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    WELCOME
     
    The Surry County School Division is committed to providing educational opportunities for children with disabilities ages 2-21 inclusive, in the most appropriate, least restrictive environment as outlined in the student’s Individual Education Program (IEP). Each IEP is developed cooperatively by parents and involved school division personnel. Students with disabilities receive services on a continuum from resource special education to self-contained classes. When appropriate, materials and curriculum utilized by general education are used. Special materials and equipment are utilized to meet the needs described in the student’s IEP. Related services, including speech therapy, occupational, and physical therapy are provided as needed.
     
     
    ATTENTION: 
    All parents of school-aged children and youth who receive special education services in Virginia’s schools are encouraged to complete the VDOE Parent Involvement Survey (PDF). This survey is not intended to measure satisfaction with the special education program. It is designed to determine whether or not the school facilitated parent involvement. English and Spanish language available.
     
     
     
    WHO ARE THE CHILDREN WITH DISABILITIES?
    The term “children with disabilities” means that children evaluated in accordance with federal and state regulations and found as having mental retardation, hearing impairments including deafness, speech, or language impairments, visual impairments including blindness, serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, specific learning disabilities, deaf-blindness, or multiple disabilities, and who because of those impairments need special education and related services. Children with disabilities also include children aged 2 through 5 who are experiencing developmental delays as defined by the state and measured by appropriate diagnostic instruments and procedures in one or more of the following areas:
     
     
    • physical development
    • cognitive development
    • communication development
    • social, or emotional development
    • adaptive development and, who for that reason need special education and related serv
     

     

    WHEN IS A STUDENT ELIGIBLE FOR SERVICES?
    Any student who is thought to be disabled should be referred to the principal of the child’s school. The referral will be processed by a child study committee according to established procedures and due process regulations. If the Child Study Committee refers a child to the special education administrator for a full evaluation or a speech/language evaluation, the completed evaluations are referred to the eligibility committee within 65 business days. If the Eligibility Committee determines that a child is eligible for services, a recommendation is made for placement in the appropriate, least restrictive environment. Related services are also provided if needed. If it is determined that no disabling condition exists, the child remains in her/her general classroom and appropriate supportive services are provided.
      
    PROCEDURAL SAFEGUARDS
    As a parent of a child who is receiving or may be eligible to receive special education services (age 2 through 21), you have certain rights which are safeguarded by state and federal laws. We will take steps to help you understand the content of the notice. If your native language or other mode