DepartmentsStaffStudentsActivitiesResources
homesearchsite map

Norris School District, Resource

ELEMENTARY RESOURCE WEBPAGE

 

 

What is Special Education?

 Specifically designed instruction given to students with an identified disability in order to meet their unique needs.

 

Some Special Education Terms

 

·        Accommodations—Supports or services given to a student to help him/her access the general curriculum in order to demonstrate learning.

 

·        Adaptations—“Any procedure intended to meet an educational situation with respect to individual differences in ability or purpose” (Nebraska Special Populations Office Glossary of Terms).

 

·        FAPE (Free Appropriate Public Education)—“The primary intent of special education law, that the education of all children with disabilities will in all cases be free of cost to parents (i.e., at public expense) and appropriate for the particular student”. 

 

·        IEP (Individualized Education Program)—A written document for a child with a disability that is developed, reviewed, and revised annually.  It contains a statement of the present level of educational performance, instructional goals and objectives, educational services to be provided, and criteria and procedures for determining that the instructional objectives are met.

 

·        Inclusion—A belief or philosophy that students with disabilities should be given education in the regular education classroom whether or not they can meet traditional curricular standards.

 

·        LRE (Least Restrictive Environment)—This is a legal term which says that students with disabilities have the right to be educated in a setting that is most like their peers without disabilities provided that they are able to be successful and are given appropriate supports. For many this may be the regular education classroom.  For others, this may be in an environment with like peers.

 

·        Mainstreaming— A term used for placing students with disabilities in the general education classroom only when they meet traditional academic expectations with minimum assistance, or when those expectations are not relevant.

 

·        Modifications—Changes made to the content and performance expectations for students.

 

·        MDT (Multidisciplinary Team)—A team consisting of teachers, specialists, administrators, and parents who assess a student’s individual needs, determine eligibility for special education and develop the IEP.  This team meets every three years at which time decisions and possible changes are made regarding the students continued services.  This information is then written down in a legal document also called an MDT.

 

·        Paraeducator or Paraprofessional—Non-certified staff who are employed to assist the certified staff in carrying out education programs and otherwise help in the instruction of students with disabilities.  They are especially helpful when the student is in the regular education classroom and not in a specific special education resource room.

 

·        504 Plan—This refers to Section 504 of the Vocational Rehabilitation Act of 1973.  It is a civil rights law that prevents discrimination against all individuals with disabilities in programs that receive federal funds such as schools.  It is also a document which outlines accommodations provided by the school and given to a student who is not eligible for services through special education.

 

Special Education Laws

 

·        P.L. 94-142  the Education for the Handicapped Act (EHA)  This law passed in 1975 and outlined the foundation for present special education.

 

·        Public Law 99-457 Passed in 1986.  It added provisions for special education services to be given to children 0-5.  The focus is on services for the entire family.  Children 0-3 are served under an educational plan called the Individualized Family Service Plan (IFSP) rather than an IEP. 

 

·        Public Law 101-476 The reauthorization of P.L. 94-142.  It also changed the name to Individuals with Disabilities Act (IDEA).  The term handicapped was replaced with disability.  Two new categories were added.  In addition provisions were added regarding children 0-3 and students preparing to leave secondary school.  Part B of IDEA refers to school age children.  Part C refers to children ages 0-3.

 

·        Title 92 Nebraska Department of Education, Chapter 51This is the Nebraska Regulations and Standards for Special Education Programs.  See website listed under suggested websites for a link to the complete law.

 

·        Current provisions are being made to IDEA.  See suggested websites for details.

 

Categories of Disabilities

·        Autism

·        Specific Learning Disabilities

·        Speech/Language Impairments

·        Emotional Disturbance

·        Traumatic Brain Injury

·        Visual Impairments

 

·        Hearing Impairments

·        Orthopedic Impairments

·        Mental Disability

·        Developmental Delay

·        Other Health Impaired

·        Multiple Disabilities

 

 


The Decision Making Process for Identification of Children with Disabilities

 

1.      A student with a possible disability is brought to the attention of school administration.  He/she may have been referred by parents, teacher, or a previous school district. 

 

2.      A team or screening committee reviews the case.

a.      No further action is needed, OR

b.      Interventions are recommended and no further action is needed, OR

c.      Team refers case to MDT for full assessment of the student.

 

3.       A school representative contacts the parents for permission to assess the student.

a.      No permission is given, so no further action is taken, OR

b.      Permission is granted, so a full assessment is given to the student in all areas of concern.

 

4.      The MDT team reviews the assessment results.

a.      No disability is found, so no further action is taken OR

b.      No negative effects are found due to the disability, or no benefit is found by placing the child in special education, so no further action is taken OR

c.      A disability is found that affects student learning.  It is decided that the student would benefit from receiving special education services.

 

5.      MDT prepares student IEP.

6.      MDT decides student placement.

7.      Professionals provide special education and related services.

8.      Teacher, parent, and administrator meet for annual review

a.      Change services or placement as needed.

b.      Update the IEP and continue services and placement.

9.      A school representative monitors the student for 3-year reevaluation and notifies the parent for permission to reassess the student.

10. The three year MDT cycle continues for the duration of the student’s educational experience.

 

References for the above sections

 

 

 

Helpful Websites

 

  • The NICHCY (National Dissemination Center for Children with Disabilities) is a very helpful site.  It contains links to other sites, updates on various special education issues and laws, and parent advocacy information.

 

 

 

 

 

  • Council for Exceptional Children (CEC) is also a very helpful site with information for parents and educators.

