Serving School Districts in Coos, Curry and Western Douglas Counties

South Coast Education Service District

Special Education &

Related Services

 

+

SCESD Cascade Regional Program

About

Cascade Regional Program provides support for children with vision impairment, hearing impairment, severe orthopedic impairment, and autism spectrum disorder. The program's staff consists of licensed teachers in special education and licensed occupational and physical therapists. The program's mission is to collaborate with school districts and EI/ECSE programs so that children may benefit from the intervention and educational opportunities provided. Services include consultation, assessment, instruction, and adaptive or specialized materials and equipment. The SCESD Regional Program serves Coos, Curry and Western Douglas county school districts. For more information about the Cascade Regional Program, please visit https://www.lblesd.k12.or.us/cascade-regional-program/

 

Autism

Autism Spectrum Disorder (ASD) is a developmental disability affecting the processing, integration, and organization of information. ASD typically has an impact on communication, social interaction, functional skills, and educational performance.

 

The Regional Autism Program is designed to enhance educational success by providing information, training, and support to staff and families who are affected by autism.

Evaluation

If a child is suspected to have autism, the educational team may request an evaluation by regional staff. (See Autism Evaluation Program Below)

Inservice Training and Resources

A resource library contains teaching materials, books, and tapes. Resources may be checked out by staff, families, and community members.

 

Annual inservice opportunities provide staff, parents and community agencies with critical information and comprehensive understanding of essential strategies to help children with autism. Training topics may include understanding autism, communication strategies, teaching strategies, behavior strategies, and functional analysis. Advanced or specialized training may also be arranged.

South Coast ESD Autism Library

Please view the list of available materials using the link below and contact us to borrow any of the many available titles.

View Library

Consultation and Support

Regional staff provides ongoing support for identified children meeting regional eligibility criteria. Consultation and support may include:

• Classroom support

• Behavior support

• Social skills support

Autism Evaluation Program

Service Description

Autism Consultant, trained and qualified to evaluate students for ASD, will complete Autism initial and re-evaluations for Special Education Eligibility. This would include evaluations for students age 3 through age 21.

Who is eligible?

• The purpose of an educational evaluation is to document characteristics of autism spectrum disorder and their impact on the student’s educational performance.

 

• A child must show characteristics in all 4 areas of communication, social interaction, repetitive/stereotyped behaviors and unusual sensory responses.

 

• A series of evaluation activities, including a developmental profile, a communication assessment by a Speech and Language Pathologist, classroom observations, teacher interview, informal or formal direct interaction and completion of an autism checklist indicating impairments in all four areas of an autism eligibility.

 

• A Child must have a medical or health assessment statement indicating whether there are physical factors that may be affecting the child's educational performance.

 

• The team will determine if these autism characteristics impact the child's performance in education and if the child requires special education due to the autism characteristics.

Autism Referral Packets

Hearing (Teacher of the Deaf)

Teachers of the Deaf and Hard of Hearing (DHH) collaborate with each of our component school districts and the Early Intervention/Early Childhood Special Education (EI/ECSE) program to ensure that all students with a qualifying hearing loss from birth through high school graduation receive a free appropriate public education (FAPE). These teachers work with assigned school districts in a direct and/or consultative model. DHH EI/ECSE services for children birth through age 5 are provided in the home, day care or preschool setting.

Services

Assessment and Evaluation

Teachers assist school districts with evaluations of language, communication and social skills, the need for assistive technology and the acoustic environment of classrooms.

Direct Instruction

Children eligible for services may receive direct instruction in the following areas from regional specialists:

• Language and Vocabulary

• Sign language

• Listening Skills

• Audiological information and management

• Self-Advocacy

• Classroom content support

• Transition training

Consultation

Teachers support school staff and families in the following areas:

• Inservice training on hearing loss and assistive devices

• Assess listening and learning environment

• Annual goal development

• Curriculum adaptation

• Accommodations related to hearing levels

• Interpreter & Notetaker use

• Technology use

• Transition issues

Program Planning

Teachers collaborate with the school staff in the development, implementation and monitoring of student programs.

