Special Ed Section of the DCSD Web Site

elcome to the Dubuque Community School District Special Education Web Page! Each child is a gift. It will take all of us working together to untie the ribbons!

Director of Special Education:
Lynn Helmke
The Forum
2300 Chaney Road
Dubuque, Iowa 52001
563-552-3078

Special Education and Literacy Curriculum in the Dubuque Community School District

A balanced literacy approach is necessary for our students to learn to read and write and to function successfully in their classrooms. Learn about our program grade by grade.

This is the Iowa Special Education Rules (in PDF) from the Iowa Department of Education. It is the definitive resource we use to interpret all aspects of special education as it's administered and implemented in the Dubuque Community Schools. If you have a special needs student, you may wish to consult this document (nearly 120 pages but it will download quickly). Click here.

ACADEMIC CONTENT: post secondary education, adult education
SELF-DETERMINATION: advocate for self, know rights, make own decisions
DAILY LIVING SKILLS: care for self, cleaning, cooking
HEALTH & PHYSICAL CARE: what to do when ill, emergency issues, making appointments, medication management
REC/LEISURE: age appropriate activities, how to schedule activities, learn about and join various clubs and organizations within the community
MOBILITY: how to use public transportation, get and maintain own drivers license
MONEY MANAGEMENT: budgeting skills, purchasing items, writing checks, how to open and maintain a checking and savings account
SOCIAL SKILLS: how to interact with co-workers and neighbors, appropriate behaviors in the community, how to develop and maintain friendships
WORKPLACE READINESS SKILLS: completing a resume, completing applications, interview skills
OCCUPATIONAL SKILLS: following directions, ask for assistance, teamwork, learning from mistakes, good attendance

Transition makes education relevant to the student via the IEP process and is based upon the following:

Identify your post-school desires, wishes, and concerns for your child in the major transition areas of work, adult living, post secondary education and community involvement. Share and discuss these with your child, educators and adult service professionals.
Three to four years prior to your child’s planned exit from secondary education, develop a long-range plan and statement of needed transition services to be included on your child’s IEP in the areas of instruction, employment, community experience and adult living skill development.
Take an active part in your child’s IEP to make sure long-range goals are addressed early and updated annually.
Made sure vocational training is part of your child’s IEP.
Participate and reinforce the activities in the classroom and in the community that will prepare and help your child to succeed in the adult world.
Work with your child at home and in your community to promote appropriate behavior, good grooming, handling of money, good attendance and completion of responsibilities.
Encourage your child to take an active role in their IEP.
Allow your child to be as independent as possible with opportunities to explore and take part in community recreation/leisure, transportation and vocational experiences.
Allow and encourage your child to take responsibilities in the home that will help to prepare him/her for living as independently as possible.
Become familiar with adult programs and services in your community or area.
Begin financial planning early for adulthood.
Discuss and develop a plan for guardianship, conservatorship or estate planning if deemed appropriate prior to your child’s 18^th birthday.

The Transition Facilitator is available to assist families in becoming knowledgeable about community services that can assist their child while in school and for adult life upon graduation. Transition areas and services can be discussed at your child’s Individualized Education Plan (IEP) or through individual family meetings.

The Transition Facilitator also implements the Super Senior Program and assists with the School-To-Work Program for students with disabilities.

ADA – (Americans with Disabilities Act) Federal law requiring accommodations for people with disabilities in the community and work place.

Adapted Physical Education – A diversified program of developmental activities, games, sports, and rhythms suited to the interests, capabilities, and limitations of children with disabilities who may not successfully engage in an unrestricted regular physical education program.

ADHD – (Attention-Deficit Hyperactivity Disorder)- A syndrome generally characterized by inattention, distractibility, impulsivity, and hyperactivity. It is further categorized into three subtypes: behavior marked by hyperactivity and impulsivity but not inattentiveness; behavior that is marked by the reverse characteristics; and a mixed type.

Area Education Agency (AEA) – An intermediate educational unit created by Iowa Code chapter 273. This agency is often referred to in the Dubuque Community School District area as "Keystone".

Aspergers Continuum Syndrome - Hans Aspergerin in 1944 labeled this disorder "Autistic Psychopathy". The cause is unknown. There is a possible relation to autistic disorder (Autism). The child with Asperger's disorder exhibits below-average nonverbal communication gestures, fails to develop peer relationships, has an inability to express pleasure in other people's happiness, and lacks social and emotional reciprocity. Symptoms may include all or some of the following: abnormal nonverbal communication gestures, failure to develop peer relationships, markedly impaired expression of pleasure in other people's happiness, lack of social or emotional reciprocity, inflexibility in adhereing to specific routines, finger flapping, twisting or whole body movements and/or preoccupation with parts of whole objects.

