Mrs. Kedre` Fairley

UPDATE: About Mrs. Fairley \| Continum of Services \| Special Education Team \| Resources \| Mrs. Fairley's Schedule \| About The Teacher \| Calendar \| Links \| Mission Statement \| UpdateIndex \| Help

VIEW: Home \| About Mrs. Fairley \| Continum of Services \| Special Education Team \| Resources \| Mrs. Fairley's Schedule \| About The Teacher \| Calendar \| Links \| Mission Statement

Visit the TeacherWeb® videos to learn about the features, modifications, and customizations available on your website. Click here to learn more. Special Education Team small medium large In each elementary and middle school there is a special education team leader, or someone acting in that role, and at each high school there is a special education instructional leader. Under the direction of the building principal, they provide leadership in the instructional program and assume responsibility for the organization and administration of the special education team. In each school building there are special educators and trained instructional assistants who work directly with students. Howard County has many highly skilled related service providers who are members of the special education team when appropriate for the student. Each student who receives special education services is assigned a service coordinator from the school staff who serves as the primary contact for the family and all service providers. Temporary employees may also assist students who have moderate to severe cognitive, medical, physical, or emotional disabilities. Temporary personnel are provided only after all other resource within the school have been exhausted. They are supplied by an outside agency that is contracted with the HCPSS to provide these personnel. The following staff members may provide services to the child. Therapists or specialists may work directly with the child or provide consultative services to other team members. The parent is an important part of this team. The Service Coordinator -- Selected by the IEP team or for children under the age of three by the Individualized Family Service Plan development team. The service coordinator's responsibilities include: * Serving as a family's primary contact for questions and concerns * Participating with the IEP team or IFSP team in the development or revision of a child's IEP or IFSP. * Assisting a child in gaining access to the services recommended in the IEP or IFSP * Collecting and synthesizing evaluation reports that might be needed by the team or committee * Implementing relevant procedures from the law. General Education Teacher -- Provides educational and instructional service in the regular education classroom. The general education teacher may also provide general modifications, reasonable accommodations, and testing modifications. Special Education Teacher -- Provides educational and instructional experiences for a child and may serve as the service coordinator. Special education services are provided through individual, small group, and large group instruction. Direct services may be provided in a separate room or the general education classroom. Consultation with general educators is an integral part of the service. Speech-Language Pathologist -- May work with a child to help him or her develop communication skills. The speech-language pathologist may also work with other staff members to develop augmentative communication systems that may include using sign language, picture boards, or voice output devices. The speech-language pathologist may refer a child to the Assistive Technology Team to provide additional consultation on augmentative communication systems or adaptations involving technology. Speech-language Pathologist -- May work with a child in a small group setting, on an individual basis, or in the general education classroom. The speech-language pathologist provides consultation to other service providers. Physical Therapist -- May work with a child to facilitate normal movement for gross motor skills such as rolling, creeping, sitting, standing, and walking. In addition, the physical therapist addresses building accessibility issues and assists in the selection and adaptation of equipment that may be needed to improve a child's posture or functioning within the school setting. Physical therapy services may be provided on an individual basis, in a small group, or in the general education classroom. The physical therapist may also consult with other services providers. Occupational Therapist -- Provides activities in the areas of perceptual fine motor, sensory motor, oral motor, and self-help skills. A treatment program may also include activities to facilitate normal movement patterns as well as the design and use of adaptive materials and equipment within the educational setting in order for the child to benefit from special education. The therapist may provide demonstration and instruction to assist a child in coordinating visual and motor ability in the performance of fine motor and classroom tasks. Occupational therapy services may be provided to a child on an individual basis, in a small group, or in the general education classroom. The occupational therapist may also consult with other service providers. School Psychologist -- Provides consultation and evaluation in the areas of cognitive development, social-emotional development, and behavioral intervention. The school psychologist may conduct observations to gather information to assist other service providers in implementing the IEP, IFSP, or 504 Written Individualized Plan. In addition, parent counseling and training may be provided on a short term basis when appropriate. Administrator -- Provides on site leadership for the instructional program. The principal or assistant principal may attend IFSP meetings and serve as the chairperson of the IEP team. Itinerant Teacher of Students with Visual Impairments -- Provides assessment, consultation, and individualized instruction in special techniques used by children who are blind or partially sighted. The techniques include the use of adaptive equipment, Braille, as well as orientation and mobility instruction. To be eligible for service from the itinerant teacher of students with visual impairments, a child must have a Physician's Assessment Report that states he or she has a visual impairment that adversely affects performance in school. A referral may be made by a parent, teacher, principal, school nurse, or eye doctor. Itinerant Teacher of Students with Hearing Impairments -- Provides consultation and instruction in total communication, language development, auditory training, and skills needed in the classroom setting. Consultative services include meetings with school staff members, parents, educational interpreters, and the audiologist. To be eligible for service from the itinerant teacher of students with hearing impairments, a child must be identified by an audiologist as having a hearing impairment that adversely affects performance in school. Assistive Technology Team -- Includes speech-language pathologists, an occupation therapist, a physical therapist, a psychologist, an itinerant teacher of students with visual impairment, and an instructional assistant. The team may observe, evaluate, and provide consultation services for children who need augmentative communication systems or adaptations involving technology. The team maintains a resource center with devices, materials, and information and provides training to parents and staff members. Behavior Specialist -- Available to help construct behavior intervention programs to address the complex needs of behaviorally challenged youngsters. The specialists also design ongoing staff development opportunities for teachers and instructional assistants. Automatically clean input to optimize for the web. Or, would you like to view and optionally restore one of these previous versions? Password: Forgot your password?

Mrs. Kedre` Fairley

Special Education Team

©2012 TeacherWeb, Inc.