Equipment Loan

Deaf and Hard of Hearing staff may loan FM systems and other assistive listening devices to classrooms or schools by contacting the SCESD.

Eligibility

The Oregon Administrative Rules (OARS) describe guidelines to determine eligibility for this program.

Program For Students Who Are Deaf Or Hard Of Hearing

Services Provided Include:

1. Assessment

• Academic/Age level/Developmental

• Audiological evaluation

      1. Acoustical evaluation of hearing aids

      2. Hearing aid fitting

 

2. Consultation

• For classroom teacher, district staff, and parents

• IEP/IFSP development

• Vocational/Career

• Interpreters; assistance in hiring and evaluation

• Transitioning

• Inservice for classroom regarding hearing impairments

 

3. Direct Instruction

• Communication skills

• Compensatory skills necessary for classroom setting

• Sign language instruction

• Audiological management

• Transition training

• Parent/Infant home instruction

 

4. Materials/Library

• Sign language and interpreter video tapes

• Student workbooks, information

• Parent information

• FM loaner bank

• Assistive devices

• Whole language kits

• Disabilities awareness kit

 

Who Is Eligible?

• Students with a pure tone average loss of 25 db HL or greater in the better ear for frequencies of 500 Hz, 1000 Hz, 2000 Hz, or a pure tone average loss of 35 db HI or greater in the better ear for frequencies of 3000 Hz, 4000 Hz, and 6000 Hz. The loss can be sensorineural or conductive, if the conductive loss has been determined to be currently not treatable by a physician; or

• Student with unilateral hearing impairment will be considered for eligibility on an individual basis if the student has a significant education deficit that can be attributed to the hearing loss.

• The loss has an adverse impact on the child's development or education and special education services are needed as a result.

Severe Orthopedic Impairment & Services (PT/OT)

Program for the Orthopedic Impaired (Cascade Regional Program)

Occupational therapists and physical therapists in this program provide services to enhance educational and developmental success for children with severe motor impairments. This educationally related service may consist of a combination of direct intervention and consultation with school staff and families based on individual child needs. OT and PT staff work collaboratively on multidisciplinary teams of specialists that may include speech pathologists, special educators, augmentative communication specialists, autism consultants, etc.

For more information about our Cascade Regional Program for the orthopedic impaired, please download here.

Physical Therapy

Under the IDEA, school districts are required to provide physical therapy services to students who have both a documented disability that interferes with their ability to benefit from their special education program and for whom the IEP/IFSP team has determined a need for therapy. The South Coast ESD PT team provides the training and support necessary to allow students in Reedsport, Coos County and Curry County with orthopedic or sensory-motor impairments to benefit from their educational environment and become as independent as possible in their school, home, and community settings. This service includes evaluation/screenings of students age 3-5 and the evaluation/screening/ service (direct and consultative) to K-21 students.

 

The Orthopedic staff offers a wide range of services including comprehensive evaluations, staff in-service, consultation, and direct intervention. They attend pre-evaluation, eligibility, IEP and IFSP meetings, manage all the necessary paperwork, and bill Medicaid. The activities of physical therapists must be documented on the IEP and may be listed under Related Services, Supplemental Aids and Services, Modifications and Accommodations, and Support for Personnel.

This program is contracted for the following services from licensed Physical Therapists

 To make recommendations to the IEP/IFSP team regarding appropriate PT services.

 

• PT services include direct therapy, consultation regarding program development, indirect service and technical assistance for students, kindergarten through high school, with a mild-to-moderate orthopedic impairment or a moderate-to-severe sensory-motor impairment that interferes with the student's ability to access his or her education.

 

• The levels of service for physical therapy are:

 

Direct services: must be implemented by the therapist or the licensed therapist assistant; may include a variety of therapy strategies and evidence-based practices.

