Special Education Programs and Services

Special EducationAutistic Support
Direct instructional programs that have been designed to meet the needs of students with impairment in two or more of the following areas: reciprocal social interaction, communication and imagination activity, markedly restricted repertoire of activities and interests, and abnormal or inconsistent responses to sensory stimuli.

Early Intervention
Instructional programs for disabled or developmentally delayed children, ages 3 to 5 years of age, provided in specialized classrooms, typical community settings such as Head Start and Day Care, or on an out-client basis. Services may be direct, supplemental, or consultative.

Emotional Support
Direct instructional programs designed to meet the behavioral and academic needs of students experiencing emotional difficulties.

Hearing Support
Direct instructional programs provided on an itinerant or classroom basis to meet the needs to students experiencing hearing loss which interferes with the development of the communication process and results in failure to achieve educational potential.

Learning Support
Direct instructional programs, ranging from itinerant to full-time, that address the needs of students with learning disabilities or mild development delay.

Life Skills Support
Direct instructional programs designed to meet the needs of students whose primary focus is on the development of independent living skills.

Multi-Handicapped Support
Direct instructional programs designed to meet the needs of students with multiple disabilities.

Physical Support
Direct instructional programs designed to address the needs of students with physical limitations.

Special Vocational Support
Programs designed to meet the career exploration and preparation needs of students.

Direct therapeutic services designed to meet the needs of students with impairment of language, voice, fluency, and/or articulation.

Vision Support
Direct instructional programs designed to address the needs of students with visual impairment.

T&C (Training and Consultation Consultant Services)
Designed to support the professional development needs of general and special education teachers, administrators and paraprofessionals in order to develop and/or enhance site-based capacity in the areas of Federal and State Mandates, Inclusion Programs, Instruction, Assessment, Academic Standards, Alternative Assessment, Service Learning, Graduation Projects, Inter-agency Coordination, The Cordaro Project, Developmentally Appropriate Practices and in all aspects of the Transition of Students from School to the Community,Work, or Post Secondary Education.

Child Accounting Services
Maintaining information needed to satisfy federal, state and local requirements for the more than 7,000 special education students served by NEIU and district programs. Federal and state requirements are met using the PennData system put in place by the Department of Education; with the IU acting as liaison to insure that all student records are current and accurate. There are over fifty data items required for each student at the state level. Information on students in IU classes is for planning, reporting and billing purposes.

Enrollment , mainstreaming and inclusion data are critical for reporting and billing. School calendars and student absences are maintained for reporting purposes. The following required yearly reports are automatically generated and sent to districts:
1) End-of-year Reports
*Membership and attendance information on IU students for state reporting;
*Membership for institutionalized children;
*Membership for school-age children in Early Intervention programs.
2) Child Count
All students actively enrolled in special education programs as of December 1 reported to the federal government.
3) Early Intervention
A separate set of data items generating the reports.
4) Fair Share
Membership data, that calculates percentages by home districts for each multi-district class, used in interdistrict billings for classroom use.
5) Billing
Average Daily Membership Ratios, calculated by district and exceptionality, for estimated and final bills at the end of the year.
6) Reconciliation
Membership information on each student provided to verify the differences between estimated and final bills at the end of the year.
7) Absence
Absences on a per student basis for districts or other agencies: e.g., Children and Youth Services.
8) Budget Preparation
Average Daily Membership data, enrollment data for budget preparation and special education plans forwarded to appropriate internal departments.
9) Transportation
Address information used to set up transportation runs; absence information used to adjust drivers at end of year.
10) Nonresident Students
Information on out-of-state and out-of-IU students for billing and budgeting purposes.
11) Grant Applications, other reports
Necessary information for reports, grant applications, etc. to IU or district personnel.

Nursing Services
Related services designed to meet the school health needs of disabled students so that they may benefit from their special education programs.

Occupational Therapy
Related services designed to meet the movement pattern needs of students to enhance their program benefits.

Services designed to help visually impaired and mentally disabled students to effectively adapt to school and community environments.

Physical Therapy
Related services designed to meet the fine and gross motor needs of students.

Psychological Services
Designed to meet the needs of students by obtaining, integrating and interpreting information about their behavior and conditions related to learning.

Service Coordination
Provided to eligible children (ages 3 to 5) and their families to coordinate service delivery between and among provider agencies.

Social Work
Services designed to meet the affective needs of students.

Provided to ensure effectiveness of special education programs directly operated by the Intermediate Unit.

Technical Assistance
Services provided to district-operated special education programs to enhance efficiency and effectiveness.