EDUCATION
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BERTHA EDUCATION SERVICES

Bertha Education Services offering consultation services and professional development on Special Education, 504, and Twice Exceptionaltwice-exceptional Refers to gifted students who have some form of learning or developmental disability. students. Diverse professional history including working with students who have communication disabilities, supporting school teams, students, and families through the special education process, and collaborating with professionals to identify and plan for twice exceptional students. Expert knowledge of IDEAIndividuals with Disabilities Education Act Federal law passed in 1975 to ensure that children with disabilities have the opportunity to receive a free and appropriate public education. , Gifted Identification, and educational planning for students with varied needs.

KIM BERTHA

Special Education Expert

Kim Bertha is the co-owner of Bertha Education and Engineering Services, based in Clearwater, Florida. She offers consultation services on Special Education, 504 plans, and Twice Exceptional students, in addition to professional development for educators. Kim retired in 2022 from Douglas County Schools in Colorado, where she served as a Coordinator for Special Education, 504, and Twice Exceptional students.

Her expertise encompasses IEPindividualized education plan A student-specific education plan required by IDEA federal law. and 504 plan development, as well as the identification and programming for Twice Exceptional students. Kim also provides advocacy services to families, helping them navigate the educational system for their exceptional students. As a former public school administrator, she understands the challenges families face when working with schools. With her extensive experience, Kim assists families, students, and schools in creating and implementing educational plans that support student growth.

Kim offers professional development opportunities on various topics, including eligibility determination for IEPs and 504 plans, IEP development, identification and programming for Twice Exceptional students, and special education law.

Consulting/Training for:

Twice Exceptional Students

Twice-exceptionaltwice-exceptional Refers to gifted students who have some form of learning or developmental disability. students navigate education through a complex interplay of abilities. These students are characterized by giftedness and experience the impact of a disability, a combination that can make accessing and progressing in school difficult.. The disability may mask the student’s gifted strengths, hindering their ability to showcase their full potential. Conversely, the impact of their disabilities might impede their access to educational opportunities that align with their cognitive abilities. Identifying these students accurately is crucial to tailor education plans that provide access to gifted education while offering specialized accommodations and instruction to address their disabilities. The services I provide to support twice-exceptional students encompass consulting with both parents and school teams throughout the identification process and the development of educational plans. Furthermore, I offer professional development sessions to schools and districts focusing on identification techniques and specialized educational programming tailored specifically for twice-exceptional students.

Legal Requirements for Schools

The Individuals with Disabilities Education ActIndividuals with Disabilities Education Act Federal law passed in 1975 to ensure that children with disabilities have the opportunity to receive a free and appropriate public education. (IDEA) mandates that public schools, including charter schools, furnish all students with a free and appropriate public education. Schools are obligated to assess a student if there is a suspicion of a disability. Additionally, parents retain the right to request an evaluation to ascertain eligibility for special education services. A collaborative team comprising both general education teachers and special education professionals, alongside the parents, review the evaluation findings, ultimately deciding whether the student necessitates special education services. These evaluations and subsequent services are offered at no cost to public school students, eliminating the need for parents to seek evaluations or referrals from external providers. I specialize in advocacy services aimed at assisting parents and students with disabilities in comprehending the legal obligations and effectively engaging with school teams. Additionally, I offer professional development sessions to schools and districts, facilitating their understanding of the legal mandates outlined in IDEA and providing guidance on ensuring compliance with these laws.

504 Implementation

Section 504 of the Americans with Disabilities ActAmericans with Disabilities Act Federal civil rights law passed in 1990 prohibits discrimination based on disability. Applies to all public education entities. requires public schools, including charter schools, to assess the necessity for educational accommodations for students with disabilities. Parents are not obliged to provide the school with a physician’s diagnosis for the school to initiate the process of determining if educational accommodations are required to ensure the student’s access to the same educational opportunities as non-disabled students. Should the school require medical, psychiatric, or neurological evaluations prior to completing the 504 eligibility process, the school is required to pay the costs of the evaluations. If the school team concludes that the student is experiencing the effects of a disability that impede their full access to education, a 504 plan should be formulated. This plan outlines accommodations tailored to the student’s needs, aimed at fostering their success in school. I specialize in advocacy services geared towards supporting parents and students, aiding them in navigating the 504 evaluation and plan development process collaboratively with the school

IEP Development & meeting facilitation

Students who qualify for support under the Individuals with Disabilities Education Act (IDEA) receive an Individualized Education Planindividualized education plan A student-specific education plan required by IDEA federal law. (IEP). This plan is crafted based on the specific educational needs of the student, determined through the collection of various data, including evaluations, observations, and assessments. Collaboratively developed with input from general education teachers, special education professionals, school administrators, and parents, the IEP is reviewed annually. This process takes place during an IEP development or review meeting. Occasionally, these meetings may prove frustrating for parents, as the educational terminology used can be challenging to grasp. Parents may feel their concerns are not fully heard by the school. In such instances, parents can seek assistance from education advocates to comprehend the process better and prepare for the meeting. If collaboration with the school becomes challenging, parents or the school itself may request the involvement of a facilitator to aid in conducting the meeting. My advocacy services encompass thorough reviews of students’ educational evaluations and Individualized Education Plans (IEPs) alongside parents and students, ensuring they are comprehensive and tailored to support student growth. I offer assistance to parents in fostering positive collaboration with schools, nurturing strong school-home relationships that yield optimal outcomes for students. Upon parental request, I may attend IEP meetings to enhance understanding of the information presented and facilitate effective collaboration with the school. Additionally, I provide parents with guidance on requesting a facilitator for the meeting if needed

EDUCATION SERVICES