Special Education refers to specially designed instructional services beyond the regular classroom program. It is for children who have hidden or seen disabilities in any of these areas: health, physical, developmental, sensory, intellectual, neurological, emotional, speech and communication or specific learning issues - children who are not making effective progress in school. Services range from homework or seating modifications, to physical, occupational or speech therapy, or to placement in a special program or school.

Before a child is referred for Special Education evaluation a variety of practices and supports must be tried.  The results of the strategies must be documented as part of the student record, and the evaluation information available for review . A child may be referred by a teacher, parent, counselor, or principal for an evaluation to determine eligibility for special education. If it is determined that the child will be evaluated, then parental written permission will be obtained prior to commencing the evaluation process period. The evaluation must be sufficiently comprehensive to identify all the child's special education and related services needs. Assessments regarding the suspected disability, educational status and progress in the general curriculum, and the results of school and state tests will be part of the evaluation. In general, any assessments in any areas necessary to determine eligibility, to reveal how the disability impacts educational progress, and in order to assemble information needed to develop an appropriate Individual Education Program will be included.

An Individualized Education Program (IEP) Team will collect and examine all relevant information to establish the presence of a disability, will make a judgment on whether the student is making effective progress in the general education program, whether the lack of progress is a result of the disability, and whether the student requires specially designed instruction in order to make progress and access the general education curriculum. The Team may find a student eligible for special education services or may make a finding of no eligibility. If a student is found eligible for special education services, an IEP will be developed to address the unique needs of the student with a disability. The IEP will form the basis for the placement. If the student does not have a disability, does not show a lack of progress, does show a lack of progress but it is not due to a disability, or does not require special education, then the Team will make a finding of no eligibility. As a matter of good educational practice, the Team will discuss the appropriate next steps to ensure that any identified problems or concerns are addressed. Processes are in compliance with the Federal Individuals with Disabilities Education Improvement Act (IDEIA), the MA Chapter 766 regulations, and the MA Education Reform Act.