Special Education Services at Prairie
All students who receive special education services have been evaluated by professionals trained in the suspected area of disability. Once the Team (including parents and the classroom teacher) has met and determined that the child needs special education service an Individualized Educational Plan (IEP) is developed. The IEP is a legal document that insures the student’s needs are appropriately met. The IEP is reviewed and updated at least once a year and a new evaluation is conducted every three years.
Developmental Delay (DD)
Children in the five or six year old age group must demonstrate two areas of need Developmental Delay (DD) or meet criteria for one of the other special education categories. They are served in kindergarten/first grade classroom or in a special classroom.
Specific Learning Disability (SLD)
Children identified with a learning disability are not working to their measured potential in one or more of the following areas:
· Reading Comprehension
· Basic Reading Skills
· Written Comprehension
· Mathematical Reasoning
· Mathematical Calculation
· Oral Expression
· Listening Comprehension
Students who have been identified as having a learning disability will receive the majority of their instruction in the regular classroom with support provided as needed in a resource room. They may also receive services within the regular classroom with the support of a special education teacher or special education paraprofessional.
Developmental Cognitive Disability (DCD)
Children identified as having a cognitive disability must show delays in their intellectual ability and adaptive behavior (life skills). Their intellectual ability must fall significantly below average and they must demonstrate at least a moderate delay in adaptive behavior.
These children often receive the majority of their academic support in a resource room. They generally participate with their classmates in music, physical education, art and other activities that are less academic in nature.
Emotional/Behavioral Disorder (E/BD)
Children identified as having an emotional or behavioral disorder must demonstrate withdrawn or anxious behaviors, disordered thought processes, or aggressive behaviors that are significantly different from their peer group. These behaviors must be present across settings, and negatively impact their education or the education of others.
Services for these children vary greatly depending on the specific need of the child. They will often have a behavior plan in place and receive specialized instruction in the area of social skills, anger management, etc. They may also receive counseling services.
Speech or Language Impairment
Children can qualify for services in this area under several subcategories. These areas are:
· Fluency Disorder (Stuttering)
· Voice Disorder
· Articulation Disorder
· Language Disorder
These children generally receive services 2-3 times a week for 15-30 minutes at a time in a resource room.
Autism Spectrum Disorder (ASD)
Children diagnosed with ASD show delays or differences in language development and social interaction. They also exhibit restricted, repetitive or stereotyped patterns of behavior, interests or activities.
Children who are served under this category have a wide variety of needs. Their programs are very individualized and may be as minimal as a social skills or language group to needing a one-to-one paraprofessional at all times. They will have services provided both in the regular classroom and in a resource room depending on their specific needs.
Other Health Disability (OHD)
This category serves children who have a diagnosed health condition that impacts them educationally. They may receive academic, social or nursing support. Their services often look similar to the services provided to LD and E/BD students and most likely will include modifications in the regular classroom setting. Depending on the health condition, they may also have a health plan in place.
Deaf and Hard of Hearing (DHH)
Children served under this category have an identified hearing loss or have had reoccurring conductive hearing issues (perhaps due to ear infections).
Their services may include specialized equipment, specialized academic support, and language support. They will most likely have services provided both within the regular classroom and in a resource setting. Speakers or other amplification devices may be used in the classroom.
Several other disability areas are considered low incidence and we generally have very few students served under those categories. Services are available under the following low incidence categories:
Visually Impaired (VI)
Traumatic Brain Injury (TBI)
Physically Impaired (PI)
Severely Multiply Impaired (SMI)
provided for children under any of these categories vary greatly
depending on individual need. Support for low incidence areas is
available through the SW/WC
Special Education Cooperative.
Children who have IEP’s are also eligible for related services for which they qualify or demonstrate a need. Examples of those services are:
Developmental Adapted Physical Education
ISD 518 Special Programs
117 11th Ave. Worthington, MN 56187
Main Office: 507-372-2983
Director of Special Education
Special Education Assistant Director
SEAT Team Secretary