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:


  1. Autism
  2. Intellectual Disability
  3. Deaf-blindness
  4. Deafness
  5. Hearing Impairment
  6. Emotional Disturbance
  7. Multiple Disabilities
  8. Orthopedic Impairment
  9. Other Health Impairment
  10. Specific Learning Disability
  11. Speech and/or Language Impairment
  12. Traumatic Brain Injury
  13. 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:


Angie Rolfes

Tracy Klosterman

Erica Albers

Tina Heitkamp

Tessy Huwer

Middle School:

Gail Dwenger

Joe Huwer

Gina Evers

Matt Sutherin

High School:

Liz Moeller

Kendra Chiles

Zach Sudhoff

Additional Staff:

Haley Thomas, Speech Therapist (K-12)

Sarah Doenges, Student Services Secretary

Sandy Hartings, School Psychologist

Please contact Amy Mescher, Supervisor of Student Services , in the event you have questions concerning special education programming at CEVS.