Special Education - IEP/504 Plans

Winthrop Harbor School District 1 provides comprehensive special education services for students with disabilities, ages 3 to 15, who are residents of the school district, attend a private school within district boundaries, or are homeschooled. To qualify for special education services a student must be identified as having a disability as defined in the IDEA, which adversely impacts their educational functioning.

 

After a student is identified with a disability, which adversely impacts their educational functioning, an Individualized Education Program (IEP) is developed to meet the student’s educational needs in the least restrictive environment (LRE). The IEP describes the student’s current levels of educational performance, his educational needs with goals, accommodations, modifications and supports needed to receive a free appropriate public education (FAPE). Special education and related services can begin once a parent signs consent for the IEP and initial educational placement. Most students receive special education services either within the general education classroom, or individually, or in a small group setting. A small percentage of students have educational needs that are best met in a special education classroom with mainstreaming in general education programs, at a private day school, or homebound tutoring.

 

Special education and related services are provided for students in each of the schools and in the Early Childhood Program by special education teachers, psychologists, social workers, occupational and physical therapists, speech and language pathologists, and paraprofessionals. Winthrop Harbor School District #1 is a member of the Special Education District of Lake County (SEDOL), a special education cooperative that provides support and professional development for staff. It also provides services and programs as needed for low incidence and other programs. Winthrop Harbor School District #1 contracts hearing, vision, and autism itinerant services from SEDOL and also utilize their day schools for special needs programs.

 

A Functional Behavioral Analysis (FBA) and Behavior Intervention Plan (BIP) is planned for students who exhibit behavioral difficulties that impede their learning or that of others. Behavioral data collection, observations, and assessments are used by the IEP team to develop individualized FBAs and BIPs for students. Behavior Intervention Plans contain positive behavioral supports and interventions used to work with students to teach positive replacement behaviors, coping strategies and emotional regulation.

Students with disabilities who do not qualify for an IEP may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child: (i) has a physical or mental impairment that substantially limits one or more major life activities; (ii) has a record of a physical or mental impairment; or (iii) is regarded as having a physical or mental impairment. To learn more about Section 504, please visit: Civil Rights/Section 504.

Section 504 of the Rehabilitation Act of 1973

It is the policy of the Board of Education to provide a free and appropriate public education to each student with a disability. It is the intent of the District to ensure that students who are eligible for services/accommodations within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated, and provided with appropriate educational services/accommodations.
Parents (or, if age 18 or older, students) have the following rights under Section 504:
1. Right for your child to take part in and receive benefits from public education programs without discrimination because of his/her disability.
2. Right to have an evaluation that draws on information from a variety of sources.
3. Right to be informed of any proposed actions related to identification, evaluation, placement, or provision of a free appropriate public education of your child.
4. Right to examine all relevant records.
5. Right to receive all information in the parent’s/guardian’s native language and primary mode of communication.
6. Right to periodic reevaluations and reevaluation before any significant change in placement.
7. Right to a manifestation determination review to determine if your child’s misconduct was related to his/her disability before any disciplinary removal that constitutes a significant change in placement.
8. Right to have your child receive appropriate educational services/ accommodations if found eligible under Section 504 of the Rehabilitation Act.
9. Right to have your child given an equal opportunity to participate in nonacademic and extra curricular activities offered by the district.
10. Right to file a grievance (under the District’s Uniform Grievance Procedure) or request an impartial hearing (under the District’s Section 504 Procedural Safeguards) regarding an alleged violation of Section 504. You have the right to forego or terminate the District’s grievance and/ or hearing procedures and contact the U.S. Department of Education’s Office for Civil Rights (“OCR”).
11. Right to be represented by counsel in the impartial hearing process.
12. Right to appeal the Superintendent’s grievance decision or the impartial hearing officer’s decision.