Welcome to Special Education

At Merchantville School, we believe every student has unique strengths, abilities, and needs. Our Special Education team is committed to providing students with disabilities the individualized support, instruction, and services they need to grow, learn, and experience success at school.

We believe that strong partnerships with families are an essential part of supporting students. Our team works collaboratively with parents and guardians, teachers, administrators, related service providers, and other professionals to understand each student's individual needs and develop meaningful supports that help students access and participate in their education.

Special education is more than a program or a placement. It is a commitment to understanding each student as an individual and providing specially designed instruction, appropriate supports, and services based on the student's unique needs.

Our Child Study Team and Special Education staff support students throughout their educational journey—from identifying and evaluating students who may need additional support, to developing and implementing Individualized Education Programs (IEPs), monitoring progress, and collaborating with families to make adjustments when needed.

Our Commitment

At Merchantville School, we are committed to:

• Recognizing and building upon each student's strengths and abilities
• Providing individualized instruction and supports based on student needs
• Collaborating meaningfully with parents and families
• Supporting students in accessing the least restrictive environment (LRE) appropriate to their individual needs
• Using student data and progress monitoring to inform instruction and decision-making
• Promoting student independence, confidence, and self-advocacy
• Creating opportunities for every student to participate meaningfully in the school community
• Continuously working to improve the educational experience and outcomes for students with disabilities

We Are Here to Help

If you have questions or concerns about your child's learning, development, behavior, or educational needs, we encourage you to reach out. You do not need to have all the answers or know exactly what services your child may need.

Our team is here to listen, answer questions, and help families understand the supports and resources available to them.

Explore the links below to learn more about Special Education at Merchantville School, the Child Study Team, the evaluation and IEP processes, parent rights, and additional resources for families.

What is Child Find?

Merchantville School is committed to identifying and supporting students who may have a disability and may require special education and related services.

Through Child Find, the district has an obligation to identify, locate, and evaluate students ages 3 through 21 who are suspected of having a disability, including students who are advancing from grade to grade.

Concerns about a student's academic performance, communication, behavior, social-emotional development, or other areas may indicate that a student needs additional support or may be eligible for special education services.

Who Can Make a Referral?

A referral for a special education evaluation may be made by:

• A parent or guardian
• School personnel
• School administrators
• An agency concerned with the welfare of the student

Parents and guardians are important partners in this process. If you have concerns about your child's educational needs or suspect that your child may have a disability, you have the right to request an evaluation.

How Do I Request an Evaluation?

Parents or guardians may initiate a referral by submitting a written request for a special education evaluation to the Child Study Team.

Your written request should include your child's name, your concerns regarding your child's educational needs, and a request for a special education evaluation.

You do not need to know your child's suspected disability or determine what evaluations your child needs before making a referral. The Child Study Team will work with you to review your concerns and determine the appropriate next steps.

What Happens After a Referral?

Once a written referral is received, the Child Study Team will work with the parent or guardian to schedule an Identification/Evaluation Planning Meeting.

The meeting must be held within 20 calendar days of receiving the referral, excluding school holidays but not summer vacation.

At this meeting, the team—including the parent or guardian—will review information about the student and determine whether an evaluation is warranted. If an evaluation is recommended, the team will develop an evaluation plan identifying the assessments and other information needed to better understand the student's individual educational needs.

If an evaluation is not warranted, the team will discuss other appropriate supports, interventions, or resources that may address the student's needs.

Questions or Concerns?

You do not have to navigate the special education process alone. If you are concerned about your child's educational needs or are unsure whether a special education evaluation is appropriate, we encourage you to reach out to your child's teacher, the Child Study Team, or the Special Education Department.

We are here to listen, answer questions, and work together with your family to determine the best way to support your child.

Ready to Request an Evaluation?
Parents and guardians may submit a written request for a special education evaluation to the Child Study Team.
[Request a CST Evaluation]

Child Study Team (CST)

Who Is the Child Study Team?

The Child Study Team (CST) is a group of specially trained professionals who work collaboratively with students, families, teachers, and school staff to understand a student's individual strengths and needs.

The CST provides consultative, evaluative, and educational planning services for students who may be experiencing difficulties that affect their ability to access and succeed in school.

Our goal is to work together with families and school staff to develop a clear understanding of a student's needs and determine the supports and services that will help the student make meaningful progress.

Who Are the Members of the CST?

