When a comprehensive special education evaluation reveals that a student has a disability and the student has mental health needs, those needs must be addressed in the student’s IEP.  With coordination and collaboration between families, the student, school staff and community based mental health professionals, the student’s IEP can be developed to provide the support and services the student needs to access, engage and make progress in both general and special education instruction and environments.

Learning objectives:

• Participants will review the legal and ethical reasons for supporting students with disabilities who experience mental health challenges through their Individual Education Plans.
• Participants will understand how IEP teams can include supports and services in the IEP that meet the student’s mental health needs.

Presenters:  Tim Peerenboom & Eva Shaw, Wisconsin Department of Public Instruction.

Tim obtained a bachelor’s degree from The University of Wisconsin-La Crosse in 2002 and went on to earn two Master’s degrees; one in School Psychology from UW Stout in 2003 and one in Educational Leadership from Cardinal Stritch University in 2009.  Prior to joining the DPI in August 2019, Tim has served as a School Psychologist, Autism Specialist and Director of Special Education and Pupil Services.  He has experience working with children aged 3-21 in a variety of public education service models including traditional public schools, a Project Based Learning charter school and even a Montessori school.  He has served in urban, rural and suburban school districts spanning from Portland, OR to Washington, D.C.  Now back home in Wisconsin, Tim enjoys spending time with friends and family, especially his wife and two children.

Eva Shaw, Autism/Emotional Behavioral Disabilities Consultant, Wisconsin DPI

Eva is a special education consultant at the Wisconsin DPI. Her role focuses on services and supports related to social and emotional learning for students with IEPs, autism, emotional and behavioral disabilities, positive behavioral interventions and supports, and alternatives to exclusionary practices. She has worked in the field of special education for over 25 years and has had the privilege to serve children, families, and schools in several states and in a wide variety of roles. She has served as a special education teacher in self-contained and fully inclusive settings, as a program support teacher and diagnostician, and in an administrative role as a special education supervisor.