Invites Special Education Parents to Complete Survey and Attend Informational
The Brecksville-Broadview Heights City Schools are currently performing an audit of special education services provided to students in the District. As part of the ongoing review process, the BBHCSD invites all special education parents to participate in two upcoming opportunities to share helpful feedback regarding special education services and programming. The first opportunity involves the completion of a six-question online survey that will help the District implement improvements and maintain current areas of strength.
Please visit the following link to complete the online parent special education survey.
Parents of special education students are also invited to
attend an information meeting on Wednesday, March 11, 2020, beginning at 6:00
PM at the High School Media Center. The
meeting will provide an interactive forum for parents to provide feedback on
special education programming and services in the Brecksville-Broadview Heights
Thank you for your continued support of the
Brecksville-Broadview Heights City Schools and consideration of the above
opportunities as a partner with the District to improve special education
services and programming for our students.
Department of Special Education
The Brecksville- Broadview Heights City Schools Special Education Department provides a wide range of services for students who have been identified with a disability. By Federal and State law, school districts are required to identify children who are suspected of having a disability that adversely affects the child's educational performance and then provide a free and appropriate education (FAPE) for all children with disabilities. These services can be provided within the district or may be provided by agreement through another school district of service provider. The law also requires public schools to provide services to preschool age students (ages three to five) with disabilities if they are least three years of age and not six, have a disability demonstrated by a documented deficit in one or more areas of development, which has an adverse effect upon normal development and functioning. Services provided to school-aged students (ages five through twenty-one) may include instruction in regular and/or special education classrooms, school psychology services, speech language therapy, occupational therapy, physical therapy, work study/ transition services and other services as determined by the individual students needs.
How is a determination made?
A multi-factored evaluation team (MFE team) makes the final disability determination. Once the student is identified with a disability, an Individualized Education Plan (IEP) is written by the IEP team. The MFE and IEP team will consist of the child's parents/ guardians, teachers, special education staff and district administrators. The IEP will document the student's goals and need and determine what services will be provided for those needs. The IEP will also document the Least Restrictive Environment (LRE) where the goals and objectives will be addressed.
What types of services can be provided?
The following services will be provided if the IEP identifies these related services can benefit the child:
- Aide/Attendant Services
- Interpreter Services
- Medical services
- Occupational therapy
- Orientation and mobility services
- Parent counseling and training
- Physical Therapy
- Reader Services
- Rehabilitation Counseling Services
- School Health Services
- School Nursing Services
- School Psychological Services
- Social work services in schools
- Speech-language pathology services
- Special Transportation
The Individual with Disabilities Education Act (IDEA 2004) requires states to establish procedures to assure "that to the maximum extent appropriate," children with disabilites are educated with children who are non-disabled. Removal of disabled children from the regular educational environment is permitted only when the nature or severity of the handicap is such that education in the regular class, with the use of supplementary aids and services cannot be achieved satisfactorily. This statutory standard for maintaining the least restrictive environment (LRE) is the starting point for any school district attempting to meet the educational needs of the students with disabilities.