Professional Roles
You may have contact with many of the following individuals at some stage of the special education process. The following information is intended to provide information about their role.
Audiologist
The audiologist tests the student’s hearing to determine if the hearing is adequate for promoting the highest rate of learning. The audiologist also assists parents/guardians and teachers in managing hearing concerns.
Adaptive Physical Education
The Adapted Physical Education (APE) teacher is an educationally trained professional who is able to assess individual students and develop, adapt and implement specialized physical education programs in the motor domain.
Director Designee
A Director Designee in a school district acts as a representative at annual review meetings for students with special needs. This role involves ensuring that all team members, including parents and educators, participate fully in discussions about a student's Individualized Education Program (IEP). The Director Designee must be knowledgeable about special education services, the general education curriculum, and District resources. They have the authority to commit certain District resources and ensure that the services outlined in the IEP are provided.
School Counselor
The school counselor’s role will vary across schools. The school counselor may share information on ways to help the student improve their self-concept and communicate more effectively. Some school counselors have responsibility for academic scheduling, academic assessment coordination, transition programs and post-secondary advisement.
Occupational Therapist (OT)
An occupational therapist is a trained health professional that uses purposeful, goal directed activities and task analysis to enable a child with a disability to benefit from their individualized education program (IEP). Federal law mandates that occupational therapy (OT) in the school system be educationally relevant. The focus of OT services in a school setting is to promote functional independence or participation within the educational environment.
Orientation And Mobility (O&M)
Orientation and mobility services means services provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community.
Educational Interpreters
Interpreters for the deaf and hard of hearing who work as related service providers in a school setting are referred to as educational interpreters. The educational interpreter serves as a communication link and facilitator between deaf and hard of hearing individuals and those who are speaking to communicate (i.e., the teacher, classmates, or other school personnel).
Physical Therapist (PT)
Physical therapists work collaboratively with a student’s IEP team to improve student access and participation in school and community settings. Physical therapists provide professional expertise in the areas of self-help skills, foundational gross motor skills, mobility skills (transfers, walking, and equipment use), posture and positioning, and recreational skills for age-appropriate play. Physical therapy interventions promote skill acquisition and environmental adaptation and are commonly embedded within the context of student activities and routines.
School Administrator
The building principal oversees special education services within the school. Contact the principal if your concern remains unresolved after speaking with the case manager. A principal or assistant principal may also participate on the IEP team and serve as the district’s representative.
General Education Classroom Teacher
The classroom teacher will provide information about the daily social, emotional, and academic performance of the student in the general classroom. This information helps determine eligibility for special education services and reflects the progress of the student in a special education program. The general education teacher is often the grade level teacher in elementary school, and content specific teacher for grades 6-12 (i.e. Science, PE, Choir). They are responsible for teaching the grade level standards to the student.
Case Manager
Your case manager coordinates the IEP process and services. Contact your case manager first with questions about your student’s IEP, services or progress. Contact information is available in the IEP documentation or from the school office.
School Nurse
School nurses support student success by providing health care through assessment, intervention, and follow-up for all children within the school setting. The school nurse addresses the physical, mental, emotional and social health needs of students and supports their achievement in the learning process. These professionals not only provide for the safety and care of students and staff but also address the need for integrating health solutions into the education setting.
School Social Worker
The school social worker evaluates the social, emotional, and cultural factors affecting the student’s progress at school. The school social worker may work directly with the student or consult with parents/guardians, teachers, or community service providers to improve the student’s performance at school.
School Psychologist
School psychologists lower barriers to healthy learning and behavior through intervention, prevention, assessment, consultation, and advocacy. School psychologists work with parents/guardians, educators, and other mental health service providers to help each child develop resiliency, competence, and self esteem, resulting in improving the lives and learning of children and youth.
Special Education Teacher
The special education teacher helps to assess the academic functioning of the student and will design, implement, and evaluate the instructional programming to meet the student’s special education needs. The special education teacher may provide instructional and/or consultation services in a general education classroom, a self-contained classroom, or in a center-based program other than the neighborhood school.
Speech/Language Therapist
The speech/language therapist evaluates the student’s communication skills and provides direct services to the student to help improve speech, language, and social communication skills. The speech/ language therapist may also assist teachers and parents/guardians in educational programming to improve communication skills.
Teacher Of The Deaf/Hard Of Hearing
The teacher of hearing impaired provides evaluation and special programming for students who have an educationally-significant loss of hearing which would affect the ability to communicate with others. The teacher of hearing impaired may provide direct services to students and consultation services to parents/guardians and teachers.
Teacher Of The Visually Impaired
The teacher of the visually impaired provides evaluation and special programming for students who have significant vision impairment. The teacher of visually impaired may provide direct services to students and consultation services to parents/guardians and teachers, including orientation and mobility services.
Bridges (Transition) Coordinator
The Bridges coordinator assists in developing transition strategies that may be appropriate for the student and family. The Bridges coordinator provides information to staff, students, and family members regarding school/community programs and may assist in the transition from school to adult/community living.
School To Work Alliance Program (SWAP)
SWAP assists young adults with disabilities in the transition from school to employment, supports successful employment outcomes, and builds community connections. Explore SWAP eligibility, services and contacts.
Who May Act as a Parent Under IDEA?
Parent means: (a)(1) A biological or adoptive parent of a child; (2) A foster parent, unless State law, regulations, or contractual obligations with a State or local entity prohibit a foster parent from acting as a parent; (3) A guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the child (but not the State if the child is a ward of the State); (4) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or (5) A surrogate parent who has been appointed in accordance with § 300.519 or section 639(a)(5) of the Act. (b)(1) Except as provided in paragraph (b)(2) of this section, the biological or adoptive parent, when attempting to act as the parent under this part and when more than one party is qualified under paragraph (a) of this section to act as a parent, must be presumed to be the parent for purposes of this section unless the biological or adoptive parent does not have legal authority to make educational decisions for the child. (2) If a judicial decree or order identifies a specific person or persons under paragraphs (a)(1) through (4) of this section to act as the ‘‘parent’’ of a child or to make educational decisions on behalf of a child, then such person or persons shall be determined to be the ‘‘parent’’ for purposes of this section.
Find current Special Education contacts and guidance on whom to contact.