School District 15 provides special education programs and services for children with disabilities that conform to the Individuals with Disabilities Education Act (IDEA) and state legislation.

These programs and services are provided for students with specific learning disabilities, emotional disabilities, cognitive disabilities, speech/language impairments, orthopedic impairments, health impairments, traumatic brain injuries, autism, hearing impairments, visual impairments, deaf-blindness, developmental delays, or multiple disabilities.

Special Education Overview, as presented to the Board of Education on March 13, 2019.

The following programs and services are available:

• Early Intervention Transition Services—For all children with disabilitites who receive Early Intervention Services and who are turning three years old.

• Early Childhood Programs and Services—For all children with disabilities from three to five years of age (not yet kindergarten age). If your child is between the ages of 3 and 5, please call the John G. Conyers Learning Academy at 847-963-3400 to request an appointment for a screening. Additional information regarding preschool programming and services may be obtained through the Department of Student Services at 847-963-3146.

• Transitional Kindergarten—A diagnostic program for kindergarten children with significant special education and related services needs, served in a full-day program. The day is comprised of a half day of co-taught general education kindergarten and a half day of self-contained special education kindergarten.

• Speech and Language Therapy—A service for students with speech and/or language impairments that impact their education, to the extent that special education is necessary. 

• Resource Services—For students with mild to moderate disabilities who can progress in the general education setting with supports and services.  

• Learning Environment for Academic Progress (LEAP) Instructional Classrooms—For students with various disabilities who require a cross-categorical, self-contained special education classroom setting, primarily characterized by significant academic delays and the need for intensive related services.

• Social/Emotional Academic Learning (SEAL Program)—For students with primary needs in the areas of social, emotional, and/or behavioral learning who require a special education classroom.

• Anger Control, Character Education, Empathy Training, and Social Skills (ACES) Day School Program—For students with significant social, emotional, or behavioral disorders who require a therapeutic day school setting.

• Alternative Instruction for Meaningful Education (AIME) and Modified Instructional Learning Environment (MILE) programs for Mild, Moderate, and Severe Cognitive Disabilities—For students with mild, moderate, and severe cognitive/intellectual disabilities who require a special education classroom.

• Multiple Needs Program—For students with multiple cognitive and behavioral needs who require a special education classroom in an intensive, therapeutic day school setting.

• Structured for Independence (SIP) Program—For students with autism or other developmental disabilities who require a highly structured special education classroom.

• Visual Impairment Program/Services—For students with visual impairments who can progress in general or special education classrooms with supportive services.

• Hearing Impairment Program/Services—For students with mild to profound hearing impairments who can progress in regular or special education classrooms with supportive services.

• Assistive Technology—Assistive Technology (AT) means any item, piece of equipment, product system, device or service (to provide access to AT) whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability and support the IEP services. Special education programs in CCSD15 may provide AT as part of the program or, when necessary to receive a free, appropriate public education, individualized AT is provided through an IEP process for students with disabilities.

• Occupational Therapy—A related service for students with fine motor and/or sensory needs that impact their education to the extent that special education is necessary.

• Physical Therapy—A related service for students with gross motor needs that impact their education to the extent that special education is necessary.

• Social Work Services—A related service for students with social, emotional, and/or behavioral needs that impact their education to the extent that special education is necessary.

• Homebound/Hospital Instruction—For students who cannot attend school due to a medical condition.

• Interpreters—Sign language interpreters are assigned to children with a significant hearing loss that interferes with auditory communication (receptive and/or expressive).

Programs and services are provided for students with specific learning disabilities, emotional disabilities, cognitive disabilities, speech/language impairments, orthopedic impairments, health impairments, traumatic brain injuries, autism, hearing impairments, visual impairments, deaf-blindness, developmental delays, or multiple disabilities. The Illinois School for the Deaf and Illinois School for the Visually Impaired provide educational services for children who are deaf, hard of hearing, blind or visually impaired. For additional information, please contact the Department of Student Services at 847-963-3146.

The use of service animals, including dogs and miniature horses, individually trained to perform tasks for the benefit of a student with a disability are permitted to accompany a student at all school functions, whether in or outside the classroom. The service animal must be properly vaccinated (e.g., rabies) and in compliance with any local licensing/registration requirements for the type of animal.

Section 504 Services

Students who do not qualify for an Individualized Education Program (IEP) under the Individuals with Disabilities Education Act may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child 1) has a physical or mental impairment that substantially limits one or more major life activities, 2) has a record of physical or mental impairment, or 3) is regarded as having a physical or mental impairment. All children with disabilities have the right to a free and appropriate public education. If you have concerns about your child and believe that he/she has a disability that may require Section 504 Plan accommodations or special education services, please contact your child’s school administrator to begin the referral process. Inquiries regarding Section 504 may be directed to the Section 504 Coordinator:

Meg Schnoor, Section 504 Coordinator
Assistant Superintendent for Educational Services
580 N 1st Bank Drive
Palatine, IL 60067
847-963-3101
schnoorm@ccsd15.net 

If your child is between the ages of 3 and 5, please call the John G. Conyers Learning Academy at 847-963-3400 to request an appointment for a screening. Additional information regarding preschool programming and services may be obtained through the Department of Student Services at 847-963-3146.