Introduction
July 31, 2009
PHILOSOPHY
The South Central Kansas Special Education
Cooperative, Interlocal #605, shall be referred to as the SCKSEC or
the Cooperative when the entire legal name is not used.
The South
Central Kansas Special Education Cooperative assures to the Kansas
State Board of Education that:
It is the
goal of the Cooperative to provide a full educational opportunity
to all disabled children and youth ages three to twenty-one and to
all school age gifted students in the school district served (The
gifted population of Pratt USD #382 and Skyline USD #438 are served
by their district program).
A free
appropriate public education (FAPE) will be made available to all
exceptional children of school age within its jurisdiction.
Each
exceptional student shall have the availability of all related
services required for that student to benefit from special
education. Related services include: art therapy, assistive
devices, assistive technology, audio, counseling services,
dance/movement therapy, early identification and assessment, music
therapy, occupational therapy, parent counseling and training,
psychological services, physical therapy, recreation, school health
services, school social work, special education administration and
supervision, special music education, speech therapy,
transportation, and medical services for diagnostic or evaluation
purposes.
School health
services will be provided, including procedures such as clean
intermittent catheterization, which allow any student to be
maintained in the least restrictive environment.
Occupational
therapy, physical therapy, paraeducators, transportation and
interpreters (for hearing impaired) shall be treated as special
education services if any student's IEP indicates that the student
cannot continue to function in regular education without the
service(s).
Exceptional
students will be provided a school day/school term that is the same
as that which is provided to non-exceptional students of the same
chronological age unless a shorter period of time is prescribed in
a student's IEP. Disabled children age five and under shall be
provided 465 hours of instruction in a center-based program.
A home based program or any proportional combination of the two programs may be prescribed in the child's IEP.
The special education instructional paraeducator is a team member who works alongside the special education and/or general education teacher. He/she not only frees the teacher from more routine tasks of the classroom, but also serves as an effective part of the educational team. With differentiated responsibilities, he/she carries out the programs developed by the special education and/or general education professional.
The underlining mission of the South
Central Kansas Special Education Cooperative as adopted by the
SCKSEC Board of Directors is "SCKSEC exists to assist member school
districts in providing specially designed instruction to
exceptional learners".
We are committed to the belief that our exceptional children will become productive, independent citizens of our communities. This shall occur through the partnership of the professional/paraeducator team in providing the appropriate education, training, and guidance.
SCKSEC PARAEDUCATOR BELIEFS
• The value of paraeducators and the complexity of their roles are
recognized as being important to the success of the SCKSEC mission
and the districts served.
• Paraeducators are respected and valued members of the educational
team.
• Paraeducators are critical to the social, emotional, academic and
vocational success of exceptional children and youth.
• Paraeducators play an active and essential role in their work
with exceptional children and youth by providing encouragement,
support, assistance, and advocacy.
• Communication among paraeducators, certified, licensed personnel,
and parents is carefully planned and carried out.
• Paraeducators understand the needs of children and youth and the
need for continued specialized training to meet ongoing student
needs.
• All paraeducators are provided with orientation and training
prior to initiating services and ongoing staff development to keep
updated on best practices and current, effective strategies.
• Paraeducators have a professional identity and advocate for their
profession by maintaining positive, supportive, cooperative, and
professional relationships.
• Teachers, administrators and other members of the educational
team enable paraeducators to be effective in their work by
providing resources, support, feedback, and assistance.
• Leaders at the state, regional, district, and building level
provide the system’s level support and resources to enable
paraeducators to be effective in their work.