 

Indirect services (Consultation): the therapist plans the physical management activities and motor training programs which are then implemented by another person who is trained and monitored by the therapist. The therapist maintains regular contact with the person implementing the program. Indirect services may include adaptation of tasks, materials, and environments that enable the child to function wthin the classroom or natural environment.

 

Combination of Direct and Indirect (Consultation) Services

 

To evaluate the sensory motor functioning of student swith disabilities and assist in determining service needs.

 

• Assessment of all children, who are suspected of having an orthopedic or sensory-motor impairment to determine special education eligibility and for program planning. This includes special education initial or 3 year re-evaluation as well as initial screenings.

 

To facilitate student access to school services. Examples: modification of equipment so a student with a disability has the same level of access as typical peers, and management of the specialized equipment.

 

• Materials and equipment are available from the Orthopedic Loan Library for short-term loan, to be used on a trial basis as part of the evaluation process prior to the district or parents purchasing the needed items.

 

To address the safety of both students and school staff. Examples: monitor student’s sensory motor skills to make sure the student is not participating in activities that may be dangerous and instructing/training staff members in proper lifting, feeding, and physical management skills.

 

• Updated and technical information provided through consultation, in-services and/or workshops.

 

To teach sensory motor skills associated with success in schools.

 

• Services provided by PT’s in an educational setting may include activities such as one to one therapy, group activities, staff trainings or consultation, and consulation/communication with parents/families/ medical professionals.

 

Occupational Therapy

Under the IDEA, school districts are required to provide occupational therapy services to students who have both a documented disability that interferes with their ability to benefit from their special education program and for whom the IEP/IFSP team has determined a need for therapy. The South Coast ESD OT team provides the training and support necessary to allow students in Reedsport, Coos County and Curry County with orthopedic or sensory-motor impairments to benefit from their educational environment and become as independent as possible in their school, home, and community settings. This service includes evaluation/screenings of students age 3-5 and the evaluation/screening/ service (direct and consultative) to K-21 students.

 

The Orthopedic staff offers a wide range of services including comprehensive evaluations, staff in service, consultation, and direct intervention. They attend pre-evaluation, eligibility, IEP and IFSP meetings, manage all the necessary paperwork, and bill Medicaid. The activities of occupational therapists must be documented on the IEP and may be listed under Related Services, Supplemental Aids and Services, Modifications and Accommodations, and Support for Personnel.

This program is contracted for the following services from licensed Physical Therapists

To make recommendations to the IEP/IFSP team regarding appropriate OT services.

 

• OT services include direct therapy, consultation regarding program development, indirect service and technical assistance for students, kindergarten through high school, with a mild-to-moderate orthopedic impairment or a moderate-to-severe sensory-motor impairment that interferes with the student's ability to access his or her education.

 

• The levels of service for physical therapy are:

 

Direct services: must be implemented by the therapist or the licensed therapist assistant; may include a variety of therapy strategies and evidence-based practices.

 

Indirect services (Consultation): the therapist plans the physical management activities and motor training programs which are then implemented by another person who is trained and monitored by the therapist. The therapist maintains regular contact with the person implementing the program. Indirect services may include adaptation of tasks, materials, and environments that enable the child to function wthin the classroom or natural environment.

 

Combination of Direct and Indirect (Consultation) Services

 To evaluate the sensory motor functioning of students with disabilities and assist in determining service needs.

 

• Assessment of all children, who are suspected of having an orthopedic or sensory-motor impairment to determine special education eligibility and for program planning. This includes special education initial or 3 year re-evaluation as well as initial screenings.

 

To facilitate student access to school services. Examples: modification of equipment so a student with a disability has the same level of access as typical peers, and management of the specialized equipment.

 

• Materials and equipment are available from the Orthopedic Loan Library for short-term loan, to be used on a trial basis as part of the evaluation process prior to the district or parents purchasing the needed items.

