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FAQs
What is Special Education?
What is a SELPA?
Who is Served?
Who is Not Eligible?
What is the Community Advisory Committee (CAC)?
What Services are Provided by Special Education?
What is the role of the School Psychologist?
What is the Role of the Speech and Language Specialists?
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| | Special Education is specially designed instruction, at no cost to the parents to meet the unique educational needs of children with disabilities. It is provided for children, ages birth to 22 years, who qualify according to laws and regulations outlined by the federal and state governments and whose parents consent to such services.
The Glenn County SELPA has made the commitment to the provision of a full continuum of services to individuals with exceptional needs in the least restrictive environment by offering special programs which promote maximum interaction with the general school population in age appropriate settings in order to promote the qualities of understanding, cooperation, and mutual respect for both student groups. | |
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| | "SELPA" stands for "Special Education Local Plan Area." Glenn County Office of Education delivers, coordinates, and facilitates special education issues and services for the 9 school districts in and around Glenn County. The 9 Districts are: Capay Joint Union School District, Hamilton Union Elementary School District, Hamilton Union High School District, Lake School District, Orland Joint Unified School District, Plaza School District, Princeton Joint Unified School District, Stony Creek Joint Unified School District, and Willows Unified School District. Our tasks include coordination of funding and reports with the California Department of Education; monitoring legal and compliance issues; staff development; and public awareness about special education. | |
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| | Children who have one of the following disabilities and by reason of their disability cannot succeed in the regular education program without special education assistance:
- Mental retardation
- Language or speech impaired
- Visually impaired
- Seriously emotionally disturbed
- Orthopedically impaired other health impaired
- Specific learning disabled
- Hearing impaired
- Deaf
- Autistic
- Deaf-blind
- Multiple disabilities
- Traumatic brain injured
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| | Those individuals are not eligible for special education when it has been determined that their difficulties are the result of one or more of the following:
- Limited school experience
- Poor school attendance
- Cultural or economic disadvantages
- Lack of familiarity with the English language
These difficulties must be addressed by other regular or categorical services offered within general education. | |
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| | IDEA and the California State Education code require this committee to ensure open communication between the Glenn County Office of Education (GCOE) and the community—leading to improved special education programs and related services.
The CAC consists of district parents of children in general or special education, adults with disabilities, school personnel and community representatives from affiliated agencies.
Everyone is encouraged to become actively involved in the growth and development of special education programs by participating in CAC activities and attending CAC meetings. Becoming involved provides the opportunity for you to meet other parents, school staff, district administrators, and other community agency representatives who are also interested in services for students with special needs.
The CAC can provide information and help members acquire the skills necessary to become more comfortable in the role as a partner in the educational process. The CAC serves as a way to share knowledge and help develop the best possible programs for our students.
The CAC shares information with the community and GCOE through speakers, printed materials and participation in district committees. The monthly meetings provide a forum for the community to express concerns, interests, and priorities to GCOE and for GCOE to inform the community of program direction, legislation and funding matters.
The CAC reviews district policies and programs. It also assists in the review conducted by the State Department of Education once every three years.
The CAC also plans and participates in fundraising activities. Funds raised are used to supplement classroom materials and student activities and for student awards.
All meetings are open and everyone is invited to attend. Click HERE for meeting times and locations. | |
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| | Services are determined by an IEP team decision which includes the parents and may or may not include the following: the special education teacher, the special education program specialist or administrator, the regular education teacher, the speech therapist, the psychologist, the school site principal, the school nurse or anyone else that may be providing services to the student.
One or more of the following options of services are chosen by the IEP team with the student’s best interest in mind and it is a requirement that the program be administered in the least restrictive environment possible.
General Education:
The general education teacher develops modifications and accommodations within the general education program.
General Education with RSP or DIS:
The RST (Resource Specialist Teacher) and/or DIS specialist (Designated Instruction Services i.e., speech therapy, counseling or adaptive P.E.) provide consultative services and may develop modifications and accommodations to general classroom and curriculum. The general education teacher provides instruction in this situation.
The special education personnel and general education teacher work collaboratively to provide services to the student in the general education classroom through a supported classroom.
The special education personnel provide instruction in a small group setting for part of the day by a special education instructor and also receive instruction in the general education classroom by the general education teacher.
Special Day Class:
The Special Education Teacher provides instruction in a self-contained classroom. This includes functional skills and intervention programs. The students are included in the general education program as determined by their IEP. | |
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| | District School Psychologists work with students (birth through adult), families, teachers, administrators and community members. They apply specialized skills and knowledge to address school-related problems and to promote overall learning and development in children.
Typical services may include:
- Consulting with teachers, parents, and administrators about learning, social, and behavior problems.
- Psycho-educational assessment and diagnosis of specific learning, emotional, and behavioral disabilities, including placement recommendations, classroom interventions, and periodic review.
- Short term psychological counseling with students and families.
- Linking families with appropriate community service agencies and serving s a liaison between school, families and agencies.
- Providing staff and program development within schools.
- Participating in parent training activities.
- Providing ongoing support to intervention services and programs.
- Providing services and leadership as needed in crisis situation.
- Supervise and support other intervention support staff working at sites.
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| | District Speech & Language (S/L) Specialists work with qualified children starting at birth. The S/L Specialist is the professional who is responsible for working with students who have communication difficulties. The specialist provides direct services to students that include identifying students, completing assessments, determining eligibility, and providing the appropriate services that are necessary to meet individual educational needs.
There are also indirect services related to management of students with speech and language disorders. These activities include collaborating with parents, consulting with teaching staff and coordinating with outside agencies. In addition to being responsible for direct and indirect services to students, the specialist provides formal and informal in-service training programs for teachers, participates on multi-disciplinary assessment teams, and functions as a site-level resource. | |
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