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Kankakee School District 111

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Special Education Overview

As Director of Special Education for Kankakee School District 111, I am honored to share our vision and commitment to serving every student with disabilities by providing a comprehensive, district‑wide continuum of support. Our guiding philosophy is grounded in the premise that special education is not a place but rather is a set of services and supports tailored to the needs of each learner, delivered in the least restrictive environment possible.  Our Department believes deeply in a system in which all students, regardless of their disability, are identified early, evaluated fairly, supported effectively, and empowered to grow academically, socially, and emotionally. 

In our District, the continuum of supports spans a broad array of disability areas, paralleling the definitions and criteria set forth by the Illinois State Board of Education: from learning, speech, and language impairments, to sensory, physical, emotional, intellectual, and multiple disabilities. We work collaboratively with families, general education teachers, specialists, and cooperative partners to design and implement interventions that are evidence‑based, culturally and linguistically responsive, and continuously monitored. We utilize processes such as early intervention, progress monitoring, and ongoing assessments to discern eligibility, track growth, and adjust supports. Our partnership with our community resources enable access to specialized resources, through therapies, assistive technologies, specialized instruction and ensures that no student is isolated from needed services due to constraints of location or scale.

Looking forward, our goal is to strengthen early identification, refine data-driven decision‑making, and continuously improve the alignment between services and student outcomes. We are committed to maintaining high standards of professional development for staff, transparent communication with families, fidelity of implementation of interventions, and compliance with state and federal mandates. Together, with our teachers, support staff, cooperative partners, and families, Kankakee District 111 strives to ensure that each student with a disability not only meets but exceeds expectations, equipped with the skills, confidence, and supports necessary for success in school and in life.

If you have any questions, need further clarification, or are seeking support in navigating special education services, I invite you to reach out. Collaboration is at the heart of our work, and we are always available to connect with families, staff, and community members to ensure we are meeting the needs of every student. Together, we can build a strong, inclusive educational environment that empowers all learners to thrive.  

In Partnership,
Carrie Ganci-Clodi, M.Ed., J.D.
Kankakee District 111
Director of Special Education

  • In accordance with the Individuals with Disabilities Education Act (IDEA), each local education agency is required to "identify, locate, and evaluate all children with disabilities residing in the State... who are in need of special education and related services" (20 U.S.C. § 1412(a)(3)(A)). This mandate, known as Child Find, applies to all children from birth through age 21, regardless of the severity of the disability. In Kankakee School District 111, we are fully committed to fulfilling our Child Find responsibilities by responding promptly and thoroughly to concerns regarding a child’s development, learning, behavior, or other indicators of possible disability.

    Once a concern is identified, our team will work collaboratively with families to determine whether a referral for a case study evaluation is appropriate. With written parental consent, a comprehensive evaluation will be conducted to determine eligibility for special education and related services. Throughout this process, parents are protected by Procedural Safeguards, as outlined by the IDEA and the Illinois State Board of Education (ISBE). These safeguards include the right to participate in meetings, access educational records, receive prior written notice of proposed actions, provide or withhold consent, resolve disputes through mediation or due process hearings, and receive communications in their native language or preferred mode. A copy of the “Explanation of Procedural Safeguards Available to Parents of Students with Disabilities” is provided at least annually and upon specific events, such as referral for evaluation or disciplinary action.

    We strongly believe that early identification and collaborative planning are essential to supporting each student’s growth and success. If you have any concerns or believe your child may need special education services, please reach out to our department. We are here to listen, support, and partner with you every step of the way to ensure your child receives the services and protections they are entitled to under the law.

  • In alignment with the Individuals with Disabilities Education Act (IDEA), Kankakee School District 111 is committed to providing access to a full continuum of alternative placements for students with disabilities, as required under 34 C.F.R. § 300.115. IDEA mandates that each public agency must "ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services." This continuum includes, but is not limited to, instruction in general education classes, special classes, special schools, home instruction, and instruction in hospitals and institutions. The law further emphasizes the requirement to educate students in the least restrictive environment (LRE) to the maximum extent appropriate, children with disabilities are to be educated alongside their non-disabled peers and removed from the general education setting only when the nature or severity of the disability prevents success even with supplementary aids and services (34 C.F.R. § 300.114).

    Kankakee School District 111 meets and exceeds these federal requirements by offering a full range of special education supports tailored to the individual needs of each student. Programming options include resource services, instructional support within general education settings, and self-contained classrooms for students who require more intensive intervention. Most students receive services within their home school; however, when a student’s needs cannot be appropriately addressed in that setting, the Individualized Education Program (IEP) team considers a broader range of placements. This may include placement in specialized district classrooms located in specific buildings, where targeted, intensive programming is available for students requiring structured, small-group environments. All placement decisions are made collaboratively and are based on the unique strengths and needs of the student, with the guiding principle of ensuring the LRE is maintained to the greatest extent appropriate.