Merchantville School's Child Study Team includes:

• Learning Disabilities Teacher-Consultant (LDT-C) – Provides expertise in learning and instructional needs, participates in evaluations, and helps determine appropriate educational supports and services.
• School Psychologist – Provides expertise in learning, cognitive, behavioral, and social-emotional development and conducts psychological assessments as part of the evaluation process.
• School Social Worker – Provides expertise related to social-emotional development, family and environmental factors, and school adjustment and conducts social history assessments.
• Speech-Language Specialist – Participates in the CST process when appropriate, including for students ages 3–5 and students suspected of having a language disability.

Additional professionals may participate in the evaluation or planning process when their expertise is relevant to a student's individual needs.

What Does the CST Do?

The Child Study Team may:

• Consult with teachers, families, and other school professionals
• Review educational records, classroom performance, and other available information
• Participate in the development of interventions and supports
• Conduct or coordinate educational evaluations
• Participate in identification and eligibility meetings
• Assist in developing Individualized Education Programs (IEPs)
• Make recommendations regarding special education and related services
• Monitor and review student progress
• Participate in reevaluations
• Collaborate with families and school staff to support students throughout their educational journey

Working Together With Families

Parents and guardians are an important part of the Child Study Team process. Your knowledge of your child, including their strengths, interests, experiences, and challenges, provides valuable information that helps the team better understand your child's individual needs.

CST meetings are collaborative opportunities to share information, ask questions, review data and evaluations, and discuss possible supports and services.

We encourage families to ask questions and actively participate in every step of the process.

The Evaluation Process

When a student is suspected of having a disability and may require special education and related services, the Child Study Team works with the student's family to determine whether a special education evaluation is appropriate.

The evaluation process is designed to help the team understand a student's strengths, needs, and educational performance and determine whether the student meets the requirements for eligibility under New Jersey special education regulations.

Step 1: Referral

A parent, school staff member, administrator, or appropriate agency may refer a student to the Child Study Team by submitting a written request for an evaluation.

Parents and guardians may make a referral directly to the Child Study Team. An MTSS intervention process is not required before a parent may request a special education evaluation.

Step 2: Identification/Evaluation Planning Meeting

After receiving a written referral, the district will schedule an Identification/Evaluation Planning Meeting within 20 calendar days, excluding school holidays but not summer vacation.

The parent or guardian is an important member of this meeting.

During the meeting, the team will:

• Review the reason for the referral
• Discuss the student's educational strengths and areas of concern
• Review available classroom, intervention, assessment, and other relevant information
• Consider whether additional information is needed
• Determine whether a special education evaluation is warranted

If an evaluation is recommended, the team develops an evaluation plan identifying the assessments and other information needed to determine the student's educational needs.

Step 3: Parental Consent

When an evaluation is recommended, the parent or guardian will be provided with information about the proposed evaluation and asked to provide written consent before the initial evaluation is conducted.

The evaluation process does not begin until the required parental consent has been obtained.

Step 4: The Evaluation

A special education evaluation is designed to gather information from multiple sources and may include formal assessments, classroom observations, educational records, teacher input, parent input, and other relevant information.

The assessments selected are based on the individual student's areas of concern. Depending on the student's needs, evaluations may examine areas such as:

• Academic achievement
• Learning and cognitive abilities
• Communication and language
• Social-emotional functioning
• Behavioral functioning
• Adaptive skills
• Physical or developmental needs
• Other areas relevant to the suspected disability

An initial evaluation must include assessments conducted by at least two members of the Child Study Team, as required by New Jersey special education regulations. Additional assessments or specialists may be included when appropriate.

Step 5: Eligibility Meeting

After the evaluation is completed, the Child Study Team meets with the parent or guardian to review the evaluation results and determine whether the student meets the criteria for eligibility for special education and related services.

Eligibility is determined by considering the evaluation results, educational information, and other relevant data.

A medical diagnosis alone does not automatically qualify a student for special education. The team must determine whether the student meets the requirements for a disability category under New Jersey special education regulations and requires special education and related services.

If the student is determined eligible, the team will move forward with the development of an Individualized Education Program (IEP).

If the student is not determined eligible for special education, the team will discuss other appropriate supports, interventions, or resources that may help address the student's educational needs.

A Collaborative Process

The evaluation process is intended to provide a comprehensive understanding of the student—not simply a test score or diagnosis.

