Special Education

The Individuals with Disabilities Education Act of 2004, the federal law commonly referred to as IDEA, requires schools to serve the educational needs of eligible students with disabilities. Schools must evaluate students suspected of having disabilities, including learning disabilities. However, not every child with learning issues qualifies for special education services. A process has been established through IDEA for determining a child's educational needs, determining whether or not a child has a disability, and obtaining special education services, if a child's disability requires them.

If you are a parent of a child who has a disability that interferes with his or her education, or if your child is suspected of having a qualifying disability under special education law, it is recommended that your first point of contact be your child's teacher.

There are thirteen school-age disability categories that are part of the core definition of a child with a disability under IDEA. They are as follows:

Autism
Intellectual Disability
Deaf-blindness
Deafness
Hearing Impairment
Emotional Disturbance
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech and/or Language Impairment
Traumatic Brain Injury
Visual Impairment

CEVS conducts a full and individual evaluation before the initial provision of special education and related services to a child with a disability residing in the district. No single source of information is used to determine if a child is eligible or not eligible for special education and related services. In the event a child is found eligible for special education services, an Individualized Education Program (IEP) is developed to address his or her specific educational needs.

Parents must provide consent for the initial provision of special education and related services. They may agree to all or only some of the proposed services, but only at the time of the initial IEP presentation. After the initial provision of special education and related services, parents may revoke consent for and remove their child from all special education and related services. The parents may not revoke consent for only a part of an IEP. The parents must revoke consent for the entire IEP. If the parents disagree with any part of an IEP, they must follow conflict resolution procedures. The revocation of consent for the continued provision of special education and related services must be in writing.

Please click here to view a copy of A Guide to Parent Rights in Special Education, Special Education Procedural Safeguards Notice.

CEVS currently has twelve Intervention Specialists on staff, who provide services to our students with disabilities. They are as follows:

Elementary:

Middle School:

Cheyenne Bruns

Joe Huwer

Gina Evers