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Special Education

The Individuals with Disabilities Education Act (IDEA) is designed to assure that all children with disabilities have available to them a free, appropriate public education designed to meet their unique needs. Therefore, the appropriate Admissions and Release Committee (ARC) for each child with a disability shall be responsible for the development of an individual written plan describing the educational objectives for, and the services to be provided to, that child. The Superintendent or his designee shall develop and implement administrative procedures to be followed in implementing the Individuals with Disabilities Education Act (IDEA) and Section 504 requirements.

Children eligible for special education include those children with disabilities who have autism, developmental delay, emotional or behavior disability, hearing deafness, blindness, mental impairment or visual impairment or disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, or traumatic brain injury.

Children with a current physical or mental impairment that substantially limits some major life activity which causes the student's ability to access the school environment or school activities to be substantially limited, may be eligible for 504 services. Any child found eligible for services is entitled to an Individual Education Program (IEP).

The IEP requirements under Part B, of the Individuals with Disabilities Education Act, emphasize the importance of these core concepts:

  • The involvement and progress of each child with a disability in the general curriculum including addressing the unique needs that arise out of the child's disability;
  • The involvement of parents and students, together with regular and special education personnel, in making individual decisions to support each student's educational success; and
  • The preparation of students with disabilities for employment and other post-school activities.

The IEP for each child with a disability must include:

  • A statement of the child's present levels of educational performance;
  • A statement of measurable annual goals, including benchmarks or short-term objectives related to meeting the child's needs that result from the disability to enable the child to be involved in and progress in the general curriculum as provided in the Kentucky Common Academic Standards (KCAS).
  • A statement of the specially designed instruction and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child;
  • An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class;
  • A statement of any individual modifications in the administration of state or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment;
  • The projected date for the beginning and ending of the services and modifications;
  • A statement of how the child's progress toward annual goals will be measured and how the parents will be regularly informed, at least as often as parents are informed of the non-disabled children's progress;
  • And, beginning at age 14, or younger if determined by the Admissions and Release Committee (ARC), a statement of the transition service needs of the child;
  • And, beginning at age 16, or younger if determined by the ARC, a statement of transition services for the child and, if appropriate, a statement of interagency responsibilities or any needed linkage.

Children with a current physical or mental impairment that substantially limits some major life activity which causes the student's ability to access the school environment or school activities to be substantially limited, may be eligible for 504 services.


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