Assistive Technology Device – Any item, piece of equipment, or product system that is used to increase, maintain, or improve functional capabilities of individuals with disabilities, but shall not include individually prescribed medical devices, such as eyeglasses and hearing aids.

Assistive Technology Service – Any service that directly assists an eligible individual in the selection, acquisition, or use of an assistive technology device. Keystone AEA has an Assistive Technology Team.

Audiologist – A trained person who applies principles, methods and procedures for analysis of hearing functioning in order to plan, counsel, coordinate and provide intervention strategies and services for individuals with deafness or hearing impairments.

Autism – A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before the age of three, that adversely affects an eligible individual’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and sterotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Children with PDD or autism vary widely in abilities, intelligence, and behaviors.

Behavior Disorder – A condition with one or more behavioral characteristics that are:

exhibited at either a much higher or much lower rate than is appropriate for one’s age;
documented as occurring over an extended period of time in different environmental settings within the school and home or community; and
interfering consistently with the student’s educational performance. This interference with educational performance shall not be a result of intellectual, sensory, cultural, or health factors that have not received appropriate attention.

Books on Tape – A service provided to students through the IEP process. Textbooks are provided on tapes for individuals to listen to their books being read. Materials provided to qualifying individuals include the following items: cassette players, tapes, headset, and carrying case. The forms are available in the buildings from the special education teachers through the IEP process.

Case Facilitation – Process by which all agencies, including the school, working with family meet and coordinate services through the Department of Human Services.

Case Management – Coordination through the Department of Human Services that helps persons with developmental disabilities in using needed social, medical, educational and other services.

Children with Disabilities – All exceptional children except those identified as gifted.

Communication Disability – A disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects an individual’s educational performance.

Consultant – The special education instructional specialist who provides ongoing support to special and general education instructional personnel delivering services to eligible individuals. The consultant participates in the identification process and program planning of eligible individuals as well as working to attain the least restrictive environment appropriate for each eligible individuals as well as working to attain the least restrictive environment appropriate for each eligible individual. The consultant demonstrates instructional procedures, strategies, and techniques; assists in the development of curriculum and instructional materials; assists in transition planning; and provides assistance in classroom management and behavioral intervention.

Curriculum – A continuum of learning experiences provided by an educational institution that are intended to lead to the acquisition of certain knowledge, skills, processes, values, and attitudes.

Curriculum Based Measurement (CBM) – A set of procedures for repeatedly measuring and evaluating a student’s progress over time and which involves standard academic curricular tasks, analysis of learning trends and allows for selection of the most effective and appropriate instruction.

Curriculum Content – The concepts, themes, topics, facts, knowledge, skills, processes, values, and attitudes presented for student learning.

Curriculum Materials – Materials chosen to deliver the content of the curriculum include both print and nonprint, text and supplementary, published and teacher- or student-produced material, other books, films, records, tapes, pictures, software, artifacts, and media sources. Materials used for an inclusive curriculum reflect diversity, gender equity, and disability awareness.

Director of Special Education for Dubuque Community School District is Lynn Helmke (563-588-5112).

Disability – A disability is any physical, sensory, mental, or emotional condition or characteristic that materially limits one or more major life activities; it is also known as a handicap, although disability is the currently preferred term.

Due Process – A procedure, guaranteed by federal law, for resolving disputes regarding special education services.

Dyslexia – One of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling

Early Childhood Special Education (ECSE) – Special education and related services for those individuals below the age of six.

Early Intervention Services – Services prided to the entire famile, however, eligibility is determined based upon the child’s needs. To be eligible for services a child must be under the age of 3 years and have one of the following: (1) at least 25% delay in one or more of the following areas: cognitive, physical, communication, social or emotional, or adaptive/self-help skills; or (2) a diagnosed physical or medical condition that has a high probability of resulting in a developmental delay.

Eligible Individual (EI) – An individual with a disability who is handicapped in obtaining an education and who is entitled to receive special education and related services. The term includes an individual who is over 6 and under 16 years of age who, pursuant to the statutes of this state, is required to receive a public education; an individual under 6 or over 16 years of age who, pursuant to the statutes of this state, is entitled to receive a public education; and an individual between the ages of 21 and 24 who, pursuant to the statutes of this state, is entitled to receive special education and related services. In federal usage, this refers to infants, toddlers, children and young adults.

