Burlington Public Schools

           Chapter 766 of the Acts and Resolves of 1972 (M.G.L. c.71B), regulations promulgated by the state’s Department of Education, 603 Code of Massachusetts Regulations (CMR) 28.00, as well as the federal No Child Left Behind legislation, impose certain requirements on school districts to provide services to students with special needs. In recognition of its responsibilities as defined by these statutory requirements, the Burlington Public Schools has implemented a variety of programs and related services for at-risk students and students with special needs that enhances the quality of education for all students within the District. These programs, which are available to all students from ages pre-school through grade 12, are designed not only to meet the state and federal requirements for the provision of these services, but also to foster high academic standards aimed at improving educational outcomes for both special needs and at-risk students.

           As required by the aforementioned statues, the Burlington Public Schools advocates an inclusionary approach to program services. To this end, the Special Education Department is committed to educating each student in the appropriate least restrictive setting.  All efforts will be made to ensure that children will be educated with their peers when appropriate. However, inclusion does not exclude the use of special classes, when supplementary aids and services are insufficient to provide an appropriate education in a student’s regular classroom. Rather, inclusion emphasizes the establishment of the full continuum of services and affirms the least restrictive environment. The following is a brief description of the types of Special Education and related services offered by the Burlington Public Schools:

           Special Education teachers provide individualized small groups, and one to one instruction to students who are unable to make satisfactory progress in regular classes because of academic, social, or emotional problems.  The extent of services each student receives from the Special Education teacher is dependent upon each student's individual needs.  Special Education teachers provide support in the areas of learning that are needed.  Teaching approaches are adjusted to the strengths and weaknesses of each student, so that successful learning can take place.  Instruction is provided individually, in small groups or in regular classes.  Special Education teachers work closely with the regular classroom teachers regarding the instruction of students, provide direct support to students, and help classroom teachers make adjustments to the regular programs so that students can meet with success. 

           Speech/Language Therapists provide diagnostic testing and therapy in the areas of articulation, language development, voice and fluency to students.  As each child is different, each speech impediment is different either in nature or degree.  Therefore, each child or small group must have a program built according to individual needs.  In addition to providing direct services to students, the Speech/Language Therapists are also responsible for conducting individual evaluations and re-evaluations, participating in TEAM meetings, parent conferences, and teacher consultations, as well as writing diagnostic reports and educational plans.

           The Adaptive Physical Education program provides instruction in developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities.  Special Education students in need of adaptive physical education are recommended through the TEAM evaluation process and the service is part of the student’s IEP.

           Occupational Therapy is provided to students who exhibit special needs in visual perception, fine motor, sensory-motor and/or visual motor integrative areas.  Services are delivered utilizing pull-out, inclusive and consultation models. The three major program goals of occupational therapy are to provide: direct service to students requiring specialized approaches to perform in sensory motor areas related to academic performance; consultation to special and regular education teachers and other school personnel on appropriate modifications within the classroom setting; and assessment of students referred for occupational therapy screening and evaluation.

           Physical Therapy helps special education students overcome and/or alleviate neuro-muscular and motor skill problems that impede the process of academic learning and independent functioning.  In order to promote motoric development throughout the day, the physical therapist consults and coordinates efforts with teachers, parents, administration, physicians, and special service providers.  Through the Special Education process, students are referred for physical therapy assessment and service

           Two (2) full time school psychologists are presently employed to conduct individual psychological evaluations as required.  The psychological assessment provides educational recommendations based on developmental and social history, as well as observations of the child’s attention, behavioral and cognitive processes.  The psychological assessment provides the TEAM with information about the child’s current cognitive functioning and may include information about a child’s view of himself as a student and as a member of the school community.