Welcome!

What is Special Education?

Special Education is specially designed instruction and related services that meet the unique needs of an eligible student with a disability or that provide for a specific service need that is necessary to allow the student with a disability to access the general curriculum. The purpose of Special Education is to allow the students to develop successfully his or her individual educational potential. Along with providing services to the student, if necessary, services are provided to parents and to teachers for students to benefit from Special Education.

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Special Education Laws

• IDEA 1997 (Individuals with Disabilities Education Act) - Federal Law
• IDEIA 2004 (Individuals with Disabilities Education Improvement Act) - Federal Law
• MGL C. 71b - State Law

In Massachusetts, the Special Education system is based on the Federal and State Laws. These laws protect students with disabilities who are eligible for Special Education and guarantee them an Individual Education Program (I.E.P.) designed to meet their unique needs.

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The Special Education Evaluation Process

• A referral for a Special Education evaluation usually means that your child is not making effective progress in general education and suggests that a disability may be contributing to the learning difficulties. In such cases, a student may be referred for a special education evaluation by teachers, other school personnel or by a parent/guardian. The evaluation process is used to assist the Team in determining Special Education eligibility.

• Specialists conduct assessments in all areas of the student's suspected disability. In order to do so, it is important to obtain specific questions and information about a student's academic difficulties. This information is needed to tailor an appropriate evaluation plan. The evaluation results will be used to assist the Team in determining eligibility for Special Education services. In general, assessments will evaluate a student's abilities and academic skills.

• Psychological Testing: Assesses learning capacity, learning style, and/or social/emotional functioning as it affects school-related tasks.
• Achievement Testing: Assesses acquired academic skills.
• Educational Status Assessment: Summarizes school history and educational progress in the general education curriculum.
• Teacher Assessments: Includes current educational progress in the general education classes.
• Referral questions will determine which other assessments are required.

• All specialists conducting assessments are highly qualified professionals trained in their areas of expertise. Their responsibility is to select an appropriate battery test(s) to thoroughly respond to referral questions and areas of concern. While it is not appropriate for parents or outside professionals to request specific tests, questions and concerns are welcomed.

• Testing occurs during the school day. Evaluators attempt to find the least disruptive times for students to miss class. It should be noted that testing is a time consuming process and will take a minimum of four to six hours to complete. The amount of time varies depending on the referral questions and how quickly the student works.

• Once a signed Consent form is received by the District, the evaluation process begins. The testing will be completed within thirty (30) school days. The next step in the process is to convene a Team meeting at which time eligibility will be determined and appropriate next steps will be discussed. The entire process will be completed within forty-five (45) school days.

• At the Team meeting, observations and assessments conducted during the evaluation process are reviewed to determine eligibility for special education services. If eligible, an Individualized Education Program is developed and placement is determined. If a finding of no eligibility is made, other interventions will be considered.

• The Team consists of parents or guardians, specialists, counselors, general and special educators, chairperson, and the student (if 14 or older). The input of every Team member is valuable and contributes to appropriate educational planning.

• The process requires the Team to consider the following questions:
• Does the student have a disability?

• Is the student making effective progress in school?

• Is the lack of progress a result of the student's disability?

• Does the student require specially designed instruction in order to make effective progress in school?

• Any test results and recommendations submitted to the District are reviewed by the appropriate school specialists. In an effort to make appropriate recommendations, the District may choose to perform additional assessments. The District retains the right to complete its own evaluation to determine special education eligibility.

• Any questions or concerns regarding the need for a Special Education evaluation should be addressed directly to your child's guidance counselor. The Guidance Department can be reached at (978) 441-4952

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Disabilities Handbook

Autism - A developmental disability significantly affecting verbal and nonverbal communication and social interaction. The term shall have the meaning given it in federal law at 34 CFR §300.8(c)(1).

Communication Impairment - The capacity to use expressive and/or receptive language is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language. The term may include a student with impaired articulation, stuttering, language impairment, or voice impairment if such impairment adversely affects the student's educational performance.

Developmental Delay - The learning capacity of a young child (3-9 years old) is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: receptive and/or expressive language; cognitive abilities; physical functioning; social, emotional, or adaptive functioning; and/or self-help skills.

Emotional Impairment - As defined under federal law at 34 CFR §300.8(c)(4), the student exhibits one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems. The determination of disability shall not be made solely because the student's behavior violates the school's discipline code, because the student is involved with a state court or social service agency, or because the student is socially maladjusted, unless the Team determines that the student has a serious emotional disturbance.

Health Impairment - A chronic or acute health problem such that the physiological capacity to function is significantly limited or impaired and results in one or more of the following: limited strength, vitality, or alertness including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. The term shall include health impairments due to asthma, attention deficit disorder or attention deficit with hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia, if such health impairment adversely affects a student's educational performance

Intellectual Impairment - The permanent capacity for performing cognitive tasks, functions, or problem solving is significantly limited or impaired and is exhibited by more than one of the following: a slower rate of learning; disorganized patterns of learning; difficulty with adaptive behavior; and/or difficulty understanding abstract concepts. Such term shall include students with mental retardation.

