Special Education Resolution Center

As we begin to roll into summer, there are many activities, camps, and resources available for students with disabilities in the state of Oklahoma. Take a peek at some of the resources available to find the best option to meet your child's needs and interests! These are just a few ideas:
• Sooner Success programs
• Camp Bridges
• Camp ClapHans
• Charis Hills Camp
• Discovery Camp
Check out this article by TulsaKids for more inclusive summer camp ideas at https://bit.ly/3PfH82T

SERC hopes you enjoy the summer, making memories with your children!

Navigating the special education process can be challenging, especially with formal terms and procedures. Let's explore Written Notices!

What is a Written Notice?
A Written Notice ensures transparency and communication between your family and the school. Whenever a change is proposed or a request is declined, written notice keeps you informed, encourages questions, and supports your active involvement in your child’s education.

The Oklahoma Special Education Policy & Procedural Manual defines Written Notice as "written documentation sent to parents every time the local education agency (LEA) proposes or refuses to initiate or change the identification, evaluation, educational placement, or provision of free and appropriate education (FAPE). The Written Notice summarizes the action, the reasons for the proposal or refusal, options considered and rejected, and other factors that help parents understand the decision (pg. 342)".

In other words, a written notice from the school helps ensure parents understand what the school is going to do or not do, why the decision was made, and what options were discussed.

When is Written Notice Required?
Note: This is not an exhaustive list.

A written notice must be provided when the school is proposing to initiate or change:
• Identification of a student
• Initial evaluation or reevaluation assessments
• Educational placement or programming decisions
• Provision of FAPE

A written notice must be provided when the school is refusing to initiate or change:
• A parent requests to initiate or change identification, evaluation, placement, programming, or
provision of FAPE.
• A parent request to convene an individual education plan (IEP) team meeting.

There are other reasons that schools may send a written notice. View the Oklahoma State Department of Education - Special Education Services (OSDE-SES) Policies and Procedures Manual (2024) at https://bit.ly/4cOmXlu for more information.

Do you have questions about Written Notice? Call SERC at 918-270-1849 or email us at [email protected] for support.

When special education disagreements arise, it can feel overwhelming and difficult to know where to start.

That's why we created a new, easy-to-use overview of the dispute resolution options available in Oklahoma. This chart can help families and schools better understand what is available and best fits their situation.

From Individualized Education Program (IEP) Facilitation and Mediation to State Complaints and Due Process, each option serves a different purpose, with different processes, timelines, and outcomes. This resource breaks it down clearly and understandably.

Take a look at SERC's Summary of Oklahoma Special Education Dispute Resolution Options at https://bit.ly/4dmpmnD to learn more. We encourage you to reach out to the SERC staff for additional information. Our office is happy to walk you through these options and answer questions about your specific needs.

Over the past several weeks, we’ve focused on several disability categories identified in the Individuals with Disabilities Education Act (IDEA). Our attention has been on the most commonly occurring disability categories in Oklahoma, so our followers should refer to the Oklahoma State Department of Education, Special Education Services Evaluation and Eligibility Handbook at https://bit.ly/48pug09 for additional information and guidance.

The categories help guide how schools determine whether a student is eligible for special education services and what supports may be appropriate. We hope this has been helpful and encourage our followers to reach out with any questions you might have regarding disability categories and how they pertain to eligibility and additional supports.

We end this series around the same time the current school year is wrapping up. Our hope at SERC is this summer will be a time of fun and relaxation for our followers. In the coming weeks, we will be sharing information and tips to help you enjoy the school break and prepare for new learning opportunities in the coming school year. Stay tuned for more!

This week, we highlight Intellectual Disability (ID) as one of the disability categories under IDEA. This category includes students who have significant deficits in intellectual functioning and adaptive skills, such as communication, daily living, and social skills, which can affect learning and independence at school. These deficits often impact how a student understands information, solves problems, and applies skills in everyday situations. In the special education process, this category helps guide evaluation components, eligibility consideration, and supports tailored to a student’s individual needs.

