Identification
All new and kindergarten students are screened for disabilities in the areas of vision, hearing, speech, academic performance and social/emotional development. Screenings are conducted by appropriate school personnel. Students who are suspected of having a disability are referred to the Student Success Team for further assessment and assistance.

The Student Success Team consists of the parents, regular classroom teacher, special education teacher, nurse, psychologist, speech-language pathologist, and other specialists as necessary. Parents are encouraged to be involved in this process. Parents who suspect that their child is experiencing difficulty in the school environment may want to discuss the problem with the teacher or request a referral be made to the Student Success Team.

Some problems that students experience are resolved with assistance from the Student Success Team. Other problems require further assessment or intervention; those students are referred for individual student evaluation.

Evaluation
The evaluation by school personnel may involve the use of one or more tests to help pinpoint the strengths or weaknesses that a child may be experiencing. The tests will be administered by appropriately certified school personnel, which may include teachers, school nurses, school psychologists, speech-language pathologists, occupational therapists and other specialists.

The tests fall into general categories.

• Intelligence tests - measure a student's ability to perform or to succeed in school activities
  
• Achievement tests - measure actual functioning ability in the classroom in specific subjects (i.e., reading, mathematics and spelling)
  
• Auditory and visual - motor development tests - measure the ways the student will learn best (by seeing, writing or hearing)
  
• Personality/Projective tests - measure or give insight into the child's relationships with himself or others
  
• Behavior rating scales - measure emotional factors that may affect the child's learning
  
• Language tests - measure receptive and expressive language skills
  
• Speech testing - measures the ability to articulate sounds clearly or to use appropriate rhythm or voice quality in speaking
  
• Hearing tests - measure hearing and/or response of the middle ear to sound
  
• Sensory integration tests - measure perceptual, motor, and integration or perceptual feedback

Programs and Services
Following the individual student evaluation, a variety of recommendations are possible. The alternatives include:

1. No Special Education Services - The student would remain in the regular class and receive regular instruction/accommodations.

2. Inclusion -The student would remain in the regular class and receive supplementary instructional services in reading and/or math, or materials provided to the regular classroom teacher by academic specialists.

3. Resource Programs - The student remains in his/her regular classroom for most of the day and is scheduled to work with the special education teacher for a period of time for remediation in specific areas.

4. Self-Contained Programs - Based on the nature and/or severity of a student's disability(ies), he/she may benefit from spending the majority of the day with a special education teacher.

Related Services
Related services are provided in order to help students benefit from special education placement. The Paradise Valley School District provides a variety of related services, including: homebound, audiological services, psychological services, occupational therapy, adaptive physical education, physical therapy, and speech-language therapy.

NOTE: Written permission is required for individual student evaluations and placement in special education programs. Student information related to this process is considered confidential and will be treated as such. For more information, contact Laura Bistrow, Director of Special Education, 867-5115.