Our Mission
The mission of special education is to help individuals with disabilities reach their full potential by providing tailored instruction, support, and services within an inclusive environment.
The mission of special education is to help individuals with disabilities reach their full potential by providing tailored instruction, support, and services within an inclusive environment.
Special Education provides instruction and services, guaranteed by a Free and Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act (IDEA), to students aged 3-22 with 14 identified disabilities. The process involves an Individualized Education Program (IEP) team that determines services, ensures Least Restrictive Environment (LRE) placement, and is overseen by the NH Department of Education's Bureau of Student Support
A student may qualify for special education services in one of areas identified by the Individuals with Disabilities Education Act (IDEA 2004). These are:
Hearing Impaired
Visually Impaired
Specific Learning Disability
Other Health Impaired
Deafness
Autism Spectrum Disorder
Multiple Disabilities
Orthopedically Impaired
Intellectual Disability
Speech-Language Impaired
Traumatic Brain Injury
Deaf-Blindness
Emotionally Disturbance
Developmental Delay
Referral and Identification
A referral may come from a parent, teacher, physician, or building administrator. If you suspect that your child has a disability you should contact your child’s classroom teacher, school counselor or building administrator to discuss further.
Assessment
If your child is referred to the Evaluation Team (ET) for evaluation, the team will review all pertinent data to determine if further evaluation is needed to assist with determining if your child has a disability. If your child is determined to require further evaluations, evaluations will be completed within 60 calendar days of receiving your authorization to conduct evaluations.
Individualized Education Program (IEP)
Upon reviewing the results of evaluations, the Evaluation Team will determine if your child is eligible as a student with a disability who requires specialized instruction and/or related services from a special educator and/or related service provider under one of the eligibility categories. If your child is eligible for special education services an Individualized Education Program (IEP) will be developed by the IEP team. The IEP team consists of the parents/guardians, a Local Education Agency (LEA) Representative, a special education teacher, a general education teacher, and other related services staff as needed. During the IEP, annual goals are developed to help the student progress in the general education curriculum. Parents must give approval prior to placement, in order to begin receiving special education and/or related services.
IEP Review
Your child's IEP will be reviewed by the IEP team, at least annually, to determine progress in meeting established goals and to determine new goals as appropriate along with continued eligibility.
Educational Evaluation
Educational evaluations are used to determine the student’s general knowledge in the areas of reading, writing, and mathematics. Educational evaluations are administered by Special Educators in a one-on-one test setting with the student. Often one Educational test battery is used to gather this information; however, additional subtests may be administered to gain more detailed information about a student’s profile of strengths and needs. The selection of evaluation tools is determined by the Special Educator conducting the evaluation. Common educational tests include the Woodcock-Johnson (general educational battery), Key Math, Gray Oral Reading, and the Test of Written Language (TOWL).
Psychological Evaluation
A comprehensive psychological evaluation is used to develop a multifaceted picture of how a student thinks, learns, and approaches new information. This may consist of a number of evaluation procedures, including test batteries, rating scales, observations, and interviews. The selection of evaluation tools is determined by the School Psychologist conducting the evaluation. Common components of psychological evaluations include:
Cognitive Batteries – A battery of tests administered one-on-one with a student to measure general intellectual functioning (e.g., Wechsler Intelligence Scale for Children-WISC V, Wechsler Individual Achievement Test-WIAT, the Vineland, WISC Non-Verbal).
Memory Battery– A battery of tests that is administered one-on-one with a student to assess memory ability as well as attention and concentration (e.g. Wide-Range Assessment of Memory and Learning- WRAML).
Measures of Social and Emotional Functioning
Rating scales given to parents, teachers, and/or the child that measure numerous aspects of behavior and personality. This may include symptoms of Inattention, Hyperactivity, Depression, Anxiety, trouble with interpersonal relationships, and self-reliance. Examples of scales used include the Behavior Assessment Scale for Children (BASC), the Conners, and the Children’s Depression Index (CDI).
Measures of Executive Functioning
Rating scales given to parents and/or teachers that measure executive functioning (a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions, particularly during active, novel problem solving). This helps determine a child’s ability to function in areas such as inhibiting impulsive behaviors, organizing materials, and planning long-term projects (e.g., the Behavior Rating Inventory of Executive Functioning-BRIEF).
Measures of Adaptive Skills
Rating scales given to parents and/or teachers that provide a picture of adaptive skills across the lifespan and look at areas such as communication, community use, functional academics, school and home living, health and safety, leisure, self-care, self-direction, and social skills (e.g., the Adaptive Behavior Assessment System- ABAS).
Interviews
May be conducted with teachers, parents, and/or the student
Observations
May take place in a number of settings, such as the classroom, cafeteria, and school-wide activities
Social History
The Social History consists of an interview with one or both of a student’s parents or guardians and the School Social Worker. This interview is used to gather background information about the student including family history (e.g., members of the family, where the family has lived), environmental or family stressors, and the student’s early development and medical history. Parents also provide their perception of their child’s academic and social abilities.
Clinical Psychological Evaluation
At times, a more comprehensive psychological assessment may be necessary to gain a better understanding of a child’s functioning in school. In these instances, a Clinical Psychological evaluation is requested. These evaluations are completed by a licensed Clinical Psychologist. The psychologist will often interview parents, teachers, and/or the student, observe the student, and review the school’s files. Occasionally, additional evaluations (e.g., test batteries or rating scales) may be completed.
Child Find- October 3 and April 3
As part of the CHILDFIND services, the school districts of SAU 50 offer a free developmental screening for all preschool children residing in the towns of Greenland, New Castle, Newington, and Rye. This screening is available to children between three and five years of age and is designed to identify preschoolers with special needs that may result in an educational disability as defined by the New Hampshire Rules for the Education of Children with Disabilities.
Child Find Dates are October 3 and April 3
CHILDFIND is designed for children whose developmental status is of concern at this time. It is not related to kindergarten readiness. If parents have any concerns regarding the appropriateness of this screening for their child, it may be helpful to check with their pediatrician or preschool teacher. The child’s performance will be shared with parents. If indicated, the special education team will review options for further evaluation and possible determination of an educational disability. All information about the child will be kept confidential.
Preschool screenings are conducted at our SAU 50 Preschool Program, located at Rye Elementary School, Rye, NH. To schedule a screening, please contact our Special Education Administrative Assistant, Diane Peterson, at the SAU 50 office by calling 603-422-9572, x100 or by email at dpeterson@sau50.org.
SAU 50 Parent Partnership Group
Mission Statement
Our mission is to foster a supportive and collaborative community for parents of students with disabilities. We aim to create a space for open dialogue and collaboration between families and schools, where ideas can be shared and input can be provided to improve processes. Together we strive to enhance the overall well-being and success of our children within the special education community, ensuring equity and excellence across districts.
Parent Partnership Group Meetings will be on October 7th, February 3rd, and June 2nd at Greenland Central School at 6:00 pm.
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