Special Services

We’re Here for You

Insight School of Oklahoma (ISOK) offers robust special education services to support students and meet their needs, empowering them to thrive in school and beyond. With high-quality, personalized learning and the help of teachers and support staff, students with special needs can achieve their academic goals, find their confidence, and pave a path to success.

Identification of English Language Learners (ELL) Coordinator

As part of the enrollment process all parents provide home language survey answers to indicate if a child speaks another language or first learned another language to determine if the student needs to receive English language services and supports.

Identification of Section 504 Coordinator

Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.

Identification of Homeless Coordinator

Insight School of Oklahoma (ISOK) provides McKinney-Vento/homeless assistance and support for eligible families as defined below:

 (A) Means individuals who lack a fixed, regular, and adequate nighttime residence…; and

 (B) Includes—

  1. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement;
  2. children and youths who have a primary night time residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;
  3. children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
  4. Migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described in clauses (i) through (iii).

Children and youth are considered homeless if they fit both part A and any one of the subparts of part B of the definition above.

Identification of Foster Care Coordinator

Under the requirements of the federal Every Student Succeeds Act (ESSA) shall identify all students in foster care, have a foster care plan developed, and collaborate with the Child Welfare Agency and Tribal Child Welfare Agencies (CWA) to implement the Title I educational stability provisions.

Identification of American with Disabilities (ADA) Compliance Act Coordinator/Special Programs Manager

Request for Parent/Guardian Interpreter Services or Disability Accommodations

Procedural Safeguards 

Annual Public Notice of Special Services & Programs

In accordance with federal and state regulations, ISOK will provide an annual public notice to families informing them of ISOK’s child find responsibilities, procedures involved in the identification of educational disabilities and determination of students’ service and support needs.

Child Find

All public schools are mandated by the Individuals with Disabilities Education Act of 2004 (IDEA) to identify, locate, and evaluate students who may demonstrate disabilities through the Child Find process. The intent of Child Find is that all children with disabilities, ages 3–21, are located, identified, and evaluated in order to receive needed supports and services.

As public School, Insight School of Oklahoma provides a Free Appropriate Public Education to children ages 3–21, including those children who qualify for special education services unless the parent refuses special education services. In order for a child to receive intervention or special education services, an evaluation must be conducted to confirm the presence of a delay or disability. 

ISOK provides specialized programming through specially trained teachers to provide education-related services for children with disabilities. Supports are provided in the Least Restrictive Environment (LRE) and range from mild and moderate to significantly more involved supports for each of the following disabilities as defined by the State of Oklahoma:

  • Autism  
  • Developmental Delay
  • Deaf-Blindness 
  • Emotional Disturbance
  • Hearing Impairment, Including Deafness  
  • Intellectual Disabilities
  • Multiple Disabilities 
  • Orthopedic Impairments
  • Other Health Impairments  
  • Specific Learning Disability
  • Speech or Language Impairment 
  • Traumatic Brain Injury
  • Visual Impairment Including Blindness  

If through Child Find activities, a child is identified as possibly having a disability and needing special education services, ISOK will seek parent consent to evaluate the child. All such evaluations will be conducted in compliance with applicable federal and state law and regulations. Parents must report that their child has an Individualized Education Plan (IEP) during the enrollment process. Please contact ISOK Special Services to report students who may be in need these specialized educational and/or related services.


Special Education (IEP) or Service Agreements (504 Plans) 

Privacy and Confidentiality


Translation Needs

Special Education Grievances or Disputes

ISOK recognizes that despite best intentions of all parties, disagreements or miscommunications may arise between the school-based team and ISOK families or students. Should this situation occur, the ISOK special education case manager will initiate an IEP team discussion where the specific details contributing to any educational concern are fully discussed and addressed as the entire team determines would consider most appropriate for the student. Collaboration is a primary focus for this type of meeting, and the ISOK Special Education Team seeks to establish and maintain the confidence of its families to always serve its students in order to maximize their educational success. 

Dispute Resolution Options

  • IEP Facilitation – IEP facilitation is a voluntary process that can be utilized when all parties to an IEP meeting agree that the presence of a neutral third party would help facilitate communication and the successful drafting of the student’s IEP. This process is not necessary for most IEP meetings. Rather, it is most often utilized when there is a sense from any of the participants that the issues at the IEP meeting are creating an impasse or acrimonious climate. 
  • Mediation – A voluntary process in which both parties seek to resolve the issues involved in the concern with an unbiased, third party mediator from the OKSDE. The mediator who will write up the details of the agreement that the parties come to through the mediation conference, the agreement is signed by both parties, and thus what the document states is mandated to be implemented; This process is overall less time-consuming, less stressful, and less expensive to complete than a due process hearing (see below)

Formal Due Process

Families are NOT obligated to pursue the above alternatives to due process should they feel their concerns can only be resolved through a formal due process hearing. If a formal complaint against ISOK is submitted to the OKSDE at Oklahoma State Department of Education, the complaint must be written and include a statement that the LEA has violated a requirement under IDEA, Part B, the facts on which the statement is based; and the signature of the person(s) filing the complaint.