Special Education Department: 814-473-3121, ext. 1181

Mrs. Lindsey Cookson, Director of Special Education - This email address is being protected from spambots. You need JavaScript enabled to view it.
Ms. Kris Glosser, School Psychologist - This email address is being protected from spambots. You need JavaScript enabled to view it. 
Miss. Megan Renfrew,Speech Pathologist - This email address is being protected from spambots. You need JavaScript enabled to view it.
Mrs. Shelley Conner, Secretary, Special Education Department - This email address is being protected from spambots. You need JavaScript enabled to view it.

The Union School District’s greatest strength lies in the fact that Union is a small district that provides personalized learning experiences for all of its students. We are committed to developing collaborative relationships between teachers in general and special education, related support staff, families, and community partners. Since we are a small community, our programs are reflective of our shared value for positive, productive relationships and of our commitment to the education of the whole child. Developing positive relationships is first and foremost when working with families to provide services for students with special needs. Honest communication and team collaboration are fostered, practiced, and encouraged at every level. In our pursuit to meet the educational, social, and emotional needs of students, we work closely with families to provide support and services for the issues that our students face.  Our individualized programs for students are revised and improved upon on an on-going basis, as part of our goal to recognize and respond to the change in our growing students. Our teachers’ personal investment in students is both unique and genuine. General and special education teachers alike believe that all students learn best in an environment that teaches and expects respect for all human differences. Much of our collaboration in special education involves a coordination of efforts to maximize inclusive practices while ensuring a free and appropriate education. All students are academically challenged, inspired to grow socially and emotionally, and encouraged to develop a healthy lifestyle. Union School District supports the inclusion of all of its students in the general education environment, classroom, academic, and extracurricular activities to the extent determined appropriate by each Individualized Education Program (IEP) team. Union School District has a strong commitment to the concept that students with disabilities be placed, to the maximum extent appropriate, in classes with non-disabled peers. Students with disabilities are entitled to appropriate aids and services in order that each student benefits from the general education experience.  Visit the links on the left to learn more about Special Education in the Union School District..

Under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, some school age children with disabilities who do not meet the eligibility criteria for special education services under the Individuals with Disabilities Education Act might nevertheless be eligible for special protections and for adaptations in and modifications to their school program or the physical environment of school buildings, grounds, vehicles, and equipment, when such adaptations or modifications are required to enable the student to access or participate meaningfully in academic or nonacademic programming or extracurricular activities. Children are entitled to such protections, adaptations, and modifications if they have a physical or mental disability that substantially limits participation in or access to an aspect of the school program or facilities, whether academic or non-academic in nature. Parents are entitled to a written plan describing the adaptations and modifications that the public school is proposing to implement for their child. This written plan is called a “service agreement” or “accommodation plan.” It is based on a pre-placement evaluation that the public school must conduct free of charge to determine whether a child has a disability and, if so, the educational needs of the child. Parents of children with disabilities and who are thought to have disabilities are entitled to receive written notice prior to implementation of any proposed evaluation, program, or placement, or prior to any change thereto. Parents who have reason to believe that their school-age child might have a disability have the right to request a pre-placement evaluation of their child at any time, even if their child is not currently attending public school. Parents who have complaints concerning the evaluation, identification, program, placement, or provision of services to a student, or any change thereto, may request an informal conference with the public school and, if that conference fails to resolve the dispute, a due process hearing. The hearing must be held before an impartial hearing officer at a time and location convenient to the parents. Parents have the right to request a free written or electronic transcript or recording of the proceedings, to present evidence and witnesses disclosed to the public school, to confront evidence and testimony presented by the public school, to review their child’s complete educational record on request before the hearing, to receive a written decision from the hearing officer, and to be represented by counsel of their choice. An appeal may be taken from the decision of the hearing officer to a court of competent jurisdiction.

Union School District does not discriminate in the operation of any of its programs, services, or facilities on the basis of race, gender, disability, creed, or national origin (including the ability to speak English). Discrimination can, under certain circumstances, include harassment on the basis of race, gender, disability, creed, or national origin by District employees, contractors, directors, or students. Any school age child who believes that he or she has been or is being subjected to any such discrimination may complain, either directly or through his or her parent or guardian, to the principal of the building where he or she attends school. If the building principal is the party whom the child or his parents or guardian believe is responsible for an act or acts of discrimination, or if the child does not attend public school, the child or his or her parents or guardian may complain to the Special Education Director at (814) 473-3121. Any member of the community, staff member, or contractor, who believes that the District has discriminated against him or her on the basis of race, gender, disability, creed, or national origin in the operation of any program, service, or facility, may complain to the Superintendent of Schools at (814) 473-6311 . Any person complaining of discrimination will be requested to submit their complaint in writing unless they are unable to do so.