To address the safety of both students and school staff. Examples: monitor student’s sensory motor skills to make sure the student is not participating in activities that may be dangerous and instructing/training staff members in proper lifting, feeding, and physical management skills.

 

• Updated and technical information provided through consultation, in-services and/or workshops.

To teach sensory motor skills associated with success in schools.

 

• Services provided by OT’s in an educational setting may include activities such as one to one therapy, group activities, staff trainings or consultation, and consulation/communication with parents/families/ medical professionals.

Traumatic Brain Injury

+

1. Definition

• Traumatic Brain Injury is an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance.

• The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, motor abilities, psychosocial behavior, physical functions, information processing, and speech.

• The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

2. Incidence

• For children and adolescents, annual estimates of head injuries are about 1 million.

• About 165,000 children will be hospitalized, with 16,000-20,000 serious enough to cause lasting effects.

• Almost twice as many males as females suffer from TBI.

• For all ages, more than 2 million head injuries occur each year.

• Head injuries are the leading cause of disability in children.

3. Educational Impact

• Effects of brain injury in children are particularly profound because the injury occurs to a developing brain (Welsh & Pennington, 1988).

• Recovery is superimposed on normal developmental processes, impacting previously learned skills and the development of future skills (Ewing-Cobbs et al, 1997).

• Full effects of an earlier injury may not be evident until adolescence when children are expected to demonstrate increasing competence in executive functions and reasoning.

• Skills may not develop if the relevant areas of the brain have been damaged (Alden & Taylor, 1997; Feeney & Ylvisaker, 1995; Mangeot et al, 2002; Ylvisaker & Feeney, 2002).

• Children may also develop deficits in the social and behavioral domains secondary to cognitive deficits. For example, primary deficits in executive functions have implications for the child's behavior in the classroom and peer relationships. Such secondary deficits may become more pronounced in a child injured at an earlier age.

4. The Liaison for Traumatic Brain Injury will:

• Assist districts with the identification of students with Traumatic Brain Injury.

• Communicate with hospitals, make initial contacts and coordinate services for students with TBI.

• Disseminate information.

• Provide support for TBI teams and districts.

5. Additional Resources

Online School Special Education Services

South Coast ESD will provide, as contracted, Special Education services for students on the South Coast who are enrolled in Oregon Connections Academy (ORCA) or Oregon Virtual Academy (ORVA), or other requesting online charter school, that have an IEP which requires specially designed instruction or related services provision beyond what can be provided virtually/online.

Visit Oregon's Virtual Education

Assistive Technology (AT/AEM)

AT Brochure

An Assistive Technology Team has been created at South Coast ESD to provide information about A.T. and A.E.M., its applications within special education, and regular education settings. The team may also organize training throughout the school year for ESD and district staff.

 

Please contact Tammy Aley at 541-266-3980 for questions related to Assistive Technology.

 

Please visit the Oregon Technology Access Program for more information regarding state-wide services.

http://www.douglasesd.k12.or.us/

 

National Center for Accessible Education Materials

http://aem.cast.org/search

 

 

 

Accessible Education Materials for families

 

 

Description

Some students with disabilities have difficulty reading textbooks and other learning materials. For example, a student who is blind may not be able to see a book, and a student who has a physical disability may not be able to hold the book. To succeed in school, these students need learning materials in specialized formats. IDEA includes a requirement that schools provide accessible instructional materials (AIM) to elementary and secondary students with disabilities who need them. Families and other members of a child’s Individualized Education Program (IEP) team use a decision-making process to decide whether the student needs AIM, what type of specialized formats the student might need, how to acquire the materials, and what supports the students needs to use AIM. The four types of specialized formats (braille, large print, audio, digital text) are discussed. Lastly, additional AIM resources are provided for more information.

 

South Coast ESD | 1350 Teakwood Ave. | Coos Bay, OR 97420 | 541-269-1611