Special education services are mandated by federal law, the Individuals with Disabilities Education Act (IDEA). Under this law, some children may be eligible for the following services:
- Assessment: An individualized assessment to determine eligibility for services under one of the designated categories.
- Free Appropriate Public Education (FAPE): Education services that are appropriate in the least restrictive environment.
- Individualized Education Plan (IEP): Each child eligible for special education services will have a written education plan, reviewed at least annually.
Partnerships Provide an overview of partnering community agencies for special education or disability advocacy.
It is the philosophy of Bixby Public Schools that all children can and will learn, including those with disabilities. We are committed to providing a positive educational experience through a continuum of services that promotes individual skills, interests, talents, and addresses educational needs. We believe that we have substantial influence over individual student learning and success. For this reason, the emphasis of the special education department is on providing specialized instructional and educationally related services that focus on individual strengths in an appropriate setting on the continuum of services, from the general education classroom to special education classrooms.
When a student exhibits academic or behavioral difficulties, it is vital that a process for intervention be available to both students and teachers. Bixby Public Schools has a detailed building level intervention process, Faculty and Student Support Team (FASST), to assist when needed. Following the teacher talking with the student, parents and the building administrator or counselor, the learning issues must be addresses and intervention strategies developed. The site FASST should then address student needs for further interventions or assessments. The FASST process affords teachers the opportunity to utilize the educational resources available at the school sites. Interventions should be attempted and documented within the regular classroom. This process must take place for a specified period of time before students can be referred for special education assessment or interventions. If interventions recommended by the site intervention team are not successful, students may be referred to the Special Education Department for further assessments.
Special education services, defined on the IEP, must be provided in the least restrictive environment (LRE) on the continuum of services. That continuum ranges from full services in the general education classroom to special education classes to homebound instruction.