Robertson County SSA

These include students with:

auditory impairment

autism

deaf-blindness

emotional disturbance

intellectual disability

multiple disabilities

non-categorical early childhood

orthopedic impairment

other health impairment

specific learning disability

speech or language impairment

traumatic brain injury

visual impairment

Because of these impairments, students need special educational and related services in order to benefit from the educational process.

The Student-Centered Process Includes:

Referral – Referrals may be made by the parent, community, agencies, school personnel, individual, groups or organizations. A referral should be made to the school principal.Referrals are processed by a committee who will consider all alternative programs. This committee reports its decision in writing, and if the decision is for a referral to special education, the parent is notified. At this time, the parent and student's rights are explained and they receive a copy of “Procedural Safeguards.”

Parental Consent – Parents must give their consent before any tests are given.

Assessment – Information is collected and studied about an individual student to determine if he/she has a need or is eligible for special education services.Assessment for related services shall include a written report demonstrating that the student meets the criteria for eligibility for the related services and establishing that the service is necessary for the student to benefit from instruction. The report must include recommendations concerning the specific services to be provided.

Placement and Planning

Parents are notified in writing before an ARD committee meeting and are invited to be a member of the team.

Placement of a student referred for special education is determined by the ARD committee.

The committee makes its decisions based upon review of test results and parental consent.

The ARD committee develops an Individualized Educational Plan (IEP).