    To further support the continuum of services, District 111 maintains strong interagency partnerships with the Kankakee Area Special Education Cooperative (KASEC) as well as with ISBE-approved private day and residential facilities that serve students with low-incidence, significant, or therapeutic needs. These partnerships allow for flexible, individualized programming and access to specialized resources and personnel, including related services such as speech-language therapy, occupational and physical therapy, social work, counseling, assistive technology, and behavior intervention supports. In accordance with Illinois regulations (23 Ill. Admin. Code § 226.300), placement decisions are made only after considering whether supports can be successfully implemented in less restrictive settings. Through this comprehensive continuum of placements and services, Kankakee School District 111 ensures every eligible student receives a Free Appropriate Public Education (FAPE) in the most inclusive and supportive environment possible.

  • Under the Individuals with Disabilities Education Act (IDEA), local education agencies are required to ensure that students with disabilities continue to receive a Free Appropriate Public Education (FAPE), even when medical or mental health conditions prevent them from attending school in a traditional setting. Specifically, the law mandates that a continuum of alternative placements be available, including “instruction in hospitals and institutions” as part of the educational service delivery model (34 C.F.R. § 300.115(b)(1)). When a student is unable to attend school due to a verified medical or psychological condition, homebound or hospital instruction may be considered as a temporary placement on the continuum, provided it is based on an Individualized Education Program (IEP) team decision and is not used as a means of long-term exclusion from the general education setting.

    In Illinois, homebound instruction is governed by 23 Ill. Admin. Code § 226.300 and 105 ILCS 5/14-13.01(a), and may be provided when a student is anticipated to be absent from school for a minimum of 10 consecutive school days or on an intermittent basis totaling at least 10 days over a school year, due to a medical condition. To initiate consideration of homebound services, a written statement from a licensed physician (or a licensed clinical psychologist) is required, specifying the student's condition, anticipated duration of absence, and confirming that the student is unable to attend school. Upon receipt of the physician’s certification, Kankakee School District 111 promptly convenes an IEP meeting to determine eligibility and appropriate services. During the homebound placement, the district ensures continuity of instruction, related services as appropriate, and regular communication with the IEP team to review progress and determine readiness to return to a less restrictive setting. Additional guidance is available through the Illinois State Board of Education's Home/Hospital Instruction Guidance, which outlines rights, procedures, and timelines for service delivery. Through careful planning and adherence to legal requirements, District 111 ensures that all students—regardless of medical circumstance—continue to receive meaningful educational access and support.

  • Students who may be eligible and in need of special services may be identified through the Kankakee School District 111 Problem Solving Process or by referral. Students can be referred for an evaluation by their parents, their teacher or any other concerned adult. The student's health, vision, hearing, social-emotional status, general intelligence, academic performance, communication status and motor abilities are all components of an evaluation that are considered at the Domain Review. Students are found eligible for special education services following the evaluation if they exhibit deficits that impede their learning.

    To request an evaluation, please address a letter to your building principal and the Kankakee School District 111 Director of Student Support Services including the following information: name, age and grade of your child; the reason you are requesting an evaluation; and, your compete name and address.

    Any questions you have regarding the referral process or special education services may be directed to the following contacts:

    Dr. Carrie Ganci-Clodi

    Director of Special Education Services

    carrie-clodi@ksd111.org

    Kim Starkey

    Director of Student Support Services

    kim-starkey@ksd111.org

     

  • Transportation needs for students with disabilities are discussed at the student's IEP meeting. If you have any concerns regarding transportation, please contact your child's teacher, the building principal, or the Director of Student Support Services to schedule an IEP meeting.

Related Services

In addition to special education programming, the Individuals with Disabilities Education Act (IDEA) requires that students with disabilities receive related services necessary to support their access to and benefit from instruction. According to 34 C.F.R. § 300.34, related services include “transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.” These services may encompass but are not limited to speech-language pathology, occupational and physical therapy, psychological services, social work, counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. The provision of related services is determined by the IEP team based on the individual student’s needs and is a vital component of delivering a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

In Illinois, the collaborative model of service delivery greatly enhances the quality and consistency of related services. Kankakee School District 111, in coordination with the Kankakee Community and the Kankakee Area Special Education Cooperative (KASEC), leverages the strengths of interagency partnerships to provide timely and effective services aligned with the student’s IEP. This model ensures that students receive related services from qualified professionals who are integrated into the educational environment and actively collaborate with teachers, families, and other support staff. Through this coordinated approach, the district is able to address a wide range of developmental, behavioral, sensory, and physical needs, ensuring that every student with a disability is supported holistically in achieving meaningful educational outcomes.
Additional information follows.

