Special Education

Special Education services are provided to students with disabilities which impact their ability to learn. Eligible students are provided a free and appropriate educational program in the least restrictive environment. Services are available to identified individuals from age three until a student’s twenty-second birthday who exhibit one or more of the following disabilities:

• Autism
• Communication Impairment
• Developmental Delay
• Health Impairment
• Intellectual  Impairment
• Neurological Impairment
• Physical Impairment
• Sensory Impairment
• Specific Learning Disability

Presence of an educational disability alone does not mean that a student is eligible for special education services. The team will also consider if the disability impacts the students ability to make effective progress. Identification of a disability is not a medical diagnosis, but rather it is an acknowledgement that the student’s characteristics are consistent with those in the definition.

When a parent/guardian, teacher or other professional refers a student for an evaluation for special education eligibility, written consent from the parent or guardian must be obtained prior to beginning the evaluation.  The student should be evaluated in the area of suspected disability with a variety of assessment tools determined by the individual evaluator.

After all evaluations are completed, the Team will convene to determine whether the lack of progress is the result of a disability and whether the student requires specially designed instruction or related services  in order to make progress and access the general education curriculum. The team may determine that the student is eligible for special education services or may make a finding of no eligibility.  If the student is found not eligible, the Team may explore other programs and/or supports within the school that are available to the student.

Students are assessed in the area of suspected need. Parent input and a written narrative from the classroom teachers are also integral parts of this assessment.

A team meeting will be scheduled within 30 – 45 school days of receipt of signed consent. At this meeting the team will review the results of all completed assessments and consider input from all team members. At that time the team will consider the following questions:

1. Is there evidence of an educational disability?

2. Is the student making effective progress?

3. Is the lack of progress a result of the student’s disability?

4. Does the student require specially designed instruction in order to make effective progress in school or does the student require related services in order to access the general curriculum?

If the team determines that the student requires special education services in order to access the general education curriculum then the team will develop an Individual Education Program (IEP) which will be designed to meet the unique needs of the student. IEPs can call for specially designed instruction and/or related services, designed to provide the student with instruction in skills needed to access the curriculum.

If a student is determined to be eligible for special education services, the Team will develop an Individualized Education Program (IEP).  An IEP is a legal document which defines individualized objectives for a student found to have a disability as defined by federal and state regulations.  The IEP is designed to meet the individual student’s disability related needs and will drive the student’s placement.  Once the IEP is written, the parent/guardian must sign consent for the proposed services to begin. 

Yes! This brochure, published jointly by The Federation for Children w ith Special Needs and the Massachusetts Department of Education, was created to guide parents through the special education process and to educate parents so they can effectively work with their local school districts.

A successful post-secondary outcome is the goal for all students. For some disabled students the successful transition from high school to adult life requires a planning process. The Individuals with Disabilities Act (IDEA) requires that transition planning should be a part of the student's IEP starting no later than with the IEP that is developed when the student is 14 years old. Students must start to think about what they want to do in their adult life, considering post-secondary opportunities, employment options, and the possibility of linking with adult service agencies.

Age of Majority

All students are considered adults at age 18 and capable of making their own decisions. At age 18 students have the responsibility of making their own educational decisions, and are responsible for signing all consent forms. For those students who are unable to make their own decisions, due to the severity of their disability, parents have the right to pursue court appointed guardianship as the student reaches their 18^th birthday.

Referral for Adults Services

Special Education is an entitlement program.  Adult services are not.  Some students, due to the severe nature of their disability, might be eligible for services from an adult service agency. Students are moving from an entitlement system to a non-entitlement adult system, which means that services are not guaranteed. 

For students with severe disabilities a Chapter 688 referral can be made to support students opportunity to continue to receive a high level of services once they "age-out" upon their 22nd birthday.  Referrals for Chapter 688 can also be made for students with lesser impacting disabilities. The receiving adult service agency determines if the student is eligible for adult services. Referrals should be made approximately 2 years before the student is anticipated to leave high school.  While the school is responsible for the actual filing of the referral, the school but cannot filed without the consent of the parent of a minor or the student if they are 18 years or older.   Schools have no authority to appeal a student's eligibility status for adult services.  be made by the school, approximately 2 years before the student leaves high school.