Exceptional Children – Those children who have autism, mental retardation, specific learning disabilities, hearing impairments, language impairments, speech impairments, behavior disorders, physical impairments, other health impairments, severe multiple disabilities, deaf-blindness, traumatic brain injury, or visual impairments; children eligible for early childhood special education services; or children who are gifted.

Free Appropriate Public Education (FAPE) – Local education agencies and area education agencies shall provide special education and related services at public expense, under public supervision and direction, and at no cost to the parents.

Functional Behavioral Assessment (FBA) – A process of attempting to understand the purpose, motivation, and correlates of a problem behavior. The results of the process are informed hypotheses regarding the relationship between environmental events and other variables and the occurrence of the problem response; development of an understanding of various target responses; and the development of an appropriate behavior support and management plan.

General Curriculum – Curriculum adopted by a LEA or schools within the LEA for all children from preschool through secondary school.

Goal – A statement of the purpose of an endeavor and a description of the desired end result; usually more idealistic than an objective, which is attainable by concrete, practical means.

Head 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 an individual’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; judgement; 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 brain injuries induced by birth trauma.

Hearing Impairment – A physical disability, means an impairment in hearing, whether permanent or fluctuating, that adversely affects an individual’s educational performance but that is not included under the definition of deafness in this division.

IDEA – (Individuals with Disabilities Education Act) Federal law that grants entitlement for special education services to children with disabilities.

Inclusion – All students are included in the mainstream of their regular neighborhood school and are educated in general education classes.

Individualized Education Program (IEP) – The annually written record of an eligible individual’s special education and related services. The IEP describes the unique educational needs of the child and the manner in which their educational needs are to be met. The IEP document records the decisions reached at the IEP meeting and sets forth in writing a commitment of resources necessary to enable an eligible individual to receive needed special education and related services appropriate to the individual'’ special learning needs. There is one IEP, which specifies all the special education and related services for an eligible individual.

Individualized Family Service Plan (IFSP) – A written plan for providing early intervention services to an individual eligible for such services under 34 CFR 303, July 1, 1999, and the individual’s family.

Itinerant Teacher – A teacher who provides special education on an itinerant basis to eligible individuals.

Language and Speech Impairments – Communication deviations or impairments which adversely affect educational performance. These deviations or impairments include: 1) language or speech impairment; 2)-voice deviation or impairment; 3)-fluency deviation or impairment; and 4)-articulation deviation or impairment.

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 to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not apply to individuals who have learning problems that are primarily the result of physical or mental disabilities, behavioral disorder, or environmental, cultural, or economic disadvantage.

Least Restrictive Environment (LRE) – Educational placement in which, to the maximum extent appropriate, exceptional children are placed in educational programs with non-exceptional children.

Level (Weighting) – The level of service refers to the relationship between the general education program and specially designed instruction for an eligible individual. The level of services is determined based on an eligible individual’s educational need and independent of the environment in which the specially designed instruction is provided. The director (AEA) shall assign one of the three levels of service.

Level I – A level of service that provides specially designed instruction for a limited portion or part of the educational program. A majority of the general education program is appropriate. This level of service includes modifications and adaptations to the general education program.

Level II – A level of service that provides specially designed instruction for a majority of educational program. This level of service includes substantial modifications, adaptations, and special education accommodations to the general education program.

Level III- A level of service that provides specially designed instruction for most or the entire educational program. This level of service requires extensive redesign of curriculum and substantial modification of instructional techniques, strategies and materials.

Life Skills (Mental Disability) - Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects an individual’s educational performance.

Local Education Agency (LEA) – The local school district (Dubuque Community School District).

Mental Disability (Life Skills) – Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects an individual’s educational performance.

Multicategorical (MLT) – Special education in which the individuals receiving special education have different types of disabilities.

Multiple Disabilities – Concomitant impairments (such as mental disabilities – blindness, mental disabilities – orthopedic impairments), the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

Non-Categorical – A condition resulting in entitlement for special education services based on student needs, not a label.

Occupational Therapist (OT) – A licensed health professional who applies principles, methods and procedures for analysis of, but not limited to, motor or sensorimotor functions to determine the educational significance of identified problem areas including fine motor manipulation, self-help, adaptive work skills, and play or leisure skills in order to provide planning, coordination, and implementation of intervention strategies and services for eligible individuals.

OI (Office Intervention) - An intensive teaching technique used with students who have been removed from the classroom for inappropriate behavior.

Orthopedic Impairment – A physical disability, means a severe orthopedic impairment that adversely affects an individual’s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Other Health Impairment – A physical disability, means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, or diabetes, that adversely affects an individual’s educational performance.