Parents and guardians bring valuable information about their child's development, strengths, interests, and experiences. We encourage families to participate fully, ask questions, share information, and work collaboratively with the school team throughout the process.

Our goal is to ensure that decisions are based on a complete understanding of each student's individual needs and educational performance.

Eligibility for Special Education and Related Services

How Is Eligibility Determined?

The purpose of a special education evaluation is to develop a comprehensive understanding of a student's strengths, needs, and educational performance.

Following the completion of an evaluation, the Child Study Team, parent or guardian, and other appropriate members of the team review the evaluation results and determine collaboratively whether the student meets the criteria for eligibility for special education and related services.

Under New Jersey special education regulations, a student is eligible for special education and related services when all three of the following criteria are met:

1. The student has a disability that falls within one of the eligibility categories recognized under New Jersey special education regulations.
2. The disability adversely affects the student's educational performance.
3. The student requires special education and related services.

Eligibility decisions are based on comprehensive evaluation information and are not determined by a single test score, diagnosis, or area of difficulty.

New Jersey Eligibility Categories

New Jersey recognizes the following eligibility categories for special education and related services:

• Auditory Impairment
• Autism
• Intellectual Disability
• Communication Impairment
• Emotional Regulation Impairment
• Multiple Disabilities
• Deaf-Blindness
• Orthopedic Impairment
• Other Health Impairment
• Preschool Child with a Disability
• Specific Learning Disability
• Traumatic Brain Injury
• Visual Impairment

New Jersey regulations also address Social Maladjustment within the eligibility framework.

What About a Medical or Outside Diagnosis?

A medical or outside diagnosis can provide valuable information about a student's needs and may be considered as part of the evaluation process. However, a medical diagnosis alone does not automatically make a student eligible for special education and related services.

The school-based eligibility determination considers whether the student meets the requirements of a New Jersey eligibility category, whether the disability adversely affects educational performance, and whether the student requires special education and related services.

Eligibility for Speech-Language Services

A student may also be eligible for speech-language services when they have a qualifying speech and/or language disorder that adversely affects educational performance and requires speech-language services.

Eligibility for speech-language services is determined under a separate set of criteria outlined in New Jersey special education regulations.

What Happens If My Child Is Eligible?

If a student is determined eligible for special education and related services, the team will move forward with the development of an Individualized Education Program (IEP).

The IEP is an individualized plan developed by the IEP team, including the student's parent or guardian, that describes the student's educational needs, goals, services, supports, accommodations, and other components of the student's special education program.

If a student is not determined eligible for special education and related services, the team will discuss other appropriate supports, interventions, accommodations, or resources that may help address the student's educational needs.

A Collaborative Decision

Parents and guardians are essential members of the team. Your knowledge of your child's strengths, development, interests, and experiences is an important part of understanding the whole child.

Eligibility decisions are made collaboratively and are based on multiple sources of information—not on a single test, diagnosis, or score.

Individualized Education Program (IEP)

What Is an IEP?

An Individualized Education Program (IEP) is a written plan developed for a student who is eligible for special education and related services. The IEP is designed to address the student's individual strengths, needs, and educational goals and to ensure that the student receives a Free Appropriate Public Education (FAPE).

An IEP is individualized to the student. It is not simply a list of services or accommodations. It provides a framework for the student's educational program, including goals, services, supports, and the way the student's progress will be measured and communicated.

Who Develops the IEP?

The IEP is developed by a team that includes the student's parent or guardian, appropriate school personnel, and other individuals with knowledge or expertise regarding the student.

Depending on the student's individual needs and circumstances, the IEP team may include:

• Parent or guardian
• General education teacher
• Special education teacher
• Child Study Team member
• Related service provider(s)
• School administrator or district representative
• The student, when appropriate
• Other individuals invited by the parent or school district who have knowledge or special expertise regarding the student

Parents and guardians are essential members of the IEP team. Your knowledge of your child's strengths, needs, interests, and experiences is an important part of developing an effective educational program.

What Is Included in an IEP?

An IEP is developed based on the student's individual needs and may include:

• Present Levels of Academic Achievement and Functional Performance (PLAAFP)
• Annual measurable goals
• Special education and related services
• Supplementary aids and services
• Accommodations and modifications, when appropriate
• Participation in general education
• Least Restrictive Environment (LRE)
• Progress monitoring and reporting
• Participation in state and districtwide assessments
• Assistive technology, when appropriate
• Transition planning, when applicable

The IEP team considers the student's strengths and needs, evaluation results, classroom performance, progress toward goals, and other relevant information when developing and revising the IEP.

