Special Services

Rob Dehnert
Director of Special Services
507-333-6002 | Email

Kari Woyda, Assistant Director of Special Services
507-333-6035 | Email

Olivia Sage, Early Childhood Coordinator
507-333-6455 | Email 

Patty Geary, Special Services Assistant
507-333-6004 | Email

Specialized instruction and related services to support students with disabilities.

Special education is specially designed instruction based on the needs of an individual student.  As required by law, Faribault Public Schools provides a free, appropriate public education to about 700 students with disabilities from birth through age 21 who attend both public and private schools.  A team develops, implements, and reviews each student's individual program.

The following range of services are provided depending on a student's individual needs:

• Students with disabilities functioning in the regular education program with the assistance of special education support services such as: consultation with the classroom teacher, monitoring progress, modification of the curriculum, or direct teaching within the regular classroom.
• Students with disabilities functioning in the regular education program but needing services outside the regular classroom.
• Students with disabilities whose primary placement is in a special education program with some mainstreaming in regular education.
• Students who, due to the intensity of their needs, are placed in specialized programs in locations other than their home school.

 

 

Early Childhood Special Education (ECSE) services are provided to children, ages birth to 6, who meet one or more criteria established by the Minnesota Department of Education. Children are identified through a multi-disciplinary evaluation process.

Disability areas include developmental delay, speech/language impairment,autism spectrum disorder,developmental cognitive disabilities, emotional or behavioral disorder, physical impairment, hearing impairment, visual impairment, and delays resulting from traumatic brain injuries or other health disabilities.

To qualify for service, children must demonstrate a substantial delay in development or have a diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay. A comprehensive evaluation determines whether children meet state entrance eligibility.

Early Intervention Services for children birth to 3 are provided in natural environments including home and child care settings. Parents and caregivers are an important partner in early intervention services.

Services for ages 3-5 are provided in a variety of settings including: community based preschool programs, Early Childhood Special Education classrooms, and individual or small group therapy.

Interagency Early Intervention Committee

A program to help families find resources that promote the development of their child. Family centered services provided at home and in the community for children birth to age 3. A developmental screening, and if necessary, an assessment can be done at no charge to the family.

Rice County Early Intervention offers at no cost information, support and referral services to families of children with special needs. Call(507) 333-6804 or (507) 649-0172

Section 504

A Federal law that prohibits discrimination against individuals with physical and mental impairments, and provides reasonable accommodation when an impairment impacts a major life activity.

Section 504 is a federal anti-discrimination law that protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education (29 USC §794,701 et seq.). Recipients of this federal financial assistance include public school districts, institutions of higher education, and other state and local education agencies. It requires a school district to provide a “free and appropriate education,” (FAPE) to each qualified student with a disability who is in the recipient’s jurisdiction, regardless of the nature or severity of the student’s disability (34 C.F.R. § 104.33(a). Under Section 504, FAPE provides regular or special education and related aids and services that are designed to meet the needs of individuals with disabilities as adequately as the needs of individuals without disabilities are met. 34 C.F.R. § 104.33(b)(1)(i).

Faribault Public Schools is committed to fulfilling the obligations of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. The district has systems in place to identify, evaluate and provide educational services to students with disabilities in a manner that is as similar to their non-disabled peers as deemed appropriate.

Parents and students have a right to request an evaluation if they suspect the student has a disability that affects their educational progress. Parents and students have a right to be part of the educational team that determines the methods of evaluation, the interpretation of the evaluation results and the development of the Individual Education Program (IEP) or 504 Plan should one be required. Parents and students who have questions regarding the process can contact the Special Services Department at 507-333-6004.

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Helpful Links:

Minnesota Rules
This link directs the user to the Minnesota Administrative Rules page concerning students with disabilities.

Minnesota Statutes
This link directs the user to the Minnesota Statutes page regarding special education.

Minnesota Department of Education
This link directs the user to the Minnesota Department of Education's home page.

Minnesota State Academy for the Blind
This link directs the user to the website of the Minnesota State Academy for the Blind.

Minnesota State Academy for the Deaf
This link directs the user to the website of the Minnesota State Academy for the Deaf.

The Total Special Education Systems (TSES) Manual

The Total Special Education Systems (TSES) Manual is designed to assist districts in achieving compliance with special education mandates and funding requirements.

The TSES Manual includes (1) descriptions of policies that local school districts are required to develop; (2) supplemental items that demonstrate compliance; and (3) relevant laws and regulations.

PLEASE NOTE:  Since federal regulations and state laws and rules continue to undergo changes, the TSES Manual includes references to laws that may, at times, conflict.  Whenever that occurs, if federal law is more restrictive than state law, it supersedes state law, but if state laws are more proscriptive, then they supersede federal law.

Section 1:  Due Process Procedures
Section 2: Special Procedures
Section 3: Due Process Rights
Section 4: Eligibility Criteria
Section 5: Program Standards
Section 6: Definitions
Section 7:  504 Plans

Faribault Public Schools Restrictive Procedures Plan  

Schools that intend to use restrictive procedures are required to maintain and make publicly accessible a restrictive  procedures plan for children.

Restrictive procedures mean the use of physical holding or seclusion in an emergency.

An emergency means a situation where immediate intervention is needed to protect a child or other individual from physical injury.

Restrictive procedures may be used only in response to behavior that constitutes an emergency, even if written into a child's Individual Education Program or Behavior Intervention Plan.

Restrictive Procedures Plan (Link to be updated soon)

Special Education Acronyms

CVSEC