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Talawanda is in an ongoing effort to identify, locate, evaluate, and provide services to children with disabilities in the district who are in need of special education and/or related services in accordance with Rule 3301-51-03 of the Operating Standards for Ohio’s Schools Serving Children with Disabilities. If you know of a child up to twenty one years of age who you suspect may have a disability, but is not currently receiving services through our school district, please contact Talawanda’s Director of Student Services at 513-273-3123.

A child’s eligibility for special education services is based on whether or not a qualified team of professionals determines the presence of a disability, the need for specially designed instruction and/or related services, and an adverse affect on the child’s education as part of an Evaluation Team Report (i.e., ETR). An evaluation team consists of parents/guardians, general education teachers, an intervention specialist, district representative, and school psychologist. Evaluation teams may also include support staff, such as a speech and language pathologist, occupational therapist, or physical therapist. Students may be found eligible under the following federally defined disability categories: Autism, Intellectual Disability, Deaf-Blindness, Deafness, Developmental Delay (preschool only), Emotional Disturbance, Hearing Impairment, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment Including blindness

If the student is found to be eligible for special education services then an Individualized Education Program (IEP) is developed, which sets goals/objectives for educational needs revealed by the ETR. Services to support progress toward these goals are determined and are guaranteed by the IEP. An Intervention Specialist will be assigned to oversee the implementation of the IEP. Your student’s intervention specialist will be a great resource to you in understanding your student’s needs and progress. They coordinate services and accommodations across your student’s school day.

The IEP also documents necessary accommodations, how the student will participate in state and district testing, and necessary transition services for students with disabilities who are 14 years old or more. The IEP is reviewed at least annually to revise goals and services. An IEP meeting may be called at any time to review the IEP.