Least Restrictive Environment (LRE)

Students with disabilities are educated with their nondisabled peers to the maximum extent appropriate. The IEP team considers the student's individual needs when determining the appropriate educational setting and services.

The goal is to provide students with the supports they need to access and participate in the general education curriculum and school community while receiving instruction and services in the least restrictive environment appropriate for their individual needs.

Placement is not determined by disability category alone. The IEP team considers the student's unique needs and the supports necessary for the student to make meaningful progress.

Annual IEP Review

An IEP is reviewed at least annually to determine whether the student's goals, services, accommodations, and other components continue to meet the student's educational needs.

During an annual review, the IEP team considers:

• Student progress toward annual goals
• Current academic and functional performance
• Classroom performance and assessment information
• Effectiveness of current supports and services
• Changes in the student's needs
• Whether revisions to the IEP are appropriate

Parents and guardians are invited and encouraged to participate in the annual review process.

Progress Toward IEP Goals

Student progress toward IEP goals is monitored throughout the school year. Progress information is shared with parents and guardians at the intervals identified in the student's IEP.

Progress monitoring helps the IEP team determine whether a student is making meaningful progress and whether changes to instruction, goals, accommodations, or services may be needed.

Changes to an IEP

An IEP may be revised when a student's needs change or when the team determines that changes are necessary to support the student's educational progress.

Parents and school staff may request an IEP meeting when they believe a review of the student's program is needed.

Our Partnership With Families

An effective IEP is built through collaboration.

We encourage parents and guardians to come to IEP meetings prepared to share their questions, concerns, observations, and knowledge of their child. Our goal is to work together to develop an educational program that is meaningful, individualized, and responsive to the student's strengths and needs.

Every student deserves an educational program that recognizes who they are, builds on what they can do, and provides the support they need to continue growing.

Parent Rights & Resources

Partnering With Families

Parents and guardians are essential members of the special education process. Your participation, questions, concerns, and knowledge of your child are important when decisions are made about identification, evaluation, eligibility, educational programming, placement, and services.

Federal and New Jersey special education laws provide parents and guardians with specific rights and protections throughout this process.

Our goal is to ensure that families have access to the information and resources they need to participate meaningfully in decisions regarding their child's education.

Parental Rights in Special Education (PRISE)

The Parental Rights in Special Education (PRISE) booklet explains the rights and protections provided to parents and students under the Individuals with Disabilities Education Act (IDEA) and New Jersey special education regulations.

PRISE provides information about topics including:

• Parent participation in the special education process
• Prior written notice
• Parental consent
• Evaluations and reevaluations
• Independent educational evaluations
• Access to educational records
• Confidentiality
• IEP meetings and educational placement
• Mediation
• State complaints
• Due process hearings
• Other procedural safeguards and protections

[View the Current NJDOE Parental Rights in Special Education (PRISE) Booklet]

The New Jersey Department of Education periodically updates the PRISE booklet to reflect changes in federal and state requirements. Families should refer to the current version provided by NJDOE for the most up-to-date information.

Your Right to Participate

Parents and guardians have the right to participate in meetings regarding their child's:

• Identification
• Evaluation
• Eligibility
• Educational placement
• Individualized Education Program (IEP)
• Provision of a Free Appropriate Public Education (FAPE)

Families are encouraged to ask questions, share information, review evaluation results and educational records, and participate in discussions about their child's educational program. IDEA specifically protects parental participation in decisions related to identification, evaluation, placement, and FAPE.

Resolving Questions or Concerns

We believe that open communication and collaboration are the best starting points when questions or concerns arise.

If you have a concern about your child's special education program, we encourage you to begin by contacting your child's case manager, teacher, Child Study Team member, or the Special Education Department. Our goal is to listen, understand the concern, and work collaboratively toward a solution.

If a disagreement cannot be resolved through collaboration, parents have formal dispute-resolution options available under federal and New Jersey law.

Mediation

Mediation is a voluntary process that provides parents and school districts with an opportunity to work with a neutral mediator to resolve disagreements regarding special education.

Due Process

Parents may request a due process hearing when they have a disagreement with the school district regarding matters such as identification, evaluation, reevaluation, classification, educational placement, the provision of FAPE, or certain disciplinary actions.

