"We believe every child is unique and the diversity of our students is what makes Enfield Public Schools exceptional.To thrive and excel, all are welcomed, accepted, respected, and supported."District Equity Statement

What We Do

WHAT WE DO

The Pupil Services Department oversees the provision of special education and related services in accordance with the state and federal regulations.

The Enfield Public Schools remain committed to providing education and related services to all students in the Least Restrictive Environment through responsible inclusive practices.

In accordance with the Child Find practices, each school has an active Student Assistance Team (SAT) in place to evaluate and identify, as appropriate, children with a suspected disability.  Please contact your child's school for further information on the SAT.  For information regarding concerns of a child who has not yet entered Kindergarten,  please contact the Pupil Services office directly.

Section 504 of the Rehabilitation Act of 1973 is a broad civil rights law which protects the rights of individuals with handicaps and bars discrimination based on disability. The act protects all school-aged children as handicapped who meet the definition of qualified handicapped person: (1) has or (2) has had a physical or mental impairment which substantially limits a major life activity, or (3) is regarded as handicapped by others.  Federal and State regulations require that reasonable accommodations be implemented in order to provide a free appropriate public education for the handicapped student.  Please contact Julie Carroll, Chief Pupil Services Officer at (860) 253-6518 or  [email protected]   with any questions regarding Section 504.
WHO WE ARE

 

 

Chief Pupil Services Officer

Julie Carroll  - 860-253-6519

Coordinators 
Laurie Seigel, Preschool-Grade 2 and "Speech and Language"
Nancy Hayes, Grades 3-6
Bridgette Birchall, Grades 7-12, Social Work and School Psychology

Pupil Personnel Services Staff:

Administrative Staff

Vocational Services

Special Education Teachers

Inclusion Facilitator

Social Workers

Occupational Therapists

School Counselors

School Nurses

Assistive Technology

Attendance Officer

School Psychologists

Speech/Language/Hearing Pathologists

Physical Therapists

Paraprofessionals
The Top 10 Characteristics of Responsible Inclusive Practices

1. Each Student is educated in his or her neighborhood school.

2. There is a natural proportion of students with disabilities at each school.

3. The faculty believes inclusion is a valued practice for all students.

4. The general education class and curriculum is the reference point for all instructional planning.

5. Students are in age-appropriate general education classrooms.

6. Students are considered members of their general education homerooms.

7. An array of instructional strategies for diverse learners is used effectively in each classroom.

8. Special education support is provided for students within the general education classroom when it is needed.

9. Special education and support services personnel are on grade level or subject area teams with their fellow general educators.

10. All educators regularly plan together to meet the needs of students they serve.