 

  • Special Education Resources on the Internet (SERI) has links to several sites with special education resources

 

 

 

 

 

 

 

 

 

 

 

Special Education Teachers at Norris Elementary School

 

Brenda Tracy—Special Education Coordinator & School Psychologist

  • Brenda holds a Bachelor of Science degree in Psychology and Human Development, an Educational Specialist degree in School Psychology and will have a Master of Science degree in Educational Administration this spring.
  • As school psychologist, she does testing of students: when their 3-year reevaluations are due, when they transfer from another school, and also when they have been referred as possibly having a disability.
  • As Special Education Coordinator she makes sure that all legal documents are in order and oversees the entire special education staff.
  • School Psychologists are trained in both psychology and education.  They team with educators, parents, and other mental health professionals to make sure that every child can learn in a safe, healthy and supportive environment.  School psychologists must have knowledge about school systems, effective ways of teaching and how children can become successful learners. 
  • School Psychologists must have at least 60 graduate semester hours which includes a year long internship.  They are trained in mental health, child development, school organization, behavior and motivation, and learning.
  • School Psychologists try to meet the needs of each child in any given situation.  They use many different approaches.  They provide services in consultation, assessment and intervention, prevention, education, research and planning, and health care provision. 
  • They work in a variety of places from schools to clinics, and universities to private practice.
  • For more information on school psychologists see this website:

www.nasponline.org/about_nasp/whatisa.html

 

 

ELEMENTARY RESOURCE

 

The Resource Room provides an ideal environment for small group instruction.  The elementary resource teachers work with students from kindergarten to fifth grade.  Some students receive assistance in the resource room, while others work in their classroom with a para-educator to assist them with their assignments.  Other students may not need direct instruction and remain in their classroom all day with their classroom teachers making the necessary modifications and accommodations.  Whatever type of assistance is utilized, our goal is to best meet the needs of each student.

 

This is our second year of utilizing the statewide web based student record system (SRS).  This program was well received last year and proved to be very beneficial.  The program allows parents and teachers secure access to specific information regarding their child. 

 

Please stop by and visit the Resource Room whenever you’re at school.  You’re always welcome.  

 

 

Valerie Fossberg (Elementary Resource 2nd through 5th grades)

  • Mrs. Fossberg has a Bachelor of Arts degree in Education, and a Master of Arts degree in Curriculum & Instruction.
  • She teaches elementary resource grades K-5.

 

Deb Benesch (Elementary Resource 2nd through 5th grades)

  • Mrs. Benesch has a Bachelor of Science degree in Elementary Education and Special Education.  She also as a Masters degree with a special education resource emphasis and learning disabilities background.
  • She teaches elementary resource grades K-5.

 

Tobiann Waters (Elementary Resource, K through 5th grades)

  • Mrs. Waters has a Bachelor of Arts degree.  She also has a Masters Degree in Curriculum & Instruction.
  • She teaches elementary resource grades K, 1 & 4

 

Jennifer Faz (Elementary Resource, K through 5th grades)

  • Mrs. Faz has a Bachelor of Science degree in Education/Special Education.  She also has a Master of Education degree with an emphasis in Special Education & Multiple Disabilities.
  • She teaches elementary resource grades K-5.
  • Mrs. Faz has put together a Paraeducator Handbook.  It is an excellent resource for information on a paraeducator’s responsibilities, and also some basic information on various disabilities.  See the links below
  • Section One   Section Two   Section Three  Section Four  Section Five 
  • Section Six  Glossary

 

 

Denise Petsche (Speech and Language, K through 3rd grades)

  • Mrs. Petsche has a Bachelor of Science in Education.  She also has a Masters of Science with an emphasis in Speech Language Pathology.
  • She teaches speech and language to students in grades K-4

 

Lori Hansmeyer (Speech and Language, 4th grade through high school)

  • Mrs. Hansmeyer has a Bachelor of Science in Speech Language Pathology and Audiology.   She also has a Masters of Science with an emphasis in Speech and Language Pathology.
  • She teaches speech and language to students in grades 5-12.
  • For some excellent information on speech and language see Mrs. Hansmeyer's personal webpage.

 

Tamera Bulleigh (Deaf & Hard of Hearing Educator, ages 0-21years)

  • Miss Bulleigh has a Bachelor of Arts in Education, and a Master of Education degree with an emphasis in Deaf education.
  • Miss Bulleigh works with students who have hearing losses from the ages of 0 to grade 12.
  • For children 0-3, Miss Bulleigh goes to the child's home and works with the child and the parent.  For children in pre-school, Miss Bulleigh works one-on-one with the child and also in the classroom on language and auditory discrimination exercises.  For students who are of school age, Miss Bulleigh works one-on-one with them in all academic areas as needed.  If the student is fully mainstreamed, she then works with the teachers to help in making adaptations for children with hearing losses, and also makes sure appropriate amplification equipment is used and in working order.
  • For more information regarding students with hearing losses in regular education see  Miss Bulleigh's Power Point Presentation.

 

Jenny Piening (Occupational Therapist, birth through age 21)

  • Mrs. Piening graduated in 2003 with a Doctorate degree in Occupational Therapy (OTD).  She also has a Bachelor of Science degree in Exercise Science.
  • She divides her time between Norris School District and Centennial Public School in Utica, NE. 
  •  Mrs. Piening teaches students self help/ life skills for the educational environment and  works in the areas of fine motor development and refinement.

Up