Recognizing that individual differences exist among children, the Lenox Public Schools offer a number of special services to its students designed to help them fulfill their individual potential. All of these services come under the guidelines of Chapter 766 of the Acts of 1972 of the Commonwealth of Massachusetts. Included among these services are screening, evaluation, special education instruction, and services related to the child's identified need. Related services include speech and language therapy, occupational therapy, physical therapy, and counseling.
Individual educational plans (IEPs) are provided for children with special needs.
Screening
Early Childhood (children ages three and four) and Kindergarten entry screening (children age five) take place each Spring to ascertain the presence of special educational needs and to provide teachers with information about each child so they can plan for each child individually. Beginning with a parent questionnaire, screening covers a physical examination, vision and hearing testing, speech and language, fine and gross motor skills, discrimination and memory, and other mental abilities.
Early Childhood screening is optional on the part of the parent. Kindergarten entry screening is required for all children entering Kindergarten. In each case parents may discuss the results of the screening with the appropriate school personnel.
For most children, the screening is one of the first experiences they may have in the school setting. The teachers involved in the screening take into account shyness or reticence to take part in their assessment of the child's development. Most children enjoy the screening process.
Grade One students are given the Slingerland Screening Test for Identifying Children with Specific Language Disability. This helps to determine which children might need some early intervention to help them academically.
Following screening a recommendation is sometimes made for evaluation. At this point parents are always contacted and become part of the decision-making team to determine if further evaluation should be made.
Special Education Instruction
If a child is in need of special education services, an appropriate combination of classroom instruction and specialized help is developed. The goal of such help is always to enable a child to progress to the upper limits of his/her ability in the least restrictive environment. Special education takes place in one of our three resource rooms or directly in the classrooms. Programs are designed to help children who may have physical handicaps, intellectual limitations, specific learning disabilities, developmental and emotional disabilities, sensory, neurological, communication disorders or other health concerns that may prevent the child from making effective progress in the regular education program.
Speech and Language Therapy
Children who do not learn early in life to express themselves well, to understand and to be understood, are seriously hampered. The special needs program provides corrective speech instruction by a master’s level licensed speech language pathologist. The program helps children who have difficulties in the areas of articulation, language, rhythm, and voice. After diagnosis, appropriate therapy is prescribed. Instruction, treatment, and drill take place in an individual or small group setting.
Counseling and Evaluation Services
The elementary school is served by two school adjustment counselors who are master's level social workers. They are part of the Special Needs Evaluation Team and when appropriate, the Morris Support Team. Their role is to assess referred students' individual social/emotional needs through observation and interviews with teachers, parents and children, and make recommendations that are practical for teachers and parents to follow, as well as to provide necessary counseling services.
Counseling takes place in an individual, group, or family setting. The purpose
of this counseling is to help children resolve personal conflicts that affect
their adjustment to school and to improve their interpersonal skills around
communication and problem-solving.
It is often supportive and helpful for students to bring a classmate to counseling
sessions. Parents whose children may accompany a student in group counseling
sessions beyond two visits will be notified and permission for extended group
participation will be requested.
Preschool Programs
The Special Needs Department operates two half-day Preschool programs at the Morris School for children ages three and four. Both programs are integrated; that is, they serve both children who have been identified as having special needs as well as "typical" peer role models. Children identified as having special needs are guaranteed service; there are a limited number of openings available for typical peers each year.
Parents who feel that their child may need any of the services discussed above should first talk with their child's classroom teacher to discuss their concerns. Information concerning the regulations of Chapter 766 (Special Education Services) of the General Laws of Education are always available in each school or directly from the Special Needs Director should you have concerns or questions.
Lenox Special Needs Parent Advisory Council (PAC)
Our local Parent Advisory Council was formed in 1987 and is comprised of parents
who have or have had a child or children needing special education or Title
I services. Meetings are held monthly and parents are encouraged to attend.
Please call the Special Education Office (637-5571) for meeting dates. The Lenox
Special Needs Parent Advisory Council holds a Walk-a-Thon annually; money raised
from this walk supports a number of programs at the two schools; all parents,
students, and staff are encouraged to get pledges and walk the five-mile loop
to support our SPED PAC.
