Special Education Resources & Information

Q: What does FAPE mean?
A: Free Appropriate Public Education is defined as an individualized educational program that is designed to meet the child's unique needs and from which the child receives educational benefit, and prepares them for further education, employment, and independent living.

Q: What are considered School Age Disabilities? 
A: Autism, Deaf-blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disability, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment including Blindness.

Q: What Special Education programs or support does the Allentown School District provide for a student with School Age Disabilities? 
A: Autistic Support, Emotional Support, Hearing Impaired Support, Learning Support, Life Skills Support, Multiple Disabilities Support, Speech/Language Support, Vision Support. Related services include speech/language, occupational therapy, physical therapy, and nursing services according to a doctor's prescription. 

Q: What does this mean for my child in the Allentown School District? 
A: Individualized Education Program teams will consider the full range of services, starting with regular education and including the modification of the curriculum content, before contemplating a more restrictive setting. School-age programs are available for students ages 4 to 22. Full day school-age programs focus on academic development and access to the general education curriculum. 
Given written consent, a child begins the recommended school-age program and an IEP is implemented at the start of the school year. The IEP must be updated at least annually, or sooner if a team member (including parent/guardian) recommends a revision. 

Q: What are the levels of support my child can receive in the Allentown School District? 
A: Levels or the continuum of support include: 

• Itinerant - students are included with typical peers for at least 80 percent of the school day
• Supplemental - Students are included with typical peers for 20-79 percent of the school day
• Full-Time - Students are included with typical peers 0-19 percent of the school day

Q. What is a related service?
A: Related services are supportive services that are required for a child to benefit from special education. Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving.

Related services can include but are not limited to, any of the following:

• Speech and language, pathology and audiology services
• Interpreting services
• Physical and occupational therapy
• Vision Support Services
• Orientation and mobility services

Q: How often should a student receive a related service?
A: The IEP team determines the frequency, location, and duration of related services based on a student’s individual needs. Parents are an integral part of the IEP team. The related service provider often provides the support to teachers and classroom staff so that the related service can take place in the classroom throughout the day.

Q: How is a student’s need for related services determined?
A: Each student’s need for related services, just as the need for special education, is determined by the student’s IEP team as part of the Individualized Education Program process.

Q: My child receives one of the services named as special education. Is this a related service?
A: Speech/language, deaf/hard of hearing and vision support can either be the student’s special education support in the general curriculum or the support can be the related service supporting the IEP. The student must have a disability in the specified area(s) and be in need of specialized instruction to receive support in the specified area(s) in order to be successful in the curriculum.

Q: May I speak to the school psychologist without my child being evaluated for special education?
A: The psychologist is a member of the school team. You may make an appointment anytime to speak with the psychologist without having to have your child evaluated.

Q: My child is about to register for Kindergarten. How will the Allentown School District determine if my child needs Special Education Services? 
A: Once a child is enrolled in the district, Allentown School District's staff will review to determine eligibility. Your child can be recommended for a seamless transition, evaluation, or reevaluation. 

• Seamless Transition
  • No further data is needed to determine school age eligibility.
  • An Individualized Education Program is recommended.
  • A Notice of Recommended Educational Placement is presented for consent.
• Evaluation
  • A Permission to Evaluate will be sent home for written consent.
  • An evaluation is completed within 60 calendar days of received consent.
  • An educational program is recommended based on eligibility (Note: some students may not be eligible for school-age services)
• Reevaluation - no additional data is needed
  • Determines if your child has a school-age disability and if your child is in need of specially designed instruction.
  • A Reevaluation Report is completed using existing data, including a review of records, teacher input, parent input, and observation.
  • If a student is eligible for services, an IEP must be created and recommended within 30 calendar days.
• Reevaluation – Additional Data is needed
  • A Permission to Reevaluate will be sent home for written consent.
  • A Reevaluation is completed within 60 calendar days of received consent.
  • An educational program is recommended based on eligibility (Note: some students may not be eligible for school age services).

In Pennsylvania, in order for a student to be eligible for special education services, the student must meet two requirements:

1. First, the student must be identified as having one of the thirteen disabilities listed in the IDEA: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intel­lectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment.
2. Second, the student must also require specially-designed instruc­tion as determined by an evaluation team. Specially-designed instruction refers to the special methods, equip­ment, materials, and adaptations that are needed for students to be successful in school and to achieve their IEP goals. This may involve accommodations and/or modifica­tions to the general education curriculum.

