Special Education

Special education in Vermont consists of specially designed instruction and related services provided at no cost to families to address the unique educational needs of students with disabilities. Eligibility and service delivery are defined under federal law through the Individuals with Disabilities Education Act (IDEA) and reinforced by Vermont State Board of Education rules. These laws ensure that eligible students are entitled to a Free Appropriate Public Education (FAPE) that supports meaningful educational progress.

Services are provided in the Least Restrictive Environment (LRE), meaning students are educated alongside their nondisabled peers to the greatest extent appropriate. Each eligible student receives services through an Individualized Education Program (IEP), which is developed and reviewed by a collaborative team that includes parents or guardians, educators, specialists, and administrators. The IEP outlines the student’s strengths, needs, goals, accommodations, and services, and instruction may occur in a range of settings depending on the student’s individual needs.

Vermont also provides Early Childhood Special Education (ECSE) services for children with disabilities from ages three through five, emphasizing early identification and intervention to support developmental and learning skills before kindergarten entry. Supervisory unions and school districts are monitored and reviewed on an ongoing basis, including annual evaluations, to ensure compliance with IDEA requirements and state regulations, as well as to promote continuous improvement in special education services statewide

Special Education Roles & Responsibilities

OESU recognizes that students have unique individual needs. We provide programs that meet the academic, physical, social, behavioral, and emotional needs of each student so that each student is afforded opportunities to succeed and positively contribute to their community.

Our Responsibilities:

Comprehensive Evaluations
IEPs with SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals and objectives
Related service provider screenings, evaluations, direct/indirect services, consultation
Collaboration with community organizations that support students and families
Special Educators who are knowledgeable in research-based programs and instructional practices as related to reading, math, and writing instruction
Trauma-informed Special Educators
Staff trained in Functional Behavioral Assessments and writing student success plans
Direct services that target identified educational needs and progress reports on student growth
Commitment to collaborate with families during the Evaluation and IEP development process

Learn More

Child Find Notice

As the school district of residence, OESU has the responsibility to identify and provide services to any child with special needs who may require special education and related services in order to access and benefit from public education.

If you have, or know of any OESU resident who has a child with a disability under the age of 21, or a child who attends a private school located within, we would like to hear from you.

Orange East Supervisory Union is required by Federal law to locate, identify and evaluate any child ages 3 and up who may require special education and related services in order to access and benefit from public education.

This includes individuals who are homeless, migrants, home schooled and/or individuals attending private schools.

The Federal Regulations for Special Education define a child with a disability as a child having an intellectual disability; a hearing impairment including deafness; a speech or language impairment; a visual impairment including blindness; emotional disturbance; an orthopedic impairment; autism; traumatic brain injury; a health impairment; a specific learning disability; deaf blindness; or multiple disabilities, and who requires specialized instruction or related services.

For children ages three through nine, eligibility for special education services may be determined under the classification of Developmental Delay.

Evaluations will be conducted in accordance with the procedures described in Section 300.530.300.535 of the Federal Regulations for Special Education and in accordance with the State Regulations for Special Education outlining the procedures for special education evaluations.

If you know of a child who resides in the towns of Ryegate, Groton, Wells River, Newbury, Bradford, Corinth, Topsham, or Thetford and who might have a disability as described, please contact the principal of your school or contact studentservices@oesu.org or 802-222-5216 x6114.

Special Education Process

Special Education Eligibility

Eligibility for Children Ages Three (3) to School Age
Category Related Services

Eligibility for Children Ages Three (3) to School Age

A child must show a delay in one of the following developmental areas: speech, language, personal, social, adaptive, fine or gross motor skills and/or cognitive skills. Children who demonstrate a delay are eligible for services and an Individual Education Plan (IEP) is developed to meet their needs; and/or
Children who have a medical condition diagnosed by a physician that poses a high probability of a developmental delay before entering kindergarten are eligible for services.
Children who are identified by Children’s Integrated Services and have at least a 25% delay in one area may potentially be eligible by the time they reach their third birthday are also eligible for services.

Category Related Services

Related Services (such as Occupational Therapy, Speech-Language, and Physical Therapy)

What are the differences between Educational and Medical Models for Related Services?

It can be confusing trying to determine what is educationally-based versus medically-based services. The descriptions below can assist with understanding the difference between the two types.