Occupational and physical therapy are two of the related services of special education mandated by the Individuals with Disabilities Act (IDEA). There are several ways a student can receive occupational and physical therapy services in an educational setting. To receive services, students must have an Individualized Educational Plan (IEP). School based therapy services strive to facilitate the students' potential for functional independence and participation in educational activities. This differs from the medical model of therapy services which focuses on medical needs.  As related services, OT and PT services are provided if the therapists' expertise is needed to support the attainment of the identified IEP goals.

Occupational therapists work with students who are eligible for special education and have been identified with visual motor, fine motor, postural and/or motor needs, self-care and sensory processing deficits that significantly impact the student's ability to participate in their educational program.

Physical therapists work with students who are eligible for special education and have been identified with gross motor, functional mobility, strength/endurance, postural and/or positioning needs that significantly impact the students' ability to participate in their educational program.

Services are provided in the student's most natural and least restrictive environment. Services are delivered using a direct and consultation model. Consultation and collaboration with the educational team are an essential component of services to assure that the recommended interventions are implemented on a daily basis.

School based OT and PT services are not intended to take the place of clinical therapy. Medical diagnoses or medical issues that do not interfere with a student's ability to access or participate in his/her educational program are not the focus of school therapy services.

School Psychologist

The school psychologist provides diagnostic information about individual students including intelligence levels, learning styles, and personality characteristics and patterns. They also are heavily involved in the MTSS/PBIS process. They also confer with parents and teachers to interpret test results and offer recommendations for follow up.

School Social Workers serve all students enrolled in Kankakee School District 111. School Social Workers bring to the school setting an understanding of the social/emotional development of children and the influence of family, community and cultural differences. The Illinois School Social Work Association provides the following framework for understanding what School Social Workers do.

 

What is a School Social Worker?

School Social Workers (SSW) are a vital part of the educational team, working together with parents, administrators, teachers and related service providers. Their unique graduate level training in social work enables them to understand and interpret influences of the school, home and community on children. School Social Workers identify factors that can make school a more successful experience for students.

 

What do School Social Workers Do?

School Social Workers help students:

  • achieve maximum benefit from their educational opportunities
  • understand themselves and others
  • improve interpersonal relationships
  • cope with stress
  • develop decision making skills.

School Social Workers help parents:

  • participate effectively in their children's education
  • understand and meet their children's social and emotional needs
  • understand programs available to students with special needs
  • utilize school and community resources effectively.

School Social Workers help schools:

  • understand factors (cultural, societal, economic, familial, health, etc.) that affect students' abilities to make maximum use of their school experience
  • utilize their resources in meeting the educational, social and emotional needs of students
  • promote a safe school environment.

Roles and Responsibilities of Speech & Language Pathologists

School-based speech & language pathologists (SLP’s) have integral roles in education and are essential members of school faculties.

Working Across All Levels — SLPs provide appropriate speech-language services to students in preschool, elementary, intermediate, and junior high school.

Serving a Range of Disorders — As delineated in the American Speech-Hearing Association (ASHA) Scope of Practice in Speech-Language Pathology and federal regulations, SLPs work with students exhibiting the full range of communication disorders, including those involving receptive and/or expressive language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing.

Ensuring Educational Relevance — SLPs address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.

Providing Unique Contributions to Curriculum — SLPs provide a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings.

Highlighting Language/Literacy — Current research supports the interrelationships across the language processes of listening, speaking, reading, and writing. SLPs contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings.

Providing Culturally Competent Services — with the ever-increasing diversity in the schools, SLPs make important contributions to ensure that all students receive quality, culturally competent services. SLPs have the expertise to distinguish a language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. This expertise leads to more accurate and appropriate identification of student needs. SLPs can also address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth.

Prevention — SLPs are integrally involved in the efforts of schools to prevent academic failure in whatever form those initiatives may take; for example, with MTSS, SLPs use evidence-based practice (EBP) in prevention approaches.

Assessment — SLPs conduct assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP.

Intervention — SLPs provide intervention that is appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process.

Program Design — SLPs configure school wide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and that they provide services to other students as appropriate.

Data Collection and Analysis — SLPs, like all educators, are accountable for student outcomes. Therefore, data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities.

