00a0As per your child&#8217;s IEP, transportation may be provided to students attending the classroom sessions if parents are unable to transport the child to and from school.<\/p>\n<\/div>\n<\/li>\n<\/ul>\n<hr>\n<div>\n<p>Section 53A-1A-704(10) Requires that parents of students with and IEP who are enrolled in public schools be notified of the availability of a scholarship to attend private school through the Carson Smith Scholarship Program.<\/p>\n<p>For more information, such as a list of eligible schools and the application process, please refer to that information by clicking on the button below.\u00a0<\/p>\n<\/div>\n<p>\n    <a href=\"https:\/\/cobi.utah.gov\/2020\/1517\/overview\">Carson Smith Scholarship Program<\/a>\n<\/p>\n<p><!--more--><br \/>\n<!-- {\"type\":\"layout\",\"children\":[{\"type\":\"section\",\"props\":{\"image_position\":\"center-center\",\"style\":\"default\",\"title_breakpoint\":\"xl\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"vertical_align\":\"middle\",\"width\":\"default\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"media_overlay_gradient\":\"\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"Special Education 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more\",\"margin\":\"default\",\"meta_align\":\"below-title\",\"meta_element\":\"div\",\"meta_style\":\"text-meta\",\"nav\":\"tab\",\"nav_align\":\"left\",\"nav_grid_breakpoint\":\"m\",\"nav_grid_width\":\"auto\",\"nav_position\":\"top\",\"show_content\":true,\"show_image\":false,\"show_label\":true,\"show_link\":false,\"show_meta\":false,\"show_thumbnail\":true,\"show_title\":true,\"switcher_animation\":\"fade\",\"switcher_height\":false,\"thumbnav_height\":\"75\",\"thumbnav_svg_color\":\"emphasis\",\"thumbnav_width\":\"100\",\"title_align\":\"top\",\"title_element\":\"h3\",\"title_grid_breakpoint\":\"m\",\"title_grid_width\":\"1-2\"},\"children\":[{\"type\":\"switcher_item\",\"props\":{\"content\":\"\n\n<p>Children are usually referred to the Early Childhood Special Education District Program by parents who suspect their child may have a disability or through The Learning Center (TLC is an early intervention program that serves children ages 0-3 with developmental delays).\\u00a0<\\\/p>\\n\n\n<p>Parents typically call the ECSE Program and express the desire to have their child evaluated based on developmental concerns which may include social\\\/emotional development, communication, learning, vision, hearing, motor, and self help skills.\\u00a0 ECSE Staff gathers information from the family regarding their concerns and fills out a Referral Document.\\u00a0 Based on the information documented in the Referral, ECSE Staff are able to make recommendations for areas to evaluate.\\u00a0<\\\/p>\\n\n\n<p>An appointment is scheduled for the parents to bring their child in for an evaluation.\\u00a0 At the first scheduled appointment, ECSE Staff provide each family with a copy of the Parent Procedural Safeguards for Special Education in Utah.\\u00a0 After the parents sign consent for evalutation, the assessment may begin.\\u00a0 After all areas of concern have been evaluated, an Eligibilty Meeting is held to review assessment results and to help determine if the child qualifies for services.\\u00a0<\\\/p>\\n\n\n<p>The Eligibility Meeting consists of s team of individuals that includes the Parents, a Teacher, an administrator, and any involved Related Service Providers (speech, motor, USDB, nurse, transportation, autism specialist, etc.).\\u00a0 This team helps to determine eligibility.\\u00a0 If the child qualifies for services, an Individualized Education Program (IEP) is developed which includes documentation of present levels of academic achievement and functional performance, goals to be addressed by program staff, and service delivery patterns (what services and how often).\\u00a0<\\\/p>\\n\n\n<h4 style=\\\"text-align: center;\\\"><strong>REFERRALS:\\u00a0 CALL\\u00a0435-673-1557<\\\/strong><\\\/h4>\",\"title\":\"Referral, Evaluation, and Eligibility Process\"}},{\"type\":\"switcher_item\",\"props\":{\"content\":\"\n\n<p>PHILOSOPHY:\\u00a0 The ECSE District Program is based on the premise that early intervention is effective in the remediation of developmental delays and\\\/or identifying strategies to offset the impact of educational disabilities on young children.\\u00a0 Developmental skills such as communication, learning, movement, self care, and socialization are important for all children.\\u00a0 Many children with disabilites need specialized intervention to gain the skills necessary for Kindergarten.\\u00a0 The ECSE Program uses a model in which all staff members working with a child share techniques to address individual goals.\\u00a0 These are integrated into the learning environment (usually a classroom) and also shared in activities for the child's home.\\u00a0 In some cases, staff members develop \\\"co-treatment\\\" plans in which staff from different disciplines work simultaneously with a child.<\\\/p>\\n\n\n<p>MODEL:\\u00a0 If you visit an ECSE Classroom, you might see a variety of adults in the room depending on the type of classroom.\\u00a0 The Child Development Associate designs the daily program which is based on ECSE selected and developed curriculum.\\u00a0 The Special Education teacher helps the teacher implement these plans in which each child's goals are addressed.\\u00a0 On different days, there may be a specialist (speech, motor, vision, or hearing) in the room working with small groups or individual children.