State Complaints

Parents may also file a state complaint when they believe a public education agency has violated federal or state special education requirements.

New Jersey provides information and procedures for mediation, due process, and state complaints through the NJDOE Office of Special Education.

[Visit NJDOE Special Education Parent Resources]

Need Help Understanding Your Rights?

You do not have to navigate the special education process alone.

If you have questions about your child's rights, evaluation, IEP, services, or educational program, please reach out to your child's case manager, Child Study Team member, or the Special Education Department.

We are committed to maintaining open communication with families and working together to support the educational success of every student.

Special Education Parent Advisory Group (SEPAG)

Your Voice Matters

Merchantville School values the knowledge, experience, and perspective that families bring to the special education community.

Our Special Education Parent Advisory Group (SEPAG) provides an opportunity for parents and guardians of students with disabilities to come together, share experiences and concerns, and provide input to the district regarding special education programs, services, and policies.

SEPAG serves as a parent-led advisory group that works collaboratively with the school district to promote meaningful parent involvement and help strengthen special education programming for students and families.

What Does SEPAG Do?

SEPAG may:

• Provide input to the district regarding special education programs and services
• Share common concerns and experiences from families
• Help identify areas where families may benefit from additional information, resources, or support
• Promote communication and collaboration between families and the school district
• Support opportunities for parent education and engagement
• Help build a strong and connected special education community

SEPAG is not intended to address individual student concerns or replace the formal processes available to families. Questions or concerns about an individual student's IEP, evaluation, services, or educational program should be directed to the student's case manager, Child Study Team, or appropriate school administrator.

Who Can Participate?

Parents and guardians of students receiving special education and related services are encouraged to participate.

Families do not need to have a specific concern or issue to participate. SEPAG is an opportunity to learn, connect with other families, ask questions, and contribute to conversations about the future of special education in our school community.

Get Involved

We welcome families who are interested in learning more about SEPAG or becoming involved.

SEPAG Meeting Information

Next Meeting: September 16th & 17th, 2026 (Back to School Nights)
Time: TBD
Location: Merchantville School Cafeteria

We look forward to working together to strengthen the partnership between students, families, and Merchantville School.

Preschool Special Education & Early Childhood

Supporting Our Youngest Learners

Merchantville School is committed to providing appropriate educational opportunities and supports for young children with disabilities. Early identification and intervention can help children build the skills they need to participate, learn, and grow within their school community.

Under the Individuals with Disabilities Education Act (IDEA) and New Jersey special education regulations, children ages 3 through 5 who are suspected of having a disability may be referred to the Child Study Team for consideration of an evaluation.

Preschool Child with a Disability

New Jersey recognizes Preschool Child with a Disability as an eligibility category for children ages 3 through 5 who meet the state's criteria for developmental delay or have a qualifying disability that adversely affects educational performance and requires special education and related services. (nj.gov)

A preschool evaluation may consider areas of development such as:

• Physical development
• Cognitive development
• Communication and language
• Social and emotional development
• Adaptive development

The evaluation is individualized to the child and considers information from multiple sources, including parent input, developmental history, observations, assessments, and other relevant information.

Referring a Preschool Child

Parents and guardians who have concerns about their child's development or educational needs may submit a written request for an evaluation to the Child Study Team.

Parents do not need to determine whether their child has a disability or know which evaluations are needed before making a referral. The Child Study Team will work collaboratively with the family to determine the appropriate next steps.

Children transitioning from the New Jersey Early Intervention System (NJEIS) may also be referred to the school district as part of the transition from early intervention services to preschool special education. Families should work with their early intervention team and school district to support a smooth transition. (nj.gov)

Preschool IEPs

When a preschool child is determined eligible for special education and related services, the IEP team—including the child's parent or guardian—develops an Individualized Education Program (IEP) based on the child's individual strengths and needs.

The IEP identifies the special education and related services, supports, accommodations, and educational setting appropriate for the child.

New Jersey emphasizes providing preschool children with disabilities opportunities to participate with children without disabilities to the maximum extent appropriate. (nj.gov)

Questions About Preschool Special Education?

If you have concerns about your child's development, learning, communication, behavior, or participation in school, we encourage you to reach out to the Child Study Team.

You do not have to wait until your child begins kindergarten to ask questions or request an evaluation.