Collaboration with Other School Professionals — SLPs provide services to support the instructional program at a school. Therefore, SLPs’ unique contributions complement and augment those made by other professionals who also have unique perspectives and skills. Working collegially with general education teachers who are primarily responsible for curriculum and instruction is essential. SLPs also work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. Working with school and district administrators in designing and implementing programs is crucial.

Collaboration within the Community — SLPs work with a variety of individuals and agencies (e.g., physicians, private therapy practitioners, social service agencies, private schools, and vocational rehabilitation) who may be involved in teaching or providing services to district students.

Collaboration with Families — SLPs engage families in planning, decision making, and program implementation. SLPs are in a position to provide training to parents of students of all ages with regard to communication development and disorders. They may be especially helpful to families in creating a language- and literacy-rich home environment.

Transition services are a critical component of the Individuals with Disabilities Education Act (IDEA), designed to prepare students with disabilities for life beyond high school. Under 34 C.F.R. § 300.43, transition services are defined as “a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process... focused on improving the academic and functional achievement of the child to facilitate the child’s movement from school to post-school activities,” which may include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. In accordance with 34 C.F.R. § 300.320(b), transition planning must begin no later than the first IEP that is in effect when the student turns 16, and must be updated annually. However, Illinois state law strengthens this requirement, mandating that transition planning must begin no later than age 14½ (per 23 Ill. Admin. Code § 226.230(c)), ensuring students have adequate time and support to explore, plan, and prepare for their future.

Kankakee School District 111 provides a robust continuum of transition services and supports tailored to the unique needs, preferences, and goals of each student. Transition planning is integrated into the IEP process and includes assessments of student strengths and interests, goal setting, coursework alignment, vocational training, community-based instruction, independent living skill development, and collaboration with adult service agencies. Through partnership with the Kankakee Community and agencies such as the Illinois Department of Human Services – Division of Rehabilitation Services (IDHS-DRS) and STEP (Secondary Transitional Experience Program), students receive coordinated supports that bridge school and adult life. The district also promotes the use of the Illinois Postsecondary and Workforce Readiness Act resources, which align high school experiences with career pathways and employability skill development. These structured supports ensure that all students with disabilities have the tools, experiences, and connections necessary to transition successfully into adulthood, further education, or meaningful employment.

  • Occupational and physical therapy are two of the related services of special education mandated by the Individuals with Disabilities Act (IDEA). There are several ways a student can receive occupational and physical therapy services in an educational setting. To receive services, students must have an Individualized Educational Plan (IEP). School based therapy services strive to facilitate the students' potential for functional independence and participation in educational activities. This differs from the medical model of therapy services which focuses on medical needs.  As related services, OT and PT services are provided if the therapists' expertise is needed to support the attainment of the identified IEP goals.

    Occupational therapists work with students who are eligible for special education and have been identified with visual motor, fine motor, postural and/or motor needs, self-care and sensory processing deficits that significantly impact the student's ability to participate in their educational program.

    Physical therapists work with students who are eligible for special education and have been identified with gross motor, functional mobility, strength/endurance, postural and/or positioning needs that significantly impact the students' ability to participate in their educational program.

    Services are provided in the student's most natural and least restrictive environment. Services are delivered using a direct and consultation model. Consultation and collaboration with the educational team are an essential component of services to assure that the recommended interventions are implemented on a daily basis.

    School based OT and PT services are not intended to take the place of clinical therapy. Medical diagnoses or medical issues that do not interfere with a student's ability to access or participate in his/her educational program are not the focus of school therapy services.

  • School Psychologist

    The school psychologist provides diagnostic information about individual students including intelligence levels, learning styles, and personality characteristics and patterns. They also are heavily involved in the MTSS/PBIS process. They also confer with parents and teachers to interpret test results and offer recommendations for follow up.

  • School Social Workers serve all students enrolled in Kankakee School District 111. School Social Workers bring to the school setting an understanding of the social/emotional development of children and the influence of family, community and cultural differences. The Illinois School Social Work Association provides the following framework for understanding what School Social Workers do.

     

    What is a School Social Worker?

    School Social Workers (SSW) are a vital part of the educational team, working together with parents, administrators, teachers and related service providers. Their unique graduate level training in social work enables them to understand and interpret influences of the school, home and community on children. School Social Workers identify factors that can make school a more successful experience for students.

     

    What do School Social Workers Do?

    School Social Workers help students:

    • achieve maximum benefit from their educational opportunities
    • understand themselves and others
    • improve interpersonal relationships
    • cope with stress
    • develop decision making skills.

    School Social Workers help parents:

    • participate effectively in their children's education
    • understand and meet their children's social and emotional needs
    • understand programs available to students with special needs
    • utilize school and community resources effectively.