\\u00a0 Depending on the child's goals, a specialist may work outside the classroom with a child individually or within the classroom environment.\\u00a0 The specialist is responsible for integrating their activities into the classroom curriculum, while the teacher is responsible for integrating the specialists goals and techniques into the the child's activities.<\\\/p>\",\"title\":\"Philosophy and Model\"}},{\"type\":\"switcher_item\",\"props\":{\"content\":\"\n\n<p>Classroom: \\u00a0Classroom services are adjusted for the individual needs of the students. \\u00a0Progress towards student goals is carefully monitored such as attention, participation, behavior, and receptive communication (understanding language).\\u00a0 The goal is for students to show more independence in learing.<\\\/p>\\n\n\n<p>Speech and Language Services:\\u00a0\\u00a0Services for children with delays in Receptive Language (understanding of language) and\\\/or Expressive Language (child's ability to produce speech).\\u00a0 Children are assessed using standardized assessments by a Speech and Language Pathologist to help the IEP team determine eligibility.\\u00a0 Communication services may be delivered by the Speech and Language Pathologist, by the Classroom Teacher or Para-Educators, or by the Speech and Language Para-Educator.<\\\/p>\\n\n\n<p>Physical &amp; Occupational Therapy Services: Fine Motor: Children who have delays in their small muscle movements. Children are assessed using standardized assessments by an Occupational Therapist to help the IEP team determine eligibility.<br \\\/>Gross Motor: Children with delays in their large muscle movements. Children are assessed using standardized assessments by the district Physical Therapist to help the IEP team determine eligibility.<br \\\/>Should we include something like this or not?<br \\\/>Motor skills development is a service that is provided by the teacher and\\\/or para educators and is separate from PT and OT services.<\\\/p>\\n\n\n<p>Gross Motor:\\u00a0\\u00a0Children with delays in their large muscle movements.\\u00a0 Children are assessed using standardized assessments by the district Physical Therapist to help the IEP team determine eligibility.\\u00a0\\u00a0Motor services may be delivered by the Classroom Teacher or Para-Educators, or by the Motor Service Technicians\\u00a0under the direction of the Physical Therapist.<\\\/p>\\n\n\n<p>Behavioral Services:\\u00a0 Behavior Services are provided for children with delays in Social and\\\/or Emotional Development.\\u00a0 Children are assessed using standardized assessments and behavioral observations by a Special Education Teacher to help the IEP team determine eligibility.\\u00a0 Behavioral services are provided within the classroom environment by the Special Education Teacher and Para-Educators.<\\\/p>\\n\n\n<p>Vision and\\\/or Hearing Services:\\u00a0 Services for children with Vision and\\\/or Hearing impairments.\\u00a0 Children are assessed by USDB (Utah Schools for the Deaf and Blind) Staff, \\u00a0help the IEP team determine eligibility.\\u00a0 Services are provided by USDB Staff\\u00a0or under their direction.<\\\/p>\\n\n\n<p>Transportation: \\u00a0As per your child's IEP, transportation may be provided to students attending the classroom sessions if parents are unable to transport the child to and from school.<\\\/p>\",\"title\":\"Services\"}}]},{\"type\":\"divider\",\"props\":{\"divider_element\":\"hr\"}},{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n<p>Section 53A-1A-704(10) Requires that parents of students with and IEP who are enrolled in public schools be notified of the availability of a scholarship to attend private school through the Carson Smith Scholarship Program.<\\\/p>\\n\n\n<p>For more information, such as a list of eligible schools and the application process, please refer to that information by clicking on the button below.\\u00a0<\\\/p>\",\"margin\":\"default\"}},{\"type\":\"button\",\"props\":{\"grid_column_gap\":\"small\",\"grid_row_gap\":\"small\",\"margin\":\"default\"},\"children\":[{\"type\":\"button_item\",\"props\":{\"button_style\":\"default\",\"content\":\"Carson Smith Scholarship Program\",\"icon_align\":\"left\",\"link\":\"https:\\\/\\\/cobi.utah.gov\\\/2020\\\/1517\\\/overview\",\"link_target\":\"blank\"}}]}]}]}]}],\"version\":\"3.0.23\",\"yooessentialsVersion\":\"1.9.6\"} --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Special Education Services Referral, Evaluation, and Eligibility Process Children are usually referred to the Early Childhood Special Education District Program by parents who suspect their child may have a disability or through The Learning Center (TLC is an early intervention program that serves children ages 0-3 with developmental delays).\u00a0 Parents typically call the ECSE Program [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1695","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/pages\/1695","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/comments?post=1695"}],"version-history":[{"count":9,"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/pages\/1695\/revisions"}],"predecessor-version":[{"id":1852,"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/pages\/1695\/revisions\/1852"}],"wp:attachment":[{"href":"https:\/\/www.washk12.org\/preschool\/wp-json\/wp\/v2\/media?parent=1695"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}