Special Education Support Services
Special Education Support Services provides a variety of support services to families and school districts to help children access their education. These specialties include: Augmentative Communication, Feeding Team, Supports for Students and Youth with needs that are Complex (SYNC), Counseling and Special Education, and Alternative Director.
Augmentative and Alternative Communication. The team is comprised of a Speech Pathologist (SLP) and Speech Pathologist Assistant (SLPA) who will find and create low tech devices to train staff and students to encourage language development.
Feeding Team. The Feeding Team will provide feeding evaluations to ensure that the individual students are able to eat safely while in a school environment, provide necessary training to staff to feed children with special feeding needs and provide appropriate training to district staff to feed students safely. The team is comprised of a Nurse (RN), Speech Pathologist (SLP), and Occupational Therapist (OT). All three specialist work together to ensure students are able to eat safely.
SYNC. Students and Youth with Needs that are Complex (SYNC). All staff members are certified in the SYNC process and have monthly meetings to discuss behavior management of students.
Counseling. The Counseling Program helps to support districts in developing successful experiences for students in the school setting. The program consists of a licensed counselor who works with three districts to help kids develop appropriate social skills, self-regulation skills, and tools to help them be successful.
Special Education Director. The Special Education Director Program provides a Special Education Administrator to act on behalf of the school district to fulfill Special Education Director duties.
Augmentative and Alternative Communication
The AAC team will assist students and staff to help enhance communication skills of students with special needs. The team is comprised of a Speech Pathologist (SLP) and Speech Pathologist Assistant (SLPA) who will find and create low tech devices to train staff and students to encourage language development. The SLP and SLPA will provide service to students in accordance with Individual Education Plans (IEP).
This program is contracted for the following services
Provide evaluation and assessment for children with significant communication disorders.
Provide SLP to be a member of the multidisciplinary team to consult and give recommendations for AAC services on the IEP. The SLP will work with the teacher to create goals that incorperate language development.
Provide SLP and SLPA who work with students in small groups to teach communication skills that match the IEP goals and objectives.
Provide SLP and SLPA to consult with classroom staff to problem solve and create supportive communication tools. Specialists will show staff ideas of things to work on in between visits to maximize teaching communication to the student.
Provide AAC services for students requiring either low- tech supported communication devices such as visual schedules, communication books, voice output devices, or high-tech computer or assistive technology devices. High-tech devices may be available for use on a trial basis to determine suitability but then must be provided by the parent and/or resident school district. District special education representatives must be in attendance at IEP meetings for these discussions.
Create visual/object schedules, communication books, and templates for low- tech devices for student and staff to work with.
Provide staff training to programs and school district staff to teach about different augmentative devices that can be used to support students.
SLP will keep up-to-date medicaid logs on services provided to students.
The Feeding Team will provide feeding evaluations to ensure that the individual students are able to eat safely while in a school environment, provide necessary training to staff to feed children with special feeding needs and provide appropriate training to district staff to feed students safely. The team is comprised of a Nurse (RN), Speech Pathologist (SLP), and Occupational Theraptist (OT). All three specialist work together to ensure students are able to eat safely.
This program is contracted for the following services
Provide comprehensive feeding evaluations for children with special health care needs and medically fragile children who have difficulty with eating safely.
Provide the initial feeding evaluation and two follow-ups per year for each student.
Provide guidelines and recommendation for safe feeding for District staff to follow when feeding students.
Provide consultation to trained District feeders who serve children with special needs.
Provide consultation relating to safe feeding at school to help meet the mandates of federal and state laws.
Provide consultation to all districts within service delivery area who request assistance planning Safe Feeding Protocols.
Provide written protocols and train District staff to feed students with Safe Feeding Protocols.
Feeding Team Contacts
South Coast ESD utilizes the Students and Youth with Needs that are Complex (SYNC) training program of physical restraints and seclusion for use by ESD staff. As required by state regulation, the selected program includes:
· behavioral support,
· de-escalation and
· crisis response techniques.
South Coast ESD has a certified SYNC trainer who provides training to the school district staff on the South Coast. All staff who are trained and certified in SYNC will hold certification for two years. Regular follow ups will be held throughout the year with staff to review appropriate technique for restraints.
Use of Restraint (PPI)
Oregon Administrative Rule (OAR) 581-021-0550 defines restraint as follows:
· Restriction of a student’s movement by one or more persons, holding the student, or applying physical pressure upon the student.
· It does not include “touching or holding of a student without the use of physical force for the purpose of directing the student or assisting the student in completing a task or activity.”
The times in which a restraint may be allowed are:
· A reasonable threat of imminent, serious bodily injury to the student or others;
· Less restrictive interventions are ineffective;
· For only as long as the behavior poses a reasonable threat of imminent, serious bodily injury to the student or others.
Use of Seclusion
Oregon Administrative Rule (OAR) 581-021-0550 defines seclusion as follows:
· Seclusion – the involuntary confinement of a student alone in a room from which the student is prevented from leaving.
· Seclusion does not include “time out.”
Physical restraint or seclusion may not be used for discipline, punishment or convenience of personnel of the public education program.
Physical restraint or seclusion may only be used by those staff who are trained to use physical restraint or seclusion or in the case of emergency circumstances when trained staff are not immediately available due to the unforeseeable nature of the emergency circumstance.
The Counseling Program helps to support districts in developing successful experiences for students in the school setting. The program consists of a licensed counselor who works with three districts to help kids develop appropriate social skills, self-regulation skills, and tools to help them be successful.
Special Education Director
This program is contracted for the following services:
Support to special education teachers and instructional assistants with classroom organization, student/staff scheduling, behavior management plan implementation, and development/access to curriculum to meet the specially designed instruction needs of the students.
Training and support to case managers in IDEA law and act as liaison with ODE regarding Special Education questions and situations.
Development and implementation of IEP/Eligibility compliance review and correction process for case managers.
Act as district representative at difficult/litigious IEP and Eligibility meetings when the school building representative needs support and/or when the skills of the Special Education Director are needed with communication/collaboration with the district superintendent and administrators.
Facilitate monthly Special Education team meetings to answer special education related questions, gather information about current systems, collaborate with the team to improve district special education process, act as a resource for concerns/issues, and problem solve student-specific issues.
Available for consultation on issues/emergency situations that arise.
Answer special education related questions from parents, general education staff, and specialties.
Attend SPR&I training for maintaining compliance.
Management of the district’s SEAS website information and special education accumulative files.
Provide input to administration for supervision/evaluation of special education staff (licensed/classified).
Completion of mandatory state reports for Special Education and SPR&I as well as coordination of correction procedures for compliance errors.