The Special Education department implements programs that have been developed to assist students who are eligible for services according to Minnesota eligibility criteria. According to Minnesota statutes, a child with a disability means a child identified under federal and state special education law as having a hearing impairment, blindness, visual disability, speech or language impairment, physical disability, other health impairment, mental disability, emotional/behavioral disorder, specific learning disability, autism, traumatic brain injury, multiple disabilities, and a deaf and blind disability and needs special education and related services. Once a child has been evaluated and identified as having an educational disability, an Individualized Education Plan (IEP) is created based on the student’s learning needs. The IEP team works collaboratively throughout the school year to ensure the student is making adequately yearly progress. The IEP team meets once a year to update the student’s learning goals and objectives.
Specific Learning Disability (SLD)
A child has a significant difference or discrepancy between his/her intellectual ability and his/her achievement in the areas of reading, math, written expression, oral expression, and/or listening comprehension; severe underachievement in academic work and severe difficulty in processing information.
Emotional or Behavioral Disorder (EBD)
A child has exhibited significant concerns for six months or more with behavior, social skills, peer relations, emotional responses and coping skills which interfere with learning and/or relationships in school. These concerns may be a sudden crisis that causes danger to the child or others.
Speech or Language Impairment
A child exhibits great difficulty speaking, understanding, or using words and sentences in a meaningful way.
Developmental Cognitive Disabilities (DCD)
A child exhibits multiple difficulties in learning and not showing skills of independence usually expected at the child’s age. The student experiences a much slower rate of learning.
A child has experienced a loss of vision, visual field acute and/or very poor visual acuity even with correction (glasses), which interferes with the student’s performance in school.
A child has experienced a permanent, severe and acute, or chronic physical condition diagnosed by a physician which greatly interferes with performance in school.
Autism Spectrum Disorder
A child has great difficulty in communicating and interacting with others which interferes with learning and/or relationships at school. These significant difficulties are usually first observed at an early age.
Traumatic Brain Injury
A child has experienced a permanent and severe injury to the brain occurring after birth, which greatly interferes with learning.
Other Health Disability
A child exhibits a broad range of chronic or acute health conditions diagnosed by a physician that greatly interferes with learning.
Deaf-Hard of Hearing
A child experiences a hearing loss ranging so severe that it impairs the processing of linguistic information through hearing, with or without amplification. This includes hearing impairment, whether permanent or fluctuating, that adversely affects educational performance but is not included under the definition of deafness.
A child experiences concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational concerns that the individual cannot be accommodated in special education programs solely for children with deafness or blindness.
Carolyn Farrell Director of Special Education and Dean of Students
Colleen Jax Special Education Teacher
Susan Stalock Special Education Teacher
Shannon Archer Special Education Teacher
Dianna DiPalermo Occupational Therapist
Kari McKernon Speech and Language Pathologist
Marshal Mehlos School Psychologist
Paula Monson School Social Worker
Ian White Educational Assistant
Shani Parotti Educational Assistant
Alisa Langley Educational Assistant
Mike Nilssen Educational Assistant
Rowan Morbey Educational Assistant
Alyssa McDonough Educational Assistant
Dallas Walker Educational Assistant
Thomas Flynn Educational Assistant
Seven Hills Classical Academy's Total Special Education System (TSES) manual provides the school district with the federal and state requirements in the area of Special Education and due process of the law. Examples of policies and Individualized Education Plan and related documents are provided. Please see attached chapters 1-15. For questions, please contact Carolyn Farrell, Director of Special Education, at 952-426-6003 or at email@example.com.Attachments:
Tuesday, May 7, 2013
Parents and special educators met for our second Parent Advisory Council meeting for the 2012-2013 school year. We also had guest appearances from Special Education teachers from Beacon Preparatory School. The topic focused on transitioning a student with an IEP to middle school. Beacon Preparatory teachers provided helpful information to answer those unknown questions for a successful transition including services for students with an IEP and the daily routines students will experience as a middle school student.
Seven Hills Classical Academy
Special Education Department