Special Education

Ferndale Public Schools provides an array of special education programs and services to meet the needs of students with a disability.  The Individualized Educational Plan (IEP) team, including parents, determines which program and/or services are appropriate for each student based on individual student needs and circumstances.  Per the Individuals with Disabilities Education Act (IDEA), IEP teams must ensure that every student is educated in the Least Restrictive Environment (LRE) with non-disabled peers, to the greatest extent possible, with supplementary aids and supports provided.  

District Programs

Ages 0-3- Early On and Early Intervention:

Early On and special education early intervention special education services are provided for eligible children from birth to 3 years of age and their parents/ families. 0-3 services follow a twelve-month calendar and are provided in natural environments such as the family home and/or other community settings.  Services focus on improving students’ communication, learning, mobility, and social skills via parent coaching, direct services provided to the child, and collaboration with family and community supports.  Parents/ families participate in services with an early intervention teacher/ case manager and/ or team (speech therapist, occupational therapist, and/or physical therapist).

Early Childhood Services in the Regular Preschool Classroom (1755):

Early childhood special education services such as special education teacher and ancillary services, supplemental aids/ supports, and positive behavior supports may be provided in the regular preschool classroom if/ when the need is identified by the IEP team.

Early Childhood Special Education Program (ECSE-1754):

A separate early childhood special education (ECSE) program is designed for children from 2 years 6 months to five years of age who are identified by a multidisciplinary evaluation team as eligible for special education services and who are not able to participate and make progress in a regular preschool classroom with special education services and supports.  The ECSE program follows the Ferndale Schools' regular district calendar (1/2 day program, 4 days per week) and addresses the delays and needs identified in each student’s IEP.  Ancillary services such as school social work, speech/ language therapy, occupational therapy, and physical therapy are integrated into the program and individualized based on each student’s IEP goals/ objectives and needs.

Elementary and Secondary Resource Program:

Elementary resource programs are available at Lower Elementary, Upper Elementary, Ferndale Middle School, and Ferndale High School for students in grades K-12.  Resource program support provides learning and academic supports and specialized instruction to enable students to achieve their IEP goals/ objectives.  Resource program services may be “push-in” (i.e. in the general education classroom setting) or “pull-out” (i.e. occur in a separate setting outside the classroom.)   

Program for Students with Moderate Cognitive Impairment:

The Moderate Cognitive Impairment (MoCI) program is available at Ferndale High School and is available to students in grades 6-12. This program may serve students with a range of disabilities, who have or function as if they have a mild to severe cognitive impairment.  Students participating in a MoCI program require individualized specialized instruction and participate in the modified general education curriculum called the Common Core Essential Elements.  The program focuses on daily living skills, job skills, personal and social skills, self-care skills, and functional academics. The students in the program are included in general education classes when it is appropriate as determined by the IEP team, and work towards/ earn a Certificate of Completion versus a high school diploma.

Self-Contained Resource Program (Cross-Categorical) for Students with Significant Disabilities:

Self-contained resource programs at Ferndale Lower Elementary, Ferndale Upper Elementary, and Ferndale High School are available to K- 12th grade students with varying disabilities, such as ASD, CI, PI and SXI. These programs focus on the development of communication, cognitive, social-emotional, self-help and vocational skills and follow the modified Common Core Essential Elements curriculum standards.  Students also participate in community-based instruction and pre-vocational skills instruction.  Opportunities in general education settings are provided based on individual student needs/ per each student's IEP.

Adult Transition Program & Services:

The Ferndale Adult Transition program and services, located at Ferndale High School, provides services to students ages 18-25 who continue to be eligible for special education and require transition-related programs and services to develop vocational, independence, social/ behavioral, communication, functional academic and adaptive/ independence skills to achieve post-secondary goals as part of their IEP.  Instruction and supports focus on skills such as independent/ daily living skills and employability. Students participate in pre-vocational skill instruction and participate in work-based learning in several community job sites with the support of the Adult Transition teacher and job coaches.  Students also participate in community-based instruction to improve their ability to successfully navigate and participate in community settings and tasks.  The program teacher and support staff partner with community organizations such as Michigan Rehabilitation Services, Macomb Oakland Regional Center (MORC) and public and small businesses in the Ferndale community to provide job sites and to ensure positive educational and life outcomes for students. Paraeducator support, job coach services, and ancillary services such as school social work, speech/ language therapy, occupational therapy and/or physical therapy are provided as identified in each student’s IEP. Adult Transition programming and services are individualized based on each student’s needs and goals identified in the IEP. 

Ancillary/ Support Services

Special education ancillary/ support services are available and provided, per student IEPs, at all levels and at all school buildings in the district.

Speech and Language Services:

Speech and language pathologists work with students who have communication impairments, including: articulation, voice, fluency, or language.  The speech and language pathologists may work with students individually, in small groups, or in the student's classroom.  Speech and language pathologists are also responsible for diagnostic evaluations, and scheduling and facilitating IEP team meetings for students receiving only speech and language services.

School Social Work Services: 

The school social worker assists students whose social, emotional and/or behavioral problems significantly impact educational performance for self and/or others.  They consult with parents and students, as well as, teachers and administrators.  The school social worker is a member of the multidisciplinary evaluation team, and coordinates services between the school and community.  The school social worker also leads the building/ team behavior support processes such as the completion of Functional Behavioral Assessments and Positive Behavior Support Plans for students with a disability.

Teacher Consultant Services (ASD, CI, EI, SLD):

Teacher consultants provide a variety of direct and consultative services and supports for students eligible for special education who spend a majority of time in the general education setting and also provide consultative support to other special education teachers and teams. 

School Psychologist Services:

The primary function of the school psychologist is to provide a comprehensive psychological evaluation of students being considered for special education services.  All students receiving special education must have a re-evaluation every three years.  The psychological evaluation may include assessments of ability, achievement and behavior.

Occupational and Physical Therapy:

Occupational and/or physical therapy is provided when the IEP team determines these services are necessary in order for the student to benefit from their education program.  Physical therapy requires a physician's prescription to provide service. The therapist evaluates a student's needs, develops and implements therapy programs, and provides consultative services.  

Assistive Technology:

Each IEP team is required to consider the child’s need for assistive technology (AT).  Specific assistive technology services may include: an evaluation of the student’s need for assistive technology, training of the student on how to use AT, modifications of AT, and other supports for school personnel.  Examples of assistive technology include training staff or student to add new vocabulary to an augmentative communication device or to scan new materials into a software program that reads text.  

Paraeducators:

Paraeducators provide direct and indirect support (with learning, classroom accommodations and supports, assistance with personal care or medical needs, assistive with adaptive/ daily living skills, etc.) to students with special needs under the supervision of a certified teacher or special education other professional.  

Center-Based Programs Outside the District 

Some students with a very significant level of needs and/or low incidence disabilities will need programs and services not available within Ferndale Public Schools.  Additional center-based programs are available throughout the county and placement is determined by the Individualized Education Program Team (IEPT). 

Oakland Schools

The Oakland Intermediate School District (ISD) is a valuable resource to Ferndale Public Schools and parents, especially in the area of training, support services, and evaluation.  It serves 28 school districts and many public school academies of Oakland County.  As an ISD, Oakland Schools can provide clinical, consultative, and instructional services.  Additionally, its Educational Resource Center provides library, media, and film services to educators.  Pupil and support services include the following: 

• Instructional Services
• Curriculum management  
• Center Program management  
• Teacher consultants  
• Speech and hearing clinic  
• Technology and information services