Neurological Impairment - The capacity of the nervous system is limited or impaired with difficulties exhibited in one or more of the following areas: the use of memory, the control and use of cognitive functioning, sensory and motor skills, speech, language, organizational skills, information processing, affect, social skills, or basic life functions. The term includes students who have received a traumatic brain injury.

Physical Impairment - The physical capacity to move, coordinate actions, or perform physical activities is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: physical and motor tasks; independent movement; performing basic life functions. The term shall include severe orthopedic impairments or impairments caused by congenital anomaly, cerebral palsy, amputations, and fractures, if such impairment adversely affects a student's educational performance.

Sensory Impairment - The term shall include the following:

1. Hearing Impairment or Deaf - The capacity to hear, with amplification, is limited, impaired, or absent and results in one or more of the following: reduced performance in hearing acuity tasks; difficulty with oral communication; and/or difficulty in understanding auditorally-presented information in the education environment. The term includes students who are deaf and students who are hard-of-hearing.
2. Vision Impairment or Blind - The capacity to see, after correction, is limited, impaired, or absent and results in one or more of the following: reduced performance in visual acuity tasks; difficulty with written communication; and/or difficulty with understanding information presented visually in the education environment. The term includes students who are blind and students with limited vision.
3. Deaf/Blind - Concomitant hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs.

Specific Learning Disability - The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think speak, read, write, spell, or to do mathematical calculations. Use of the term shall meet all federal requirements given in federal law at 34 CFR §§300.8(c)(10) and 300.309.

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Special Education Parent Advisory Council (SEPAC)

Meeting Dates

All Meetings are at 6:30pm in The Artisan Restaurant

October 18, 2012

November 15, 2012 (Open House)

December 13, 2012

January 17, 2013

February 7, 2013

March 14, 2013

April 25, 2013

May 16, 2013

June 6, 2013

About Us - The Greater Lowell Technical High School Special Education Parent Advisory Council (SEPAC) is an all-volunteer organization of parents of children with disabilities who meet to learn more about Special Education. We sponsor monthly informational meetings and work with the school administration to improve our children's education.

Mission Statement - The mission of the Greater Lowell Technical High School Special Education Parent Advisory Council (SEPAC) is to work toward understanding, respect, support and appropriate education for all children with special needs in our community.

Purpose - The purpose of the Greater Lowell Technical High School Parent Advisory Council (SEPAC) is to provide information and support to parents of children with special needs. To that end, they will work to:

• develop between educators and the general public such united efforts as well as secure for every child the highest advantages in education. That every effort be made by all concerned to end=sure each child is treated fairly and impartially.
• advise the Director of Special Education and the School Committee on the operation and development of Special Education programs.
• establish better understanding and communication between parents/ guardians and school officials.
• establish a network of support between parents with similar needs.>
• meet regularly with school officials to participate in the planning, development and evaluation of Greater Lowell Technical High School Special Education programs.
• promote communication and programs within the community and to encourage understanding, acceptance and inclusion of children with special needs.
• provide informational forums to parents, educators, students and professionals involved with children with special needs.

Membership - General membership is open to any resident of the Greater Lowell District of Dracut, Dunstable, Lowell and Tyngsboro or persons affiliated with the District's public schools who have attended at least one meeting of the Greater Lowell Technical High School Parent Advisory Council during a twelve month period.

General meetings will be held monthly from September through June.

Notice of the Special Education Parent Advisory Council (SEPAC) meetings are posted on the school web-site, as well as provided by phone (Connect Ed) or by mail to the general membership prior to each meeting stating the time, date, and purpose.

Join Today ... We Welcome Your Participation - If you are interested in becoming a member or would like more information about the Greater Lowell Technical High School Parent Advisory Council, please contact the SEPAC at 978-454-5411 ext. 6674 or email your address to www.sepac@gltech.org.

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Resources

Department Of Elementary and Secondary Education:
www.doe.mass.edu

Federation for Children with Special Needs:
www.fcsn.edu

Kids In Disability Sports, Inc.:
www.kidsinc.us

Autism Society of America, MA Chapter:
www.massautism.org

Autism-PPD Resource Network:
www.autism-pdd.net

Learning Disabilities Association of America:
www.ldanatl.org

Massachusetts Department of Mental Health:
www.mass.gov/dmh

Massachusetts Department Of Mental Retardation:
www.mass.gov/dmr

Family Stabilization Program:
www.arbourhealth.com

Career Center of Lowell:
www.careercenteroflowell.org

Massachusetts Rehabilitation Commission:
www.mass.gov/mrc