More information about Intellectual Disability (ID) as a disability category can be found on pages 73-79 in the Evaluation and Eligibility Handbook published by the Oklahoma State Department of Education, Special Education Services at https://bit.ly/48pug09. We invite families and educators to share their experiences related to Intellectual Disability and the supports that have helped students succeed. Reach out to SERC for additional questions.

Last week, we celebrated Administrative Professionals Day by recognizing someone who keeps everything running, our Senior Administrative Specialist, Shannon Esmeyer!

Since only a month after SERC first opened its doors (that’s 20 years!), Shannon has been the guiding force behind the scenes. She coordinates schedules, manages files, supports our financial processes, and ensures our work stays on track every single day.

We surprised her with her favorite, a pink flower bouquet in a pink vase, but it doesn’t capture her full impact on our team. Thank you, Shannon! Your dedication inspires us all, and we appreciate you more than words can say!

This week, we highlight autism as one of the disability categories under the Individuals with Disabilities Education Act (IDEA). Autism refers to a developmental disability that can affect communication, social interaction, and behavior. Students with autism may experience differences in how they learn, interact with others, and respond to their environment. These differences can impact participation and progress in school. In the special education process, this category helps guide evaluation, eligibility, and supports tailored to a student’s individual needs. It should be noted that a medical diagnosis of autism does not automatically meet eligibility criteria under the IDEA category of autism. The team will need to consider how autism affects a student’s educational needs and whether specialized instruction is needed.

More information about Autism as a disability category can be found on pages 40-45 in the Evaluation and Eligibility Handbook published by the Oklahoma State Department of Education Special Education Services at https://bit.ly/48pug09. We invite families and educators to share their experiences related to autism and the supports that have helped students succeed. Reach out to SERC at [email protected] for additional questions.

Más acceso. Más conexión. Más apoyo.

We’re excited to share that several of our SERC resources are now available in Spanish because meaningful participation starts with clear communication and full access. Families can now access Spanish versions of our:
-Agency Overview Flyer (“What Can SERC Do For You”)
-IEP Facilitation Flyer
-Mediation Flyer
-Communication Guidelines
-Asking Questions for Dialogue
-Managing Difficult Emotions

These tools are intended to provide information to families and schools about our agency and collaborative early resolution services, as well as to support stronger, more collaborative IEP meetings para que todas las voces sean escuchadas.

These resources are located on our website at https://bit.ly/3Zp66z3. Explore and share with families and communities who might benefit!

This week, we highlight Other Health Impairment (OHI) as one of the disability categories under IDEA. This category includes students whose health conditions—such as attention deficit hyperactivity disorder (ADHD), chronic illnesses or other medical concerns—affect their strength, energy, alertness, or ability to focus and learn at school. These challenges can impact attention, participation, and overall school performance, including behavior. In the special education process, OHI helps guide evaluation, eligibility, and supports tailored to a student’s individual needs in the education setting.

More information about OHIs as a disability category can be found on pages 91-95 in the Evaluation and Eligibility Handbook published by the Oklahoma State Department of Education Special Education Services, which can be found at https://bit.ly/48pug09. We invite families and educators to share their experiences related to Other Health Impairment supports and how they have helped students succeed. Reach out to SERC for additional questions.

When a student is frequently sent home early, asked to be picked up, or removed from class, and it’s not documented as a suspension, this is often called an informal removal. These situations may count as disciplinary removals under the Individuals with Disabilities Education Act (IDEA) when they add up or limit access to instruction and IEP services.

For schools, this is a reminder to track what’s happening and ensure appropriate supports are in place. For families, it’s important to know that missed instructional time shouldn’t go unexamined.

Sometimes, these patterns are a signal that the student may need additional support, and the IEP team may need to reconvene.

If you’re navigating this issue, take a deeper dive by reviewing the OSERS August 1, 2016, Dear Colleague Letter (68 IDELR 76) and reading David Bateman’s recent post on this topic in his SPED Law Blog linked at https://bit.ly/48UPN11.