One in 10 Bigfork students eligible for special education services
One in 10 students at Bigfork schools is eligible for special education services according to Mary Meehan’s report on the program to the Bigfork School District’s board of trustees on Oct. 24. Meehan is the special education director at Bigfork, Evergreen, and Helena Flatts school districts.
“It’s below the national average for identified kids with a disability,” Superintendent Cynthia Clary said. “Our staff does an amazing job of identifying and we have a great referral process to make sure their instructional needs are met.”
In Bigfork schools, 9.3 percent of the total student population for grades kindergarten through 12th-grade qualifies for special education services as of October of this year. This breaks down to 73 students out of 794.
The state-wide percentage of children ages 3-21 years old served under the Individuals with Disabilities Education Act is 12.1 percent of the total enrollment population in Montana, lower than Wyoming’s 17.1 percent and North Dakota’s 13.9 percent but higher than Idaho’s 10.1 percent.
Nationally, the percentage is 13.1 percent. The national rate has fluctuated since data collection began in 1976-77 when the rate was 8.3 percent on up to its high point in 2004-05 with 13.8 percent.
“The majority have specific learning disabilities with average or above average intelligence, but have trouble communicating what they know or understand,” Meehan said. “We work for growth and independence.”
Students with learning disabilities such as dyslexia make up the largest portion of Bigfork’s total eligible population at 50.68 percent, or a total of 37 students in grades K-12.
This percentage may seem high when compared to the national rate of 37.5 percent, but it is important to note that disabilities are grouped differently on a national scale.
The next largest group is identified as having speech-language impairments. With a total of 13 students, they make up 17.81 percent of Bigfork’s eligible student population.
The third largest group is categorized as having “other health impairments” such as chronic health illnesses. This group is made up of eight students, or 10.96 percent.
Following that are seven students identified as having “cognitive delays,” four with “emotional disturbances,” three within the “Autism spectrum,” one with a “traumatic brain injury,” and one with a “developmental delay.”
Meehan said the Bigfork district has the resources necessary to address the needs of each of the district’s students in need of special education. She cited having a good curriculum, utilizing sound research in their instructional practices to help each child use his or her strengths when learning new skills, and having interaction with children without disabilities.
“You avoid children becoming identified because you have sound instruction to begin with,” Meehan said. “Sometimes you have to come back to the table for respect of the parents concerns and our needs as educators for what it will look like at the end or in high school or employed in the community.”
Board member Mike Roessman asked about how parents are involved with the education of their children when it comes to using the special education program.
Meehan said they develop individual plans based on the context of the general curriculum by working with parents and staff.
“Parents know their children best and the things we need to target when developing what that plan looks like,” Meehan said.