ARTICLE XV – SPECIAL STUDENT PROGRAMS
A. Students having special physical, mental, and emotional needs who are defined as disabled through an Individualized Educational Planning Team may require special education experience. It shall be the teacher’s responsibility to discuss with the principal any student assigned to his/her classroom who in the teacher’s professional judgment is suspected of having a disability as defined by applicable State and Federal law.
The procedure for referring students for special education services shall be provided to teachers and a copy sent to the Association.
B. Should there be a need, one position per year shall be available for entry and the gaining of service time necessary to complete the requirements for special education teacher consultant certification with the following stipulations:
1. The Administration has the flexibility to change staffing assignments of special education teacher consultants so as to make available an assignment for which the entering basic classroom teacher can qualify.
2. The effects of the assignment changes will be to remove the least senior special education teacher consultant from his/her position and put in position a more senior special education certified teacher.
3. At the end of the training period any person displaced and having seniority to hold an special education teacher consultant position shall be returned to his/her original position leaving the trained special education teacher consultant unassigned with all assignment rights under Article IX of this Agreement.
At such time that working conditions change due to inclusion, the Board and the Association agree to bargain the effects of these changes.