Students eligible for special education are provided the following as determined by the IEP team:
Across the continuum of special education services, King George County Public Schools serves students with one or more of the following identified disabilities:
Our services for students with Autism Spectrum Disorder provide a language based, highly structured learning environment with positive behavioral supports, academic, sensory, and social skills instruction. Continuous assessment of student performance is completed in both special education and general education settings. Assistive technology is often used for students to access the curriculum and improve communication.
BLIND or VISUALLY IMPAIRED
Services for students who are blind or vision impaired may include orientation and mobility, instruction in Braille, and other specialized materials. Use of technology and other specialized instructional materials are an integral part of our vision services.
Services for students who are deaf and blind include orientation and mobility, instruction in Braille, and other specialized materials and other service options to be considered including but not limited to: intervenors, interpreters, and deaf and hard of hearing teacher consultations. Use of technology, and other specialized instructional materials are an integral part of our deaf-blind services.
Children who are 2-5 years of age, with delays in communication, social/emotional, adaptive, motor and/or cognitive skills are provided with instruction to help develop growth in each of these areas. With a language enriched experience both in the home and school setting, we provide instruction, interventions, therapeutic and supportive services to children and their families. Instructional settings may include:
The focus of our services for students with emotional disabilities is to assist students in altering specific behaviors that interfere with their learning. We do this by conducting functional behavioral assessments (FBAs) and implementing behavior intervention plans (BIPs), while receiving instruction in SOL curriculum areas. Classrooms are designed to promote positive behaviors through a structured level system that reinforce desired behaviors. Counseling and support from our school social workers and other trained staff may also be provided.
HEARING IMPAIRMENT/DEAF or HARD OF HEARING
We offer services for students with significant hearing loss or deafness in separate specialized classrooms. Students with hearing loss who are able to receive instruction in the general education setting are supported through the services of an itinerant teacher. Interpreters are available to students as determined by the student's IEP team.
We provide services designed for students who demonstrate significant intellectual disability, academic achievement, functional life and adaptive skills below that of their same age peers. Students receiving services are provided with a high level of direct instruction while learning language, social, and job-related skills. Independence and daily living skills are also fostered through community based experiences. Alternate assessment options are an important aspect of the services. Students are supported across a variety of settings and are provided educational, community, social, and career and technology supports by special education staff and related service providers.
Services for students with multiple disabilities emphasize daily living skills, leisure skills, social skills, academic readiness and career development. Community based instruction includes generalization of skills to a variety of settings. Alternative assessment options are an important aspect of Multiple Disability services.
Students with orthopedic impairments receive educational services in the least restrictive setting deemed appropriate by the IEP team based upon the student's physical and intellectual abilities. These settings range from general education classrooms with assistance to self-contained from pre-k students through 12. Our schools are equipped so students with physical impairments can access the curriculum and education environments with minimal assistance and current adaptive resources.
OTHER HEALTH IMPAIRMENT
Students with other health impairments receive educational services in the least restrictive setting deemed appropriate by the IEP team based upon the student's physical and intellectual abilities. These settings range from general education classrooms with assistance to self-contained from pre-k students through 12. Our schools are equipped so students with physical impairments and medical concerns can access the curriculum and education environments with minimal assistance and use of supplementary services and aides.
SPECIFIC LEARNING DISABILITIES
Students with specific learning disabilities receive special education services and are supported through a variety of settings with individualized accommodations and modifications. Research based strategies and interventions are implemented within the general classroom often with a co-teacher addressing student's needs; literacy and mathematics are key instructional areas of support. Specialized instruction is provided by trained special education staff.
Students may receive direct, specialized instruction individually or in a small group in a resource classroom. Specific IEP goals are implemented by a special education teacher.
Students with learning disabilities often receive instruction in the general education classroom. A content general education teacher and a special education teacher collaborate and co-teach throughout the day to meet the needs of the student.
Students with learning disabilities that have made consistent progress toward IEP goals, and who are successfully accessing the general education curriculum often receive consultative services as their special education. Consultative services are provided by a special educator either directly to the student and/or to the student's teacher(s) as determined by the IEP team.
SPEECH and LANGUAGE IMPAIRMENT
Students with oral communication delays or disorders in articulation, receptive or expressive language, fluency or voice may receive Speech/Language services from a speech pathologist within the school division. Services are offered in a variety of settings within each school meeting the unique needs of our students.
TRAUMATIC BRAIN INJURY
This disability is classified as an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects the child’s education performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory; perceptual; and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Services needed for the student to receive a free and appropriate education are determined by the IEP.