The School Psychologists Page
The School Psychologist’s Page
Hello. My name is Brenda Ewing and I am the School Psychologist for Michael E. Smith Middle School and South Hadley High School. As part of the Special Education team in both schools, I am involved in assessment for students with IEP’s or students who are struggling in their classes in some way. I also consult with parents, teachers and support staff about behavioral or educational problems our students may be having. In this role, my goal is to help our students succeed academically, socially and emotionally.
Who Are School Psychologists?
Put your cont Who are School Psychologists? School psychologists are specialists in both psychology and education. I have a Master’s degree in education and have taught at the high school and adult levels. I also have a Master’s degree in Psychology and an advanced degree in School Psychology (C.A.G.S.). I am licensed by the Massachusetts Department of Education and will soon have my certification through the National School Psychology Board (NASP). ent hereWhat if my child is having problems in school?
If you are concerned about your child’s academic progress, please speak with your child’s classroom teacher. Your child’s teacher can work with you to explore your child’s learning profile. Your child’s teacher can also ask the assistant principal to coordinate a Response to Intervention Team, which would allow a team of professionals to work with you to use research based interventions within a strategic plan. You can expect that this team will reconvene at regular intervals to asses the success of the interventions. This is all work that is done prior to a special education referral.What is Special Education?
What is Special Education?
The purpose of special education is to allow a student to successfully develop his or her individual educational potential. Special Education is intended to serve students with disabilities so that such students are able to have the same full educational opportunities as their non-disabled peers.
Special education services are specifically designed instruction and related services that are necessary to allow the student to access the general curriculum. The instruction is designed to meet the unique needs of each individual.
Children receiving special education services may have a disability in any of the following areas: autism, health, physical, developmental, sensory, intellectual, neurological, emotional, speech and communication, or specific learning issues.
The requirements regarding special education are based on state and federal law. The relevant laws are as follows:
State Law: The State special education law, popularly known as "Chapter 766" is contained in the Massachusetts General Laws (MGL) at Chapter 71B. The regulations implementing the statute are found in the Code of Massachusetts Regulations (CMR) at 603 CMR, Section 28.00.
Federal Law: The federal special education law is known as "IDEA" (Individuals with Disabilities Education Act.) It is contained in the United States Code at 20 USC Sec. 1400. The implementing regulations for IDEA can be found in the Code of Federal Regulations (CFR) at Chapter 34, Section 300.
For additional information on Chapter 766 and IDEA go to www.doe.mass.edu/sped/laws.html.
How Do I Find Out If My Child Needs Special Educat
This information is taken directly from the Pupil Personnel Services page from the South Hadley Public Schools web site: http://www.shschools.net/special-education
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A student must receive a complete and comprehensive evaluation to determine if s/he has a disability and is eligible for special education.
Referrals for special education services are made for varying reasons, including a concern that a student may have a disability or knowledge that a student has a diagnosed disability.
Any person in a care giving capacity in relation to the student may make a referral for an evaluation, including:
- A parent
- The student's primary care physician
- A teacher
- An early intervention service provider
No evaluation can be conducted without written consent from the parent/legal guardian. The school district cannot refuse to evaluate a student who has been referred for an evaluation, however the DOE does strongly recommend that the team systematically evaluate general education interventions, and that they be documented, prior to a formal evaluation for special education. The school district must be prepared to use existing evaluative information and to conduct assessments in all areas related to the child's suspected disability.
Special education eligibility is based upon evaluations of all areas related to the suspected disability. To view Massachusetts Department of Education descriptions of the disability categories, click here
For additional information download the document formerly known as the "Parents Rights Brochure" or go to www.doe.mass.edu/sped and click on IEP Process, Forms and Notices and select "Is Special Education the Right Service? A Technical Assistance Guide."
