drawing or writing with the other hand, fastening clothing
without assistance, cutting with scissors, copying a circle,
or imitating vertical and horizontal markings.
Cognitive - Pre-kindergarten aged children with a
developmental delay may have difficulty attending to
one activity for 3 or more minutes, reciting memorized
lines from songs or TV shows, showing interest in age-
appropriate books, matching/naming colors, responding
to one and one more, giving three objects on request,
matching shapes, identifying objects by their use,
identifying items by size, identifying colors of familiar
objects not in view, or identifying simple objects by touch.
OTHER FACTORS THAT COULD INDICATE A DISABILITY
Developmental disabilities are birth defects related to
a problem with how a body part or body system works.
They may also be known as functional birth defects. Many
of these conditions affect multiple body parts or systems.
Researchers have identified thousands of different birth
defects. Birth defects can have a variety of causes, such as:
Genetic problems caused when one or more genes doesn’t
work properly or part of a gene is missing, problems with
chromosomes, such as having an extra chromosome or
missing part of a chromosome, environmental factors that
the expectant mother is exposed to during pregnancy,
such as Rubella or German measles or if she uses drugs or
alcohol during pregnancy.
FACTORS CONSIDERED WHEN DETERMINING MENTAL
GIFTEDNESS
1. The child performs a year or more above grade
achievement level in one or more subjects as measured by
a nationally normed and validated achievement test.
2. The child demonstrates rates of acquisition/retention of
content and skills reflecting gifted ability.
3. The child demonstrates achievement, performance,
or expertise in one or more academic areas as evidenced
by products, portfolios or research, as well as criterion-
referenced team judgment.
4. The child demonstrates early and measured use of high
level thinking skills, academic creativity, leadership skills,
intense academic interest, communication skills, foreign
language aptitude, or technology expertise.
5. The child demonstrates that intervening factors such
as English as a second language, disabilities, gender or
race bias, or socio/cultural deprivation are masking gifted
abilities.
FREE APPROPRIATE PUBLIC EDUCATION
(CFR 300.121)
Chartiers Valley School District provides a free, appropriate,
public education (FAPE) to exceptional students residing
in the district. All children with a disability between the
ages of three to twenty-one who have been identified as
needing special education and related services have the
right to FAPE. The determination that a child is eligible
for special education and related services is made on
an individual basis by a team of qualified professionals
and the parent of the child following a multidisciplinary
evaluation and the completion of an evaluation report. A
student qualifies as exceptional if he or she is found to be
a child with a disability and in need of specially designed
instruction and related services under the provisions of the
Individuals with Disabilities Act (IDEA) and Chapter 14 of
the Pa. School Code. The following are disability categories
under IDEA: autism, deafness, deaf/blindness, emotional
disturbance, traumatic brain injury, hearing impairment,
specific learning disability, mental retardation, multiple
disabilities, other health impairment, speech and
language impairment, orthopedic impairment and visual
impairment including blindness.
INDIVIDUALIZED EDUCATION PROGRAM
(CFR 300.340)
An Individualized Education Program (IEP) is developed
and implemented annually for each eligible child with a
disability. The IEP is completed within 30 calendar days of
the parent’s receipt of the evaluation report and must be
in effect before special education and related services are
provided. An IEP describes a student’s current educational
levels, goals, and objectives, and the individualized
programs and services that the student will receive. These
services include the learning support class, life skills
support class, emotional support class, sensory support
(deaf or hard of hearing and blind or vision support class).
The extent of special education services and the location
for the delivery of such services are determined by the
IEP team which consists of the child’s parent, a regular
education teacher, a special education teacher and the LEA
or district representative responsible for supervising the
provision of special education services. The IEP goals and
objectives and related services are based on the student’s
identified needs and abilities, chronological age and the
level of intensity of the specified intervention. The school
district will invite a student with a disability of any age to
attend his or her IEP meeting if a purpose of the meeting
will be the consideration of the student’s transition
services needs. If the student does not attend the IEP
meeting, the district will take other steps to ensure that
the student’s preferences and interests are considered. In
implementing these requirements, the district also invites
a representative of any other agency that is likely to be
responsible for providing transition services to the student.
The District also provides related services, such as
transportation, physical therapy, occupational therapy,
and speech and language support services, or other
appropriate services determined to be necessary for the
student to benefit from the special education program.
LEAST RESTRICTIVE ENVIRONMENT
(CFR 300.130)
It is the school district’s policy for children with disabilities,
including children in public or private institutions or other
care facilities, for whom a free appropriate public education is
owed by the district, to the maximum extent appropriate, are
educated with children who are nondisabled and that special
classes, separate schooling or other removal of children with
disabilities from the regular educational environment occurs
only if the nature or severity of the disability is such that
education in regular classes with the use of supplementary
aids and services cannot be achieved satisfactorily. Chartiers
Valley School District provides a continuum of services
based upon the needs of the individual child ranging from
the least restrictive setting in the regular school to more
restrictive services in a program outside the regular school.
The placement options considered by the IEP team include
supportive intervention in the regular class, itinerant
services, resource services, part-time or full-time services.
The placement may be in a district operated program, an
intermediate unit operated program in a neighboring school
district, a private school placement or other agency operated
program. The placement decision is made by the IEP Team at
least annually based upon the child’s IEP and is as close to the
student’s home as possible. In selecting the least restrictive
environment, consideration is given to any potential effect
of the program and on the quality of services that the child
needs. A child with a disability is not removed from education
in age-appropriate regular classrooms solely because of
needed curriculum modifications.
SURROGATE PARENTS
(34CFR 300.515)
General. Each public agency shall ensure that the rights
of a child are protected if (1) no parent (as defined in
34CFR 300.20) can be identified (2) the public agency, after
reasonable efforts, cannot discover the whereabouts of
a parent; or (3) the child is a ward of the State under the
laws of that State.(b) Duty of public agency. The duty of a
public agency under paragraph (a) of this section includes
the assignment of an individual to act as a surrogate for the
parents. This must include a method (1) for determining
whether a child needs a surrogate parent; and(2) for
assigning a surrogate to the child (c) criteria for selection of
surrogates, (d) non-employee requirement; compensation.
A person who otherwise qualifies to be a surrogate parent
under paragraph (c) of this section is not an employee of
the agency solely because he or she is paid by the agency to
serve as a surrogate parent. (e) Responsibilities; surrogate
parent may represent the child in all matters relating to (1)
identification evaluation, and educational placement of the
child; and (2) the provision of FAPE to the child. For more
information, please contact the Director of Pupil Personnel at
412.429.2639. (Authority: 20U.S.C. 1415(b)(2).
CHARTIERS VALLEY ❘
FALL 2018
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