Please click the link below for the latest policy Behavioral Support For Students With Disabilities.

http://go.boarddocs.com/pa/unin/Board.nsf/goto?open&id=9ZSCCB3061B9

RIU6 Notice to Parents and Annual Notice of Special Education

The School-Based Access program is a system that can be used by school districts, intermediate units, state-owned schools, or approved private schools (APS) to obtain funding for health-related services for special education students. These agencies can obtain funding for health-related services which are currently being provided to children.

Public Law 94-142 (PL 94-142), the Education for all Handicapped Children Act, was signed into law in 1975. One of the mandates established by this act is that local school districts are responsible for providing health-related services. The act states that Individualized Education Programs (IEPs) shall be provided for each child with special needs. When this law was enacted, the federal government committed to funding 40 percent of the national per pupil expenses for these services. However, the Rand Corporation published a report in 1981 that revealed the federal government's contribution for these programs was less than seven percent of the national average. As a result of this report, it became clear that responsibility for financing health-related services required by this act had to be established because the federal government was not paying its intended share.

Consequently, Congress made a public statement that, "It was not Congress' intent in passing PL 94-142 that financial responsibility previously assumed by Health, Welfare, and other human service agencies be transferred to state and local education agencies." (General Accounting Office, Financing Health and Educational Services for Handicapped Children, HRD-86-62 BR, July 1986)

In 1988, Congress clarified this issue by passing the Medicare Catastrophic Coverage Act (PL 100-360). This law stated that federal Medicaid funds must be available to reimburse for the cost of health related services found in a child's IEP, Individualized Service Plan, or Individualized Family Service Plan (IFSP). Therefore, state education agencies are eligible for federal reimbursement for the health-related services they are providing to children who are eligible for Medicaid.

PDE has responded to this legislation and the increasing need for special education services by developing the School Based Access program. The School Based Access program is a method of gaining medical assistance (MA) reimbursements for the cost of the related services currently being provided to MA eligible students. Examples of services which are billable are speech therapy, occupational therapy, physical therapy, psychological services, etc. Local Education Entities must enroll as medical assistance providers to be eligible. They submit invoices to MA for the services they are providing to the eligible students. The funds received from MA are maintained in an account managed by PDE and must be used to enhance or expand special education programs. All requests for the funds must be approved by the Bureau of Special Education.

Is your child having difficulty in school?

Do you think your child may have special needs?

Might your child qualify for special education services?

A comprehensive psycho-educational evaluation may help answer your questions. Does your child have a disability? Is he or she in need of specially designed instruction? If you believe that your child may be in need of a special education program, an evaluation process to assess your child’s educational profile is available to you at no cost through Union School District. A special education program often involves adapting materials and modifying instruction to better meet your child’s specific learning needs. 

In order to request an evaluation, you will need to put your request in writing and address it to the building principal of your child’s school. If you request these services, you may be asked to meet with the student support team in your child’s school (or the school your child would attend in Union) to discuss your concerns. You may be asked to consider early intervening services prior to conducting a full evaluation. 

An evaluation cannot be scheduled until you have signed a written notice indicating that you give your consent to proposed assessments and procedures. When you return the notice to school, the formal evaluation will begin. Your child will be evaluated by a team of experts trained in assessing children. A school psychologist will coordinate the educational team assembled for your child. Depending on the necessary components of the proposed evaluation, the district may contract with the Riverview Intermediate Unit 6 for specific services. You will be a member of your child’s evaluation team as well. The team assembled for your child will ultimately decide if your child has a disability and, if so, whether specially designed instruction is in order. 

After the formal evaluation has taken place and your child has been found to be eligible for special education services, an Individualized Education Plan (IEP) will be developed with your participation. The IEP will be based on your child’s identified needs. The plan will also propose appropriate supports and services to meet those needs. If you wish to accept the proposed IEP, your child will receive those services within a public school setting. 

If you are interested in finding out more about the special education process, please contact Union’s Director of Special Education, Mrs. Lindsey Cookson at 814-473-3121

Early Intervention is a program designed to provide services to students from birth to age 5. If you are concerned about a young child’s development in the areas of walking, talking, hearing, seeing, or learning, please contact the Riverview Intermediate Unit.

