Special Education

Mission and Vision

The EPCHS Special Education Department is committed to providing support services to all students and to provide each student with disabilities a free and appropriate public education in the least restrictive environment. The District's perspective is that instruction can most effectively be provided through a collaborative environment between parents, teachers, students, case managers, and support staff. The courses offered in the Special Education Department align closely with the general education curriculum. 

Special Education Eligibility

Each student is entitled to a nondiscriminatory evaluation for any suspected disability. As part of the evaluation process for specific learning disabilities, EPCHS uses a Multi-Tiered System of Support (MTSS). MTSS includes high-quality instruction, targeted interventions, ongoing progress monitoring, and data-based decision-making to determine the need for special education services. 

If you are concerned about your child's learning ability, please contact your child's teacher, counselor, the principal or the Director of Special Education, Mary Kerrigan (708-398-1284). Requests should be made in writing and identify the nature of your concerns and how it impacts your child in school and school related activities. Within 14 school days, the school team will arrange a meeting to discuss the need for further assessments. 

A multidisciplinary team, including parents or guardians, teachers, and evaluation specialists, reviews all relevant data to determine eligibility. For students found eligible under IDEA special education and related services are provided through an Individualized Education Program (IEP) developed collaboratively with families. Special Education services are available to students who have been identified in one of the following categories: Intellectual Disability, Orthopedic Impairment, Specific Learning Disability, Visual Impairment, Hearing Impairment, Deafness, Deaf-Blindness, Speech/Language, Emotional Disability, Other Health Impairment, Autism, or Traumatic Brain Injury. 

Needs Assessment Survey

*The Individuals with Disabilities Education Improvement Act (2004) requires that a Needs Assessment Survey be conducted annually for the purpose of planning training opportunities for staff and parents. Your participation in this survey is voluntary. Please complete this SURVEY if your student currently receives special education services. The survey is also available in Spanish, Polish, Arabic and Urdu. 

Continuum of Services

EPCHS has varying levels of support to meet student needs ranging from off-campus programs through supports in the general education classroom. 

General Education Consult

Students receiving consultative services are enrolled in all general education classes. The case-manager will monitor the student's performance by collaborating with teachers on a limited basis. The case-manager will ensure that students are receiving his/her IEP accommodations in the general education environment. 

Co-Teaching Program 

Co-taught classes provide a certified subject area teacher, as well as a certified Learning Behavior Specialist (LBS I) teacher. These teachers work together in the general education environment to provide instruction and accommodations for our students with special education needs. 

Essentials Program

This program provides eligible students an opportunity to further develop their academic skills and knowledge. Each eligible student will have a case manager and an Individual Education Plan (IEP) that will identify recommended classes and services. Courses are designed to assist students in achieving credit towards graduation. Curriculum and instruction in the Essentials program directly mirror that specific general education course offering. We provide a higher level of structure and a smaller class size for the benefit of our students. Each class has a certified Learning Behavior Specialist (LBS I) teacher and also an instructional assistant.  

Out-Placements 

EPCHS utilizes a variety of out-of-district placements through A.E.R.O. Cooperative and Private Placements. Students that have been deemed in need of more behavioral or therapeutic supports could be placed in one of these settings. This is determined by the student's IEP team through the IEP meeting process. 

Related Services 

Students that have been determined to need related services as part of their IEP will receive such services in the frequency and duration as determined by his/her IEP team. EPCHS employs two full-time social workers, a full-time psychologist, a full-time nurse and a nurse's assistant. As a member of the AERO Cooperative of Special Education, we contract speech/language, occupational therapy, physical therapy, Board Certified Behavior Analyst (BCBA), in addition to other related services. We also contract Hearing/Vision/O & M services through DuPage County Special Education Association (SASED/CASE). 

Notice Regarding Access to IEP Related Service Logs

For a child with an individualized education program (IEP), the school district must create related service logs that record the type of related services administered under the child's IEP and the minutes of each type of related service that has been administered. The school will provide a child's parent/guardian a copy of the related service log at the annual review of the child's IEP and at any other time upon request. 

Translation/Qualified Interpreter Services

• EPCHS will provide a qualified interpreter at IEP team meetings upon request from parents/guardians whose native language is other than English. If a qualified interpreter is not available, the District may use outside vendors, including telephonic interpreters. 
• Parents/guardians, including those who are deaf or hard of hearing, may request an interpreter for IEP team meetings by contacting the student's case manager. Whenever possible, interpreter requests should be made at least three days prior to the scheduled meeting.  
• Parents/guardians have the right to request that the bilingual interpreter provided at an IEP meeting by the District serve no other role in the IEP meeting than as an interpreter, and the District will make reasonable efforts to fulfill this request. 

You have the right to request that the school district provide an interpreter for the meeting. You have the right to request that the interpreter serve no other role in the IEP meeting other than as an interpreter, and the school district should make reasonable efforts to fulfill this request. You can request an interpreter by contacting the Director of Special Education, Mary Kerrigan (708-398-1284). 

Section 504 of the Rehabilitation Act of 1973 

Students with disabilities who do not qualify for an individualized education program, as required by the federal Individuals with Disabilities Education Act and implementing provisions of the School Code, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the child (i) has a physical or mental impairment that substantially limits one or more major life activities, (ii) has a record of a physical or mental impairment, or (iii) is regarded as having a physical or mental impairment.