At White Elementary, the needs of special education students are served within regular education classrooms. We strongly believe that each child, no matter what their developmental learning level, can contribute to the classroom environment in a productive way.

How are children in special education served at White?
At White Elementary, special education services are provided within a regular education classroom. This means that children enrolled in special education attend regular education classes along with their peers. The special education teachers, paraprofessionals and regular education teachers work together to provide each child with their needed services in the regular education classroom.

How is the Individualized Education Plan (IEP) developed?
A team, which includes; the child's parents, anyone the parents wish to invite, classroom staff, all service providers, and a building administrator develop the IEP. The team begins by answering and listing the responses to a series of questions that include what the child's strength are, dreams for the child, fears, and needs of the child. From these lists goals and objectives are prioritized and determined by the team. An effort is made to write goals and objectives that are transdiciplinary, functional, and agreed upon by all team members.

How will my child's IEP goals be met?
During weekly team meetings, special education teachers, paraprofessionals and regular education teachers talk about the lessons for the week and any adaptations that may need to be made for each child. The team reviews each child's IEP and looks for opportunities for IEP goal practice during the week. The team also plans specific classroom activities to address children's needs. IEP goals are often practiced within daily routine activities. At times, modifications to the regular curriculum may be made to allow each child to participate at their level or an alternate lessons may be planned.

Who works with the children?
Each child's team will include: a regular education teacher, a special education teacher (ECSE), and a paraprofessional. In addition the team may include: a speech-language pathologist (SLP), an occupational therapist (OT), physical therapist (PT), and/or a social worker. These services are identified on each child's IEP. The majority of these services will be provided in the regular education classroom, however the SLP, OT, or PT may work with your child for short times in a separate room. At the beginning of the school year the classroom teacher provides parents with the names of their child's team.

How many children are assigned to a classroom?
Each inclusive classroom consists of approximately 15 regular education students and 4 to 5 students enrolled in special education.

How do parents know how their child is doing in the classroom?
There are several ways in which parents can keep track of their child's Progress:

a. Each child's IEP is reviewed by the ECSE teacher, ECSE paraprofessional, and the classroom teacher every nine to twelve weeks. Parents will receive a copy of the IEP review. Support staff will be included in the review if your child receives these services.

b. The classroom teacher will have individual student conferences with the parents 2 to 3 times during the school year. The ECSE teacher and other support personnel will also be included in this conference. Many times the IEP objectives are reviewed at this time. .

c. An annual IEP conference must be held every year around the time of your last IEP date. During this conference, the parents and the appropriate staff review the student's progress and make plans for the student based on their educational needs. .

d. Classroom teachers send home notes and newsletters, as needed, to explain what the students are doing in class and other information that parents need to know. .

e. The ECSE teacher, classroom teacher or support staff member may contact individual students' parents, by phone or note, as needed, to provide information about student progress. .

f. Parents are always welcome to write notes to staff members or call and leave a message with the school office when they have a question or concern.

Why is my child in a regular education classroom?
At White, we believe that children benefit academically and socially by having the opportunity to build relationships with their peers. Our philosophy of Developmentally Appropriate Practice allows for the varied ability of all children during instructional activities. The use of role models allows all children to learn from each other everyday.