Services

Physical therapists and occupational therapist evaluate fine and gross motor function.  The therapists assist teaching staff to develop realistic adaptive equipment, as needed for positioning and independence.

Physical therapists and occupational therapist evaluate fine and gross motor function.  The therapists assist teaching staff to develop realistic adaptive equipment, as needed for positioning and independence.

The Psychological Services is composed of three psychologists and one part time diagnostician.  Test are completed in the students home school.

Eligibility Catergories

• Blind/Low Vision
• Cognitive Disability
• Language/Speech Impairment
• Specific Learning Disability
• Autism
• Deaf and Hard of Hearing
• Development Delay
• Emotional Disability
• Multiple Disabilities
• Other Health Impairment
• Orthopedic Impairment
• Traumatic Brain Injury

he Daviess-Martin Special Education Transition strives to empower individuals as they prepare today for their lives tomorrow by coordinating or creating resources and opportunities within the community to achieve personal, societal and career goals.  Vocational Rehabilitation and Bureau of Developmental Disabilities are two of the many agencies that we collaborate with to assist independence upon life after high school.

Functions of Transition Planning

A. Introduces the family to adult services
B. Determines necessary supports for employment and community     living
C. Provides information to adult service agencies regarding     individual needs
D. Provides information critical to determining appropriate IEP     goals. Through the IEP, parents and educators can target skill

Through the IEP, parents and educators can target skill
development necessary for a smooth transition.

Sample Choices for
Desired Post-School Outcomes

Employment

1. None due to expected enrollment in post-secondary ed
2. Competitive employment (no need for support)
3. Competitive employment (time-limited support)
4. Supported employment (infrequent support)
5. Supported employment (daily support)
6. Other (describe)
_____________________________________________________
Post-Secondary Education or Training

1. None due to expected post-secondary employment
2. College or university (no need for support)
3. College or university (needs support)
4. Technical/trade school (no need for support)
5. Technical/trade school (needs support)
6. Adult education classes (no need for support)
7. Adult education classes (needs support)
8. Other (describe)
_____________________________________________________
Residential

1. With parents or relatives
2. Independent living (no need for support)
3. Independent living (time-limited support)
4. Independent living (ongoing, but infrequent support)
5. Independent living (daily support)
6. Group home living (supervision)
7. Group home living (supervision and training)
8. Group home living (skilled nursing)
9. Other (describe)
_____________________________________________________
Recreation and Leisure

1. No assistance required for person to participate in community recreation and leisure activities
2. Time-limited support needed for person to participate in community recreation and leisure activities
3. Ongoing, infrequent support needed for person to participate in community recreation and leisure activities
4. Ongoing, daily support needed for person to participate in community recreation and leisure activities
5. Other (describe)

(a) When appropriate, students with disabilities shall be transported with non-disabled students.

(b) The public school corporation of legal settlement is ultimately responsible for transportation of students with disabilities. Under a comprehensive plan or joint services agreement, interlocal or cooperative arrangement, responsibility for transportation may be delegated. Transportation as a related service, under 511 IAC 7-28-1(o), may be necessary for a student to receive special education and related services as specified in the student’s individualized education program.

(c) Whenever the transit time of a student with a disability exceeds the transit time of non-disabled students of comparable age in the same school corporation, the school corporation of legal settlement shall place a written student-specific justification for the excess transit time in each affected student’s record. A local policy limiting transit time is applicable to students with disabilities.

(d) The parent of a student with a disability shall not be required to provide transportation. If the parent does transport the student, pursuant to a written agreement with the public agency, the public agency shall reimburse the parent at no less than the per mile rate at which employees of the public agency are reimbursed.

All students must have a transportation packet on file if the student will be receiving transportation from Daviess-Martin Special Education Co-op.

Decisions about appropriate uses of technology to assist each individual to become as independent as possible are based upon a systematic, ongoing assessment of needs, capabilities, and interests of the learner.  The Daviess-Martin Special Education Cooperative has embraced a “team” approach to such evaluation processes.  The technology evaluation team is comprised of individuals with expertise in various areas of disabilities, which will be involved in the process of recommending and implementing appropriate educational interventions with technology.

What if I think my child may have special needs?
Contact the Daviess-Martin Special Education Cooperative at 812-254-1530 and ask to speak Mr. Chad Ballengee. He will take initial information and advise you of the next step in the referral process. If your child is under the age of three, he or she may be eligible for early intervention through First Steps.

There are general ages at which children should be able to do certain things. The following may help you determine if your child could benefit from a referral for early intervention services.

Two Years

Three Years

Four Years

Five Years

Special Education services are available for eligible children ages three through five. Early intervention is important for children with special needs.

The Daviess-Martin Special Education Cooperative provides special education services for eligible preschool children.  Preschool children are referred for an educational evaluation through child find activities.  Kara Hoffman is our Preschool Administrator.