As a parent, you are uniquely qualified to know your child’s learning strengths and weaknesses. If it is determined that your child is eligible for special education services, school professionals will utilize your knowledge in designing a special education program for your child’s benefit. Your child may be eligible for special education if your child:

1. Has an intellectual disability, emotional disturbance, an orthopedic impairment, a hearing impairment, deafness, a speech or language impairment, a visual impairment (including blindness), autism, traumatic brain injury, other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities and
2. Needs special education, as determined by an evaluation team. Your child must meet both qualifications in order to be eligible for special education. In Pennsylvania, all children eligible for special education have the right to a free, appropriate, public education (FAPE).

A child may be referred for the first (or initial) evaluation in different ways: You may ask your school to evaluate your child for special education at any time. This can be done by sending a letter to the principal of your child's school or by asking a school professional employee.

When a parent or school team member has a concern regarding the student’s progress, they should address their questions to the school guidance counselor. The guidance counselor and/or the instructional support teacher will schedule a team meeting with the parents and all required participants to discuss the request for evaluation. A Permission To Evaluate could be given to the parents to sign, which gives the psychologist permission to begin an evaluation. There will be a multidisciplinary team meeting to review the evaluation report within 60 calendar days after the PTE is signed.

Q: What does the evaluation process determine?
A: The evaluation determines whether your child has an educational disability AND whether your child requires specially designed instruction and/or related services. The report that is compiled and written by the evaluation team (which includes you, the parent) is called an Evaluation Report.

Q: Who participates in the evaluation?
A: The evaluation is conducted by an evaluation team.

• Under Pennsylvania regulations, the evaluation team must include a certified school psychologist when evaluating for these disabilities: Autism, emotional disturbance, intellectual disability, multiple disabilities, other health impairment, specific learning disability, and traumatic brain injury.
• Parents must always be part of an evaluation team.
• The regular education teachers are also a part of this team because they have been teaching the child, and know how the child performs in relation to his or her peers.
• A special education teacher, special education supervisor or other instruction specialist could also be a member of the evaluation team, because of their expertise.

School psychologists are uniquely qualified members of school teams who apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. Your school’s Psychologist will assist the multi-disciplinary evaluation teams to determine your child’s eligibility to receive special education services.

Q: How long does the evaluation take?
A: From the date that the parent/guardian signs and returns the PTE form to their school, that school has 60 calendar days to evaluate your child and notify you of the results. Note: The 60 calendar days do not include the summer months after a school year has ended.

Q: How do I get my child evaluated, if I suspect my child is eligible for special education?
A: As a parent, guardian, or advocate, you have a legal right to request that your public school evaluate your child for special education. Federal law, the Individuals with Disabilities Education Act as amended in 2004, gives you that legal right. States, through local school districts, must “identify, locate, and evaluate every child who may have a disability requiring special education services.” This is called “Child Find.” When there is suspicion that a child has a disability, parents and educators have a responsibility and a right to request a full, individual, comprehensive, multi-disciplinary evaluation. Parents may request an evaluation in writing. These requests should be sent to your child’s principal or the school district’s director or coordinator of special education. Parents should retain copies of all correspondence relating to their child and follow up with the school principal on the status of the request.

Q: What happens after an evaluation?
A: An evaluation team reviews all materials and writes a report called an Evaluation Report that states if your child has a disability and if your child needs special education. It makes recommendations about the type of services your child may need. The said recommendations will be developed at an Individualized Education Program meeting in which you (the parent) will be invited to participate.

Note: The evaluation or reevaluation, will inform you of additions or changes (i.e., Accommodations, Modifications) that are needed to help your child meet the goals in your child’s educational program described in your child’s Individualized Education Program.

• Accommodations are teaching supports and services that the student may require to successfully demonstrate learning. Accommodations change the “how” of learning but do not change expectations to the curriculum grade levels. Accommodations may involve special seating, frequent breaks, or extended time on tests.
• Modifications are changes made to the curriculum expectations in order to meet the needs of the student. Modifications are made when the expectations are beyond the student’s level of ability. Modifications may include modified homework assignments, alternate forms of assessment such as portfolios, and changes to the curriculum. Modifications change the “what” of learning.

As a parent, you are uniquely qualified to know your child’s learning strengths and weaknesses. School professionals will utilize your knowledge in designing a special education program for your child’s benefit.

NOTE: Children who have disabilities that substantially limit their participation in or access to school programs, but who do not need special education, may qualify for reasonable accommodations in the general classroom under Section 504 of the Rehabilitation Act of 1973 and other Pennsylvania education regulations. The rules – called Chapter 15 – that apply are different from those for students needing special education who qualify by meeting the two-part criteria listed above.