Pervasive Developmental Disorder (PDD) – Children with PDD or autism vary widely in abilities, intelligence, and behaviors. Some children do not speak; others have limited language that often includes repeated phrases or conversations. People with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts. Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. Unusual responses to sensory information are also common. Some or all of the following characteristics may be observed in mild to severe forms: communication problems; difficulty in relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings; and repetitive body movements or behavior patterns. The following disorders all fall under PDD: Autistic Disorder, Childhood Disintegrative Disorder, Retts Syndrome, Aspergers Continuum Syndrome and Pervasive Developmental Disorders – Not Otherwise Specified.

Physical Disability – The inclusive term use in denoting deafness, hearing impairments, orthopedic impairments, other health impairments, and vision impairments including blindness of eligible individuals.

Physical Therapist (PT) – A licensed health professional who applies principles, methods and procedures for analysis of motor or sensorimotor functioning to determine the educational significance of motor or sensorimotor problems within, but not limited to, areas such as mobility and positioning in order to provide planning, coordination, and the implementation of intervention strategies and services for eligible individuals.

Problem Solving - When used by an AEA in its identification process, systematic problem solving means a set of procedures that is used to examine the nature and severity of an educationally related problem. These procedures primarily focus on variables related to developing effective educationally related interventions. Active parent participation is an integral aspect of the process and is solicited throughout.

Related Services – Transportation and such developmental, corrective and other services as are required to assist an individual with a disability to benefit from special education.

School Psychologist – A trained professional who assists in the identification of needs regarding behavioral, social, emotional, educational and vocational functioning of individuals; analyzes and integrates information about behavior and conditions affecting learning; consults with school personnel and parents regarding planning, implementing and evaluating individuals and families; and conducts applied research related to psychological and educational variable affecting learning.

School Social Worker – A trained professional who enhances the educational programs of individuals by assisting in identification and assessment of individuals’ educational needs including social, emotional, behavioral and adaptive needs; provides intervention services including individual, group, parent and family counseling; provides consultation and planning; and serves as liaison among home, school and community.

Severely Disabled – Individuals with any severe disability including individuals who are profoundly multiply disabled.

Special Education – Specially designed instruction, at no cost to the parents, to meet the unique needs of an eligible individual. It includes the specially designed instruction conducted in schools, in the home, in hospitals and institutions, and in other settings; instruction in physical education; and includes vocational education if it consists of specially designed instruction. The term includes the services described in division IX if the services consist of specially designed instruction, at no cost to the parents, to meet the unique needs of an eligible individual, or are required to assist eligible individuals in taking advantage of, or responding to, educational programs and opportunities. Special education provides a continuum of services in order to provide the educational needs of each eligible individual regardless of the nature or severity of educational needs.

Speech-language pathologist (SLP) – A trained professional who applies principles, methods and procedures for an analysis of speech and language comprehension and production to determine communicative competencies and provides intervention strategies and services related to speech and language development as well as disorders of language, voice, articulation and fluency.

Systematic Problem Solving Process – When used by an AEA in its identification process, systematic problem solving means a set of procedures that is used to examine the nature and severity of an educationally related problem. These procedures primarily focus on variables related to developing effective educationally related interventions. Active parent participation is an integral aspect of the process and is solicited throughout.

Tourette Syndrome (TS) – Children with Tourette Syndrome have a chronic neurological disorder of unknown cause that is characterized by multiple, repeated, and uncontrolled behaviors, involuntary vocalizations known as tics, or both.

Transition Services – A coordinated set of activities for an eligible individual, designed in an outcome oriented process, that promotes movement from school to postschool education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. The coordinated set of activities is based on the needs of the eligible individual, taking into account the individual’s preferences and interests. The set of activities includes instruction, related services, community experiences, development of employment and other postschool adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational education.

Visual Impairment including Blindness – A physical disability, means an impairment in vision that, even with correction, adversely affects an individual'’ educational performance. The term includes both partial sight and blindness. Individuals who have a medically diagnosed expectation of visual deterioration in adolescence or early adulthood may qualify for instruction in Braille reading and writing.

Vocational Education – Organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment or for additional preparation for a career requiring other than a baccalaureate or advanced degree.

Weighting (Level) - The level of service refers to the relationship between the general education program and specially designed instruction for an eligible individual. The level of services is determined based on an eligible individual’s educational need and independent of the environment in which the specially designed instruction is provided. The director (AEA) shall assign one of the three levels of service.