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Special Education Services

Special Education Services

The Hennessey Public School provides special education for students who are determined eligible within 13 special education categories as defined in the Oklahoma Policy & Procedures Manual. Hennessey Public School will follow the policy & procedures set forth for all children ages 3-21. Referral procedures shall document the review of existing data to assist the school, the parent/guardian, and other qualified professionals in determining evaluation information, which may be necessary to determine whether the student may have a disability, which requires special education/related services. The team will gather all the components that are needed to determine eligibility. Eligibility of a student depends upon the conclusion of the multidisciplinary evaluation and how it adversely affect the students educational performance. Two factors must be ruled out: Lack of instruction in Reading or Math and Limited English Proficiency. If the student meets the criteria for one of the special education categories, the team will develop an individual education plan. This plan details the services to be offered to the child and is reviewed at least annually. These services may include educational services, speech pathology, occupational therapy, and physical therapy.


  • Intellectual Disabilities: Significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance. 
  • Deafness Impairment: Hearing Impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance.
  • Hearing Impairment: Hearing Impairment in hearing whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness.
  • Orthopedic Impairment: A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). 
  • Multiple Disability: Concomitant impairments (such as mental retardation and blindness; mental retardation and orthopedic impairment, etc,), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. 
  • Specific Learning Disability: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. Lack of instruction in mathematics or reading, or limited English proficiency, must be ruled out as the determining factor. 
  • Speech and/or Language Impairment: A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance. 
  • Other Health Impairment: Having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to educational environment, that is due to chronic or acute health problems such as attention deficit disorder or attention deficit hyperactivity disorder, a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes and adversely affects a child's educational performance. 
  • Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. 
  • Emotional Disturbance: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a childs educational performance:
    *inability to learn that cannot be explained by intellectual, sensory, or health factors.
    *inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
    *inappropriate types of behavior or feeling under normal circumstances 
    *a general pervasive mood of unhappiness or depression
    *tendency to develop physical symptoms or fears associated with personal or school problems

    The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

  • Autism: A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a child educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
  • Visually Impaired: Impairment in vision that, even with correction, adversely affects a child's educational performance. The term include both partial sight and blindness.
  • Deaf-Blindness: Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.