Least Restrictive Environment (LRE) – is an IDEA requirement indicating that children with disabilities, including children in public or private institutions or other care facilities, must be educated with children who are not disabled, to the maximum extent appropriate. Removal of children with dis­abilities from the general education environment occurs only when the nature and/or severity of their disabilities are such that education in general classes, with the use of supplementary aids and services, cannot be achieved satisfactorily.

Local Education Agency (LEA) – is a school district, charter school, or other educational entity responsible for providing a free, appropriate public education in accordance with Pennsylvania Department of Education statutes, regulations, and policies with or without support from other agencies.

Supplementary Aids and Services – are aids, services, and other supports provided in general education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate.

Types of Special Education Support – Learning Support, Life Skills Support, Emotional Support, Deaf and Hearing Impaired Support, Blind and Visually Impaired Support, Speech and Language Support, Physical Support, Autistic Support, Multiple Disabilities Support

Amount of Special Education Support – The following words and terms have the meanings listed unless the context clearly indicates otherwise:

• Full-time. Special education supports and services provided by special education personnel for 80 percent or more of the school day.

• Supplemental. Special education supports and services provided by special education personnel for more than 20 percent but less than 80 percent of the school day.

• Itinerant. Special education supports and services provided by special education personnel for 20 percent or less of the school day.

Occupational Therapy Information

Occupational Therapy Services contacts

Rashida Larkin
Special Education Supervisor
larkinr@allentownsd.org

Kerry Murgitroyde, M.S., OTR/L
OT Facilitator
murgitroydek@allentownsd.org

• A Parent’s Guide to Special Education for School-Aged Children
• All About Learning Disabilities Online

• Annual Notices of Special Education Services 

• Autism Services

• Autism Speaks

• Carbon Lehigh Intermediate Unit 21
• Cerebral Palsy
• Cerebral Palsy Guidance
• Children and Adults with Attention Deficit/Hyperactivity Disorder
• COMPASS (Health and Human Services in PA)
• Family Resources for Students with Complex Learning Needs
• Gaskin Settlement Agreement (Least Restrictive Environment)
• Gifted Education
  • 22 Pa. Code Chapter 16: Special Education for Gifted Students
  • Council for Exceptional Children
  • Notification of Parental Rights for Gifted Students 
  • Pennsylvania Department of Education - Gifted Education
  • Pennsylvania Department of Education - Gifted Education Guidelines
• Helping Your Child Learn at Home
• LANTA
• Lehigh Career and Technical Institute
• Office for Dispute Resolution (English) (Spanish)
• Office of Vocational Rehabilitation (OVR) - OVR is a state agency that serves people who have disabilities that present a substantial impediment to employment. Services are provided to individuals to prepare for, enter into, engage in, or retain competitive and viable employment.
• PaTTAN – Pennsylvania Training and Technical Assistance Network
• PBS Guide To Learning at Home with Pennsylvania
• Pennsylvania Bureau of Special Education
• Pennsylvania Department of Education
• Procedural Safeguards-Full Notice (English) (Spanish) 
• Special Education Resources for Families
• The Miracle League of the Lehigh Valley

• 504 Service Plan - A section 504 team determines whether a student has a mental or physical impairment through assessment and evaluation. If a student qualifies for 504 intervention, their support team will come up with a 504 Service Agreement (also called a 504 Plan). Students with a 504 Plan, along with parents and school officials, document the aids, services and accommodations afforded to every student to the maximum extent so that they can be educated alongside non-disabled peers. Some of these accommodations include communication procedures, emergency plans, physical activities, medical supplies and equipment, etc. Section 504 is part of the Rehabilitation Act of 1973. It is a federal law that protects individuals from discrimination based on disability. Under this law, individuals with disabilities may not be excluded from or denied the opportunity from certain programs. In schools, this means that the behavioral health team, led by the school counselor, teacher and school nurse works with the parent, student and any others providing support and services for a student that allows them to be successful and safe in school.
• Child Find English Spanish
• Family Educational Rights and Privacy Act
• Individuals with Disabilities Act - IDEA stands for the Individuals with Disabilities Education Act. IDEA provides Free Appropriate Public Education in the Least Restrictive Environment (LRE) possible for each student. To the maximum extent appropriate, as provided in the IEP, the student with a disability is educated with non-disabled peers.
  • PENN*LINK Message, August 30, 2023 
  • Letter to Families, English and Spanish
  • IDEA-B Policies and Procedure (Revised August 31, 2023)
• Procedural Safeguards Notice

For a student with an IEP, transition is defined as the shift for the student from school-based to post-school life.