In compliance with state and federal law, notice is hereby given by the Union School District that it conducts ongoing identification activities as a part of its school program for the purpose of identifying students who may be in need of special education and related services. If your child is identified by the district as possibly in need of such services, you will be notified of applicable procedures. Individualized services and programs are available for children who are determined to need specially designed instruction due to the following conditions:

• Autism
• Deaf-blindness
• Deafness
• Emotional disturbance
• Hearing impairment
• Intellectual Disability
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment
• Mentally gifted

Every child is unique and learns in different ways. We believe all students learn best in an environment that reflects and encourages a respect for human differences and when...

• All educational relationships are collaborative and mutually respectful;
• Schools provide a safe and secure environment;
• There is a shared responsibility for excellence in learning among students, parents, educational staff, and community;
• All students are academically challenged, inspired to grow socially and emotionally, and encouraged to develop a healthy lifestyle;
• Education is valued as a lifelong process;
• We incorporate and effectively utilize all available resources (technological, human, financial) to enhance and stimulate learning.

This page contains information for you as a parent of a student with special needs. The resources located here and on other pages throughout our website will help you navigate the maze of special education services and terminology.

Please find a procedural safeguards document, a guide to understand the procedural safeguards, parent's guide to special education, IEP information, and a document entitled "Welcoming All Students".
You will also find a document entitled "A Parent's Guide to MTSS" which should help answer some of your questions about the framework being implemented to support your child at school.

There are several general "warning signs" of possible delay. These include:

Behavioral Warning Signs

• Does not pay attention or stay focused on an activity for as long a time as other children of the same age
• Focuses on unusual objects for long periods of time; enjoys this more than interacting with others
• Avoids or rarely makes eye contact with others
• Gets unusually frustrated when trying to do simple tasks that most children of the same age can do
• Shows aggressive behaviors and acting out and appears to be very stubborn compared with other children
• Displays violent behaviors on a daily basis
• Stares into space, rocks body, or talks to self more often than other children of the same age
• Does not seek love and approval from a caregiver or parent

 

Gross Motor Warning Signs

• Has stiff arms and/or legs
• Has a floppy or limp body posture compared to other children of the same age
• Uses one side of body more than the other
• Has a very clumsy manner compared with other children of the same age

 

Vision Warning Signs

• Seems to have difficulty following objects or people with eyes
• Rubs eyes frequently
• Turns, tilts or holds head in a strained or unusual position when trying to look at an object
• Seems to have difficulty finding or picking up small objects dropped on the floor (after the age of 12 months)
• Has difficulty focusing or making eye contact
• Closes one eye when trying to look at distant objects
• Eyes appear to be crossed or turned
• Brings objects too close to eyes to see
• One or both eyes appear abnormal in size or coloring

 

Hearing Warning Signs

• Talks in a very loud or very soft voice
• Seems to have difficulty responding when called from across the room, even when it is for something interesting
• Turns body so that the same ear is always turned toward sound
• Has difficulty understanding what has been said or following directions after turning 3 years of age
• Doesn't startle at loud noise
• Ears appear small or deformed
• Fails to develop sounds or words that would be age appropriate

Please use the link below to navigate to Smart Futures:
https://clever.com/in/unionschooldistrict

Roles at UHS:	School Counselor Student Assistance Program, Co-Coordinator  Graduation Project, Co-Advisor  Senior Class Co-Advisor School Test Coordinator for Keystone Exams, PSSA’s, PSAT, ASVAB, OLSAT Section 504, Coordinator grades 7-12 Dual Enrollment, Coordinator WIA Representative Agency Liasion
School Contact Information:	Phone (814) 473-3121 Ext. 2 E-mail This email address is being protected from spambots. You need JavaScript enabled to view it.
Education:	Graduated from Redbank Valley High School. Bachelor’s degree in Sociology/Psychology from Clarion University. Masters degree in Education with a Concentration in Secondary School Counseling from Indiana University of Pennsylvania.

Credits required and must be passed for Graduation:

• 4 English credits
• 3 Social Studies credits (Required: American Cultures/American Government I, American Cultures/American Government II and Economics/Commerce)
• 3 Math credits (Required: Algebra I)
• 3 Science credits (Required: Biology)
• 2 Arts & Humanities credits
• .50 Health credit
• 2.0 Physical Education credits
• 6.50 Elective credits
• Careers (.25 cr. each year enrolled at Union) *Must pass these courses for each year enrolled at Union High School to meet graduation requirements.
• Proficiency on the Algebra I, Literature and Biology Keystone Exams or an alternate graduation pathway