Kaneland provides a full continuum of special education services to meet the needs of students between the ages of 3 and 21.
The responsibilities of the Department of Special Education Services include:•Participate in the RtI process of problem solving for any student who exhibits significant learning, social, emotional, or behavioral difficulties
•Identification and evaluation of students with one or more of 13 categories of disability
•Special Education Instructional services within the least restrictive environment for eligible students
•Related Services to support student’s progress (Speech, Social Work, Occupational Therapy, Physical Therapy)
•Transition Planning to support attainment of post-secondary educational, vocational, and independent living goals
•Case Study Reevaluations
•Homebound Instructional Services
•Section 504 compliance
Extended School Year (ESY) ESY is a six week summer program for students that qualify for the program. Eligibility for ESY services is determined by the child’s Individualized Education Program Team. Determination is done on an individual basis. There is no cost to parents and transportation is provided. The location of ESY is held at various locations each year within the Mid-Valley school districts.
Parent Resources The Special Services Department provides resources to websites and organizations as a convenience to its users. We do not guarantee the accuracy or propriety of any information, offered services, products contained in any website linked directly or indirectly to ours.
•Parental Rights Summary (english)•Resumen de derechos de los padres•Illinois Student Records Keeper•Illinois Special Education Eligibility and Entitlement Procedures and Criteria within a RTI Framework•US Office of Special Eductaion
Speech-Language Services The goal of speech-language services is to provide students with the skills needed to be effective communicators. This includes services to address a variety of needs in the areas of articulation, language, fluency, voice, and social communication skills. Within the Kaneland School District, a student is eligible to receive speech-language services when they exhibit speech-language deficits that adversely affect their educational performance. All speech-language services within the Kaneland School District are delivered by state licensed and nationally certified speech-language pathologists.• Articulation: An articulation disorder involves problems making sounds. Sounds can be substituted, left off, added or changed. These errors may make it hard for people to understand you.• Language: A language disorder includes difficulty understanding others (receptive language), or sharing thoughts, ideas, and feelings completely (expressive language).• Fluency: The most common fluency disorder is stuttering. It is an interruption in the flow of speaking characterized by repetitions (sounds, syllables, words, phrases), sound prolongations, blocks, interjections, and revisions, which may affect the rate and rhythm of speech.• Voice: A voice disorder involves abnormal differences in the pitch, loudness, or quality of the voice. It includes abnormal hoarseness that impacts a student’s ability to effectively communicate, as well as differences in nasal resonance.• Alternative/Augmentative Communication: Alternative and augmentative includes all forms of communication, other than oral speech that are used to express thoughts, needs, wants, and ideas. This includes a range of technologies from picture and symbol communication boards to electronic devices.
Physical Therapy Physical therapy services are provided to eligible students. A continuum of services from consultation to direct intervention are provided based on students’ needs as determined by the physical therapists in conjunction with the IEP team. Physical therapists provide support to students for needs such as mobility/movement, posture/positioning, and safety assessment of school environment.
PsychologyKaneland employs certified school psychologists for the purpose of referral, evaluation, counseling, and expertise in the area of learning. Psychologists play a huge role in the RtI process by collaborating with school teams, delivering interventions, collecting and interpreting data.
Social Work School Social Workers assess students’ social and emotional functioning, including areas of self-concept, motivation, attitude toward school, peers, and social skills. They serve as consultants to teachers and provide individual or group assistance to students. They often are the liaison between the school and the family. Similarly, they may help other school professionals work with families on matters such as gaining access to community health services. The school social worker often follows up on teacher reports of the suspected abuse or neglect of students. They provide individual assistance to students with emotional or behavioral problems who do not qualify for special education.
Certified Nurses The certified school nurse functions most directly in three areas affecting students: providing health services, health education, and maintaining a safe school environment. The certified school nurse also interacts with and can influence other aspects of the school system such as coordinating school health programs such as mental health, social services, nutritional services, physical education/activity, family and community involvement as well as staff wellness.
Occupational Therapy Occupational therapists work with students who have visual motor, fine motor and sensory processing deficits. In school, Occupational Therapy involves the therapeutic use of classroom manipulatives, developmental strategies, and self-care tasks and play activities to support function within the academic community. School-based occupational therapy is designed to enhance the students’ abilities to fully access and be successful in the learning environment.
Occupational therapy services are provided to eligible students. A continuum of services from consultation to direct intervention are provided, based on students’ needs as determined by the occupational therapists in conjunction with the IEP team.
Early Childhood Special Education The Early Childhood Special Education Program is for children ages 3 through 5. Referrals for evaluation to determine eligibility for this program are made through Early Intervention or through the Child find process which is typically by parent referral.
Speech-Language Services Students can qualify for speech and language services as a primary disability. The goal of speech-language services is to provide students with the skills needed to be effective communicators. This includes services to address a variety of needs in the areas of articulation, language, fluency, voice, and social communication skills. Within the Kaneland School District, a student is eligible to receive speech-language services when they exhibit speech-language deficits that adversely affect their educational performance.
Resource Special Education Resource special education services are provided at each school to identified students in grades K through 12 as indicated in each students IEP. Services may include consultation from a special education staff member, push-in special education services, or pull-out special education services. Students who receive Resource Services are not removed from the general education environment for more than 50% of their school day.
Instructional Special Education Kaneland provides Instructional Special Education for students in grades K through 2 at McDole Elementary School, grades 3 through 5 at McDole Elementary School, grades 6 through 8 at Harter Middle School, and grades 9 through 12 at Kaneland High School. Students identified for these programs require more special education services as indicated on their IEP’s. Students participate in the general education classroom to the maximum extent possible.
Mid-Valley Special Education Cooperative The Kaneland School District is a member of Mid-Valley Special Education Cooperative along with St. Charles, Batavia, Burlington, and Geneva schools. Mid-Valley offers a variety of programs to identified students whose needs are unable to be met in a student’s residential district. Mid-Valley’s programs are often located in one of the member districts’ public school buildings. Additional services are provided by State approved private day and residential facilities to those students who require a more specific learning environment.