• Post-secondary Education and Training:  In this section of the IEP, information is placed that outlines a student’s interest in college, vocational training, the military, law enforcement, or a licensing program.
• Employment: In this section of the IEP, information is placed that outlines a student’s interest in obtaining competitive employment either right after high school or after completion of post-secondary education.
• Independent Living:  In this section of the IEP, information is placed about where the student will live and how the student will access the community. 

2024-2027 Special Education Plan

2021-2024 Special Education Plan

Under Pennsylvania and federal laws, a student who meets the eligibility requirements for special education has the right to participate in the general curriculum in the Least Restrictive Environment (LRE). The program of support and services is described within the student’s Individualized Education Program (IEP). Providing a Free Appropriate Public Education (FAPE) for a student with a disability begins with the consideration of services in the LRE. The organization and delivery of special education services are planned in a flexible and responsive manner to accommodate the student’s special needs of eligibility without removing the student, unnecessarily, from the general curriculum. Supplementary aids and services received by the student are dependent upon his/her individual need. The Allentown School District promotes inclusive opportunities for all students.

The students shall participate in the general curriculum to the maximum extent appropriate, which may be adapted or modified. Eligible students may also be provided instruction through supplemental curricula. Supplemental studies are listed within this Program of Studies. A supplemental study may be selected when the curriculum option is deemed as not providing enough support. A program may be offered when the curriculum needs to be intensified in order to meet the instructional needs. The level of instruction is geared to the ability and needs of the student through the IEP. Supplemental studies are formed around the learning needs of the student whose programs are determined by his/her IEP. This plan is reviewed annually and revised as needed.

Transition planning begins at least at age 14. The IEP team will decide what courses will prepare the student for life after high school through this process. The IEP team, including the student and parent, will plan transition activities to prepare the student for post-high school experiences. Discussions during transition planning include: college or post-high school training; employment exploration; and independent living including recreation or leisure activities. This transition planning includes consideration of the types of courses the student will take during high school. Early planning encourages a coordinated effort between the present and future goals.

Students are encouraged to prepare for a post-high school education, whether it is college or a trade/technical school. Students who are considering college are encouraged to take the PSAT and SAT assessments, with or without accommodations. Some students may elect a vocational curriculum and attend the Lehigh Career and Technical Institute (LCTI). LCTI offers a full range of programs.

A student with an IEP may select dual enrollment (DE) or advanced placement (AP) courses provided he or she meets the prerequisites for the selected courses. Academic support is available to students in the DE and AP courses.

All students receiving special education services are guaranteed the opportunity to earn a high school diploma. To be awarded a diploma, the eligible student must successfully complete all required courses and credits, and meet performance standards on assessments.  An IEP team may determine that an eligible student will graduate through the IEP process.

Any student with a disability whose individualized education program as established pursuant to 22 Pa. Code §14.131 (relating to IEP) and ASD Policy No. 217 prescribes continued special education programs beyond the fourth year of high school, shall be permitted to participate in the commencement ceremonies with the student’s graduating class. The student receives a certificate of attendance, provided that the student has attended four (4) years of high school regardless of whether the student has completed the individualized program. A certificate of attendance is not a high school diploma.

Pennsylvania Alternate System of Assessment - 1.0 Percent Participation Threshold Justification 

The Pennsylvania Alternate System of Assessment - 1.0 Percent Participation Threshold Justification process was developed by the Pennsylvania Department of Education, Bureau of Special Education (BSE) in accordance with the Every Student Succeeds Act (ESSA). The ESSA requires Pennsylvania to ensure that the total number of students assessed in each subjected using the PASA does not exceed one percent of the total number of all students in the state assessed on the statewide assessments. Each local educational agency (LEA) must complete and submit the PASA 1.0 Percent Participation Threshold Justification to BSE if it anticipates that more than 1.0 percent of its students enrolled in grades 308 and 11 will be assessed using the PASA. A list of LEA's who anticipate exceeding the threshold will be made publicly available on the PDE website, in accordance with 34 CFR 200.6 (c)(3) regulations. LEA's must also make the document publicly available upon request, removing any personally identification information. Any LEA tat exceeds the 1.0 percent threshold may be subject to further review by BSE. 

Executive Director of Special Education
Brian Siket
siketb@allentownsd.org
484-765-4162