Special Education

Child Find
Annual Public Notice

Nordonia Hills City Schools is committed to the location, identification and provision of a Free and Appropriate Public Education (FAPE), for all children between the ages of 3 and 22 years, having a disability. Location and referral of children meeting this criteria (Child Find) may be initiated by anyone with knowledge of the child and suspecting the child may have a disability. Please contact the Director of Pupil Services, Margo Gibson-Costello, Ph.D., at (330) 908-6220 or margo.costello@nordoniaschools.org, with any questions, concerns, or names for Child Find referral within the Nordonia Hills City School District.

IDEIA-B & Preschool Grant
Annual Public Notice

Nordonia Hills City Schools participates in the federally funded IDEIA-B and Preschool Grant Program.  The federally-funded IDEIA-B project provides supplemental assistance to school districts for supporting the educational program for students with disabilities.  We are attempting to identify all unserved people with disabilities from birth through 22 years of age.  If you have a child, or know a person with a suspected disability please contact us.  Any questions, comments or input should be directed to the Office of Pupil Services.

Special Education 

Approximately 11% of the students, who attend Nordonia Hills City Schools, ages three through 22 years of age, have been identified as a student with a disability and are provided with a free appropriate public education in accordance with federal and state regulations. Students with disabilities have unique characteristics and needs, many of which are best met by the classroom teacher who differentiates instruction within the regular classroom with the support of special education and related service providers. Special education intervention specialists and related service personnel work collaboratively with classroom teachers and other school personnel to ensure a common understanding and response to all students, including students with a disability.

Special education and related services are determined through a differential referral process of an Intervention Assistance Team (IAT) and the Response To Intervention (RTI) process, a tiered model of prevention and intervention aimed at closing the achievement gap among students with disabilities, at-risk learners, and the rest of the student body. This tiered intervention model uses data to determine intervention effectiveness. At all stages of this process, data are used to make decisions. The RTI model integrates school-wide empirically based research academic and positive behavior support (PBS) interventions to improve the performance of all learners. By using the RTI model to address the academic and behavioral needs of the entire student body, districts and principal-led building teams can reduce the number of children who also need targeted or intensive intervention. 

Students who fail to respond to intensive, empirically-based research interventions may be referred for an IAT meeting to determine if the student is suspected of having a disability. All decisions of whether or not a student is responding to intervention are based on data. It is at this time that the team may determine the need for a multi-factored evaluation (MFE) to be completed to determine two things: 1. does the student meet one of the 13 federally defined disability categories for special education; and, 2. if the student is determined eligible for special education, what specifically designed instruction, services and supports are needed to meet the individual needs of the student.   

Students with Disabilities Served

 A.    Preschool Age Children (ages 3-5)

Preschool Special Education Services are provided through a consortium with the Summit County Educational Service Center. Children between the ages of 3 to 5 years of age suspected of having a disability should contact the Summit County Educational Service Center to schedule a screening. Click here for more details.  

Click here for the Early Learning Content Standards. 

B.     School Age (ages 6-21) students with identified disability conditions

Autism

Cognitive Disabilities

Deaf-Blindness

Hearing Impairment

Multiple Disabilities

Orthopedically Handicapped

Other Health Impairment

Severe Emotional Disturbance

Specific Learning Disabilities

Speech/Language Disability

Traumatic Brain Injury

Visual Impairment

An individualized education program (IEP) is developed through a team process with the parents/guardian and the school-based team members.  In accordance with federal and state laws, “…to the maximum extent appropriate,” students with disabilities are educated with children who are not disabled. 

Some students with disabilities may require more intensive special education and related services outside of the regular education classroom. Removal of children with disabilities from the regular educational environment is permitted only when the nature or severity of the disability is such that education in the regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily.

Continuum of Special Education Services

A full continuum of special education service delivery exists in meeting the individualized needs of students with disabilities.  Different types of educational environments available but not limited to students with disabilities include:

·         Regular classes, consultation between the general education staff by an intervention specialist

·         Special classes with individual and small group instruction

·         Special schools outside the district that are designed specifically for specialized disability needs

·         Home instruction when the disability prevents the child from attending a regular or special program even with the aid of special transportation

·         Hospitals, and Institutions

Services can either be provided within the district or by agreement with another school district or service provider.

Other Support Personnel/ Programs and Related Services

Related Services are support services needed to allow children with disabilities to benefit from special education.  These services may include but are not limited to:

·         Speech and Language Services

·         School Counseling Services

·         School Health Services

·         School Psychological Services

·         Occupational Therapy

·         Physical Therapy

·         Work Study and Transition Services

·         Vocational Occupational Special Education Services

·         Specialized Transportation

Resources for Parents 

Parent Mentor

Whose IDEA Is This?

The Ohio Coalition for the Education of Children with Disabilities

(740) 382-5452 or 1-(800) 374-2806

The State of Ohio Office of Exceptional Children

(614) 466-2650