Educational Model

A referral or evaluation is initiated by the academic team (parents, teachers, related service providers, special educators, etc.) based on concerns about how specific challenges impact a student’s ability to access, participate in, or benefit from the school environment.

To receive school-based services, a student must qualify for an Individualized Education Program (IEP) or receive accommodations through a Section 504 Plan.

A medical diagnosis or doctor’s prescription is not required.

The educational team collaboratively develops goals, and therapists provide recommendations on how services will support IEP goals or 504 accommodations.

Services are provided at no cost to families and are included as part of the IEP.

Therapy focuses on improving the student’s ability to learn, participate, and function as independently as possible within the educational setting.

Services are delivered during the school day, ideally within the classroom and alongside peers whenever appropriate.

Services are available to students ages 3 through 21.

Documentation follows state and federal education regulations related to IEPs and 504 plans.

Discharge from services is based on progress toward IEP goals and is determined collaboratively by the team, with input from the therapist.

Medical Model

Services are initiated based on a medical diagnosis and a prescription or referral from a physician, which leads to a discipline-specific evaluation.
The therapist determines treatment goals and the frequency and duration of services needed.
Therapy is typically billed through insurance, and families may be responsible for copays or out-of-pocket expenses depending on their insurance coverage.
Therapy focuses on treating, reducing, or managing symptoms, impairments, or medical conditions.
Services are provided in a clinic, hospital, or home setting (for children under 18) and occur outside of the school day.
Services may be provided to individuals of any age.
Documentation emphasizes medical necessity and follows insurance and healthcare guidelines.
Discharge is based on progress toward treatment goals and/or insurance limitations or guidelines.

Early Childhood Special Education

Orange East Supervisory Union early childhood special education services are integrated into our Early Childhood Program whenever possible. This model provides the opportunity for students with diverse needs to play and develop together. Early Childhood Special Educators identify children with developmental challenges and provide child-centered early childhood special education services. These services allow children to participate in typical early childhood activities to the best of their abilities, to reach their full learning potential, and to prepare them for the next learning environment.

Educational Services

Licensed Early Childhood Special Educators help preschool age children develop important skills through support to families and access to local preschool settings.

Preschool children’s age-appropriate development is supported through:

Free developmental screenings in a comfortable play-based setting using Ages and Stages questionnaires
Identifying typical development
Identifying developmental challenges
Providing child-centered early childhood special education services that allow a child to ~
- participate in typical early childhood activities to the best of their abilities
- reach their full learning potential
- prepare them for the next learning environment

Eligibility for Services

To qualify for Special Education services:

A child must show a delay in one of the following developmental areas: speech, language, personal social, adaptive, fine or gross motor skills and/or cognitive skills. Children who demonstrate a delay are eligible for services and an Individual Education Plan (IEP) is developed to meet their needs; and/or
Children who have a medical condition diagnosed by a physician that poses a high probability of a developmental delay before entering kindergarten are eligible for services.
Children who are identified by Children’s Integrated Services and have at least a 25% delay in one area may potentially be eligible by the time they reach their third birthday are also eligible for services.

Screenings & Evaluations

Vermont Special Education Procedures and Practices Manual

Parental Rights in Special Education

Special Education Rules

VT Special Education Rules

Rights of Parents of Students with Disabilities

Notice of Procedural Safegaurds

Rights of Parents of Students with Disabilities

Resources

Vermont Family Network

Clara Martin Center Same Day Access

US Dept. of Ed: Individuals with Disabilities Education Act (IDEA)

Updates & Notices

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As defined by the federal Individuals with Disabilities Education Act of 2004. Special Education is clearly defined through both federal and state regulations. All Orange East Supervisory Schools comply with these regulations.

District

In This Section

Special Education

Special Education Roles & Responsibilities

Learn More

Child Find Notice

Special Education Process

Special Education Eligibility

Eligibility for Children Ages Three (3) to School Age

Category Related Services

Related Services (such as Occupational Therapy, Speech-Language, and Physical Therapy)

What are the differences between Educational and Medical Models for Related Services?

Educational Model

Medical Model

Early Childhood Special Education

Educational Services

Eligibility for Services

Screenings & Evaluations

Vermont Special Education Procedures and Practices Manual

Parental Rights in Special Education

Special Education Rules

Rights of Parents of Students with Disabilities

Resources

Updates & Notices