Special Services » Special Services

Special Services

Department of Special Services
411 First Street
Dunellen, NJ 08812
732-400-5900 x1050
732-752-3466 (fax)

Welcome to the Department of Special Services!
We strive for individualized, inclusive education for all students. Explore our pages for information and guidance regarding the provision of special education and related services throughout our school district. 
To make a referral to the Child Study Team for an evaluation, a letter to the Director of Special Services should be mailed via the postal service or hand-delivered, with an original parent signature, noting the student's name, school, grade and reason for referral. For further clarification, please reference Dunellen Board of Education Policy 2460.

The CST comprises 3-4 members including: 

School Social Worker 
School Psychologist 
Learning Disabilities Teacher-Consultant
Speech and Language Specialist is a member of the team for evaluations of preschoolers. 

Each building in the Dunellen School District has a Child Study Team assigned on a regular basis. The District contracts with a variety of agencies and professionals in private practice for some types of specialized evaluations.


The purpose of a Child Study Team evaluation is to determine if a student has a disability and is eligible for special education and related services. The criteria for making these determinations are outlined in the New Jersey Administrative Code, Title 6A, Chapter 14 (N.J.A.C. 6A:14).  If a student is found eligible for special education and related services, the student will be assigned a case manager and an Individualized Education Plan will be developed.  The IEP Team consists of the case manager, a parent/ guardian, a general education teacher, a special education, related services providers (when appropriate), and the student (when appropriate).


IEP Team Member Roles:
The School Psychologist has expertise in determining a child's level of intellectual development. In addition, the psychologist is concerned with the social and emotional status of school children and how these factors may affect behavior and performance in school. The school psychologist consults with regular classroom and special education teachers and parents to maximize each child's potential and to create a supportive and enriching instructional environment.
The Learning Consultant is trained to determine the learning styles of children and to recommend specific teaching methods/materials which will best accommodate a child's needs. The learning consultant also determines whether a child who has been referred to the Child Study Team has the academic knowledge and skills necessary for school success. In addition, the learning consultant provides consultative services to the regular and special education teachers and parents to develop strategies and techniques to enhance the students' academic performance.
The expertise of the School Social Worker lies in assessing the student in relation to the family, school and community. In this role, the school social worker gathers information concerning the student's developmental milestones and health status. Family and school histories, as they pertain to the child's current school progress, are also obtained. The school social worker also is the primary specialist who coordinates community resources on behalf of students.
The Speech and Language Specialist assesses a student's communication abilities. This may include evaluation in expressive, receptive, & pragmatic language, articulation, phonology, fluency, voice, or any combination, that is unrelated to dialect, cultural difference or the influence of a foreign language adversely affecting a student's educational performance. This individual determines if a student is eligible for speech-language services.
The Board Certified Behavior Analyst (BCBA) works to provide suggestions and strategies to support the behavioral needs of students in the classroom. Through observations and collaboration with teachers and staff these strategies work to increase desired behaviors and decrease maladaptive behaviors. By determining the function of behavior through data driven methods, the BCBA works to provide appropriate replacement behaviors, increase functional skills and create a more positive classroom experience. 
Physical Therapist
School-based Physical Therapists collaborate with other instructional support personnel to ensure that children with a functional limitation or disability achieve academic success by accessing all the educational benefits within their educational environment. Motor skills are among the tools that are essential for academic success. The goal of physical therapy in the school is to clear the way for a child to access and succeed in their educational program.  
School-based Occupational Therapists (OTs) and Occupational Therapy Assistants (OTAs) provide services and support student's ability to participate in educational occupations or activities. Occupational Therapists determine eligibility for occupational therapy services following a formal referral through a variety of evaluations and assessments most often assessing fine motor, bilateral coordination, visual motor integration, visual perceptual skills, executive functioning, postural control, and sensory processing/self-regulation as related to the student’s curricular and extracurricular activities.