Special Services
Special Services
Department Leads
Jada Lytle
Teresa Stephens
Jeanette Hoskins
Jennie Thompson
Jennifer Skirvin
Samantha Mundey
Teresa Sunderman
Types Of Programs
The state of Ohio and the Federal Government encourage the participation of students with disabilities in classes with non-disabled peers to the fullest extent possible. This is referred to as Inclusion and is in line with an effort to always provide educational services within a student's Least Restrictive Environment (LRE). Students in inclusion settings may require some modifications and/or accommodations in order to be able to access the general education curriculum, but they would still be required, to the extent possible, to meet the expectations of this curriculum.
When it has been shown that a student is not able to succeed in the general education classroom, partial day placement in a resource room setting may be appropriate. Resource rooms are classes composed only of students with disabilities and taught by intervention specialists. Curriculum is often presented at a slower, more individualized pace in resource room settings.
- Autism
- Cognitive Disability
- Deaf-blindness
- Deafness
- Emotional Disturbance
- Hearing Impairment
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment
Sometimes, services are provided outside of the regular education environment. These services are often referred to as Pull Out services. For example, a student may be pulled out of a portion of language arts class to receive speech services.
Students who are unable to progress in a partial day resource room placement may require a more intensive program of services including full-day placement in a resource room. This may or may not include modified art, music, and/or physical education. These students may also require supports during lunch and recess.
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The state of Ohio and the Federal Government encourage the participation of students with disabilities in classes with non-disabled peers to the fullest extent possible. This is referred to as Inclusion and is in line with an effort to always provide educational services within a student's Least Restrictive Environment (LRE). Students in inclusion settings may require some modifications and/or accommodations in order to be able to access the general education curriculum, but they would still be required, to the extent possible, to meet the expectations of this curriculum.
-
When it has been shown that a student is not able to succeed in the general education classroom, partial day placement in a resource room setting may be appropriate. Resource rooms are classes composed only of students with disabilities and taught by intervention specialists. Curriculum is often presented at a slower, more individualized pace in resource room settings.
-
- Autism
- Cognitive Disability
- Deaf-blindness
- Deafness
- Emotional Disturbance
- Hearing Impairment
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment
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Sometimes, services are provided outside of the regular education environment. These services are often referred to as Pull Out services. For example, a student may be pulled out of a portion of language arts class to receive speech services.
-
Students who are unable to progress in a partial day resource room placement may require a more intensive program of services including full-day placement in a resource room. This may or may not include modified art, music, and/or physical education. These students may also require supports during lunch and recess.
FAIRFIELD CITY SCHOOLS ABBREVIATIONS
Acronyms Decoded
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This is the program that is written by a team of people who have an educational interest in a child who has been identified as having an educational disability. Each IEP is custom tailored to the individual child and considers his or her strengths and weaknesses. An IEP must be reviewed at least once annually.
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The MFE is the evaluation process used to determine if a child is to be considered as a child with an educational disability. This process gathers information from a variety of school professionals including the child's parents. The team then determines if the child qualifies to receive special education services. All of the information gather through the MFE process is then combined and summarized in an ETR which is reviewed and completed through a team meeting. A reevaluation and review of the resulting ETR is required at least once every three years.
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RTI is a set of procedures through which interventions are put in place for struggling students in an effort to proactively "close the gap" before they fall too far behind. The student's response to the interventions provided helps the team of school professionals gather data and make decisions about whether or not more intensive supports are needed for individual students.
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PBIS is a framework for improving student behavior, engagement, and, as a result, achievement through an emphasis on clear and consistent behavior expectations, formal acknowledgement of expected (positive) student behavior, and decisions based on measurable data.
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An FBA is developed by the IEP team if a child with a disability demonstrates behavior(s) of concern. The team gathers data and meets to analyze the behavior(s) of concern and determine the function of each behavior (what the child is trying to communicate or accomplish through the behavior). An FBA is a require preliminary step for creating a Behavior Intervention Plan.
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A BIP is developed for a child who has demonstrated behavior(s) of concern. The Individualized Education Program (IEP) team develops a BIP using the information found through the Functional Behavior Assessment (FBA) and outlines specific supports and procedures to be implemented in an effort to reduce or eliminate the behavior(s) of concern.
Search for Children/Individuals with Disabilities
The Fairfield City School District is continuing the effort to identify, locate, evaluate, and provide services to any child with a suspected disability between the ages of 3-21. Children may have diagnoses including, but not limited to, the following: autism, traumatic brain injury, hearing impairments, visual impairments, speech and language delays, learning delays, behavioral concerns, and multiple disabilities. It is our goal to identify and provide services as early as possible. If you suspect your child may benefit from this type of screening or service prior to enrolling in school, please call (513) 829-6300.
ABOUT SPECIAL EDUCATION
Guide to Parent Rights Special Education –
Special Education Procedural Safeguards Notice
Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as the Individuals with Disabilities Education Act (IDEA). The state requirements are referred to as the Ohio Operating Standards for the Education of Children with Disabilities (Ohio Operating Standards). The guide listed below can help you understand your rights and your child’s rights according to IDEA and the Ohio Operating Standards. It also gives you information and resources to help you understand your child’s special education supports and services.
We can help you understand your rights under this law. If you have questions about the information in this guide, please contact Kathy Gilbert, the Director of Special Services at (513) 829-6300 or gilbert_k@fairfieldcityschools.com.
A Guide to Parent Rights in Special Education - Special Education Procedural Safeguards Notice