    School Social Workers help schools:

    • understand factors (cultural, societal, economic, familial, health, etc.) that affect students' abilities to make maximum use of their school experience
    • utilize their resources in meeting the educational, social and emotional needs of students
    • promote a safe school environment.

  • Roles and Responsibilities of Speech & Language Pathologists

    School-based speech & language pathologists (SLP’s) have integral roles in education and are essential members of school faculties.

    Working Across All Levels — SLPs provide appropriate speech-language services to students in preschool, elementary, intermediate, and junior high school.

    Serving a Range of Disorders — As delineated in the American Speech-Hearing Association (ASHA) Scope of Practice in Speech-Language Pathology and federal regulations, SLPs work with students exhibiting the full range of communication disorders, including those involving receptive and/or expressive language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing.

    Ensuring Educational Relevance — SLPs address personal, social/emotional, academic, and vocational needs that have an impact on attainment of educational goals.

    Providing Unique Contributions to Curriculum — SLPs provide a distinct set of roles based on their focused expertise in language. They offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure, or those who struggle in school settings.

    Highlighting Language/Literacy — Current research supports the interrelationships across the language processes of listening, speaking, reading, and writing. SLPs contribute significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk for school failure, or those who struggle in school settings.

    Providing Culturally Competent Services — with the ever-increasing diversity in the schools, SLPs make important contributions to ensure that all students receive quality, culturally competent services. SLPs have the expertise to distinguish a language disorder from “something else.” That “something else” might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. This expertise leads to more accurate and appropriate identification of student needs. SLPs can also address the impact of language differences and second language acquisition on student learning and provide assistance to teachers in promoting educational growth.

    Prevention — SLPs are integrally involved in the efforts of schools to prevent academic failure in whatever form those initiatives may take; for example, with MTSS, SLPs use evidence-based practice (EBP) in prevention approaches.

    Assessment — SLPs conduct assessments in collaboration with others that help to identify students with communication disorders as well as to inform instruction and intervention, consistent with EBP.

    Intervention — SLPs provide intervention that is appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process.

    Program Design — SLPs configure school wide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities, and that they provide services to other students as appropriate.

    Data Collection and Analysis — SLPs, like all educators, are accountable for student outcomes. Therefore, data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities.

    Collaboration with Other School Professionals — SLPs provide services to support the instructional program at a school. Therefore, SLPs’ unique contributions complement and augment those made by other professionals who also have unique perspectives and skills. Working collegially with general education teachers who are primarily responsible for curriculum and instruction is essential. SLPs also work closely with reading specialists, literacy coaches, special education teachers, occupational therapists, physical therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. Working with school and district administrators in designing and implementing programs is crucial.

    Collaboration within the Community — SLPs work with a variety of individuals and agencies (e.g., physicians, private therapy practitioners, social service agencies, private schools, and vocational rehabilitation) who may be involved in teaching or providing services to district students.

    Collaboration with Families — SLPs engage families in planning, decision making, and program implementation. SLPs are in a position to provide training to parents of students of all ages with regard to communication development and disorders. They may be especially helpful to families in creating a language- and literacy-rich home environment.

  • Transition services are a critical component of the Individuals with Disabilities Education Act (IDEA), designed to prepare students with disabilities for life beyond high school. Under 34 C.F.R. § 300.43, transition services are defined as “a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process... focused on improving the academic and functional achievement of the child to facilitate the child’s movement from school to post-school activities,” which may include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. In accordance with 34 C.F.R. § 300.320(b), transition planning must begin no later than the first IEP that is in effect when the student turns 16, and must be updated annually. However, Illinois state law strengthens this requirement, mandating that transition planning must begin no later than age 14½ (per 23 Ill. Admin. Code § 226.230(c)), ensuring students have adequate time and support to explore, plan, and prepare for their future.

    Kankakee School District 111 provides a robust continuum of transition services and supports tailored to the unique needs, preferences, and goals of each student. Transition planning is integrated into the IEP process and includes assessments of student strengths and interests, goal setting, coursework alignment, vocational training, community-based instruction, independent living skill development, and collaboration with adult service agencies. Through partnership with the Kankakee Community and agencies such as the Illinois Department of Human Services – Division of Rehabilitation Services (IDHS-DRS) and STEP (Secondary Transitional Experience Program), students receive coordinated supports that bridge school and adult life. The district also promotes the use of the Illinois Postsecondary and Workforce Readiness Act resources, which align high school experiences with career pathways and employability skill development. These structured supports ensure that all students with disabilities have the tools, experiences, and connections necessary to transition successfully into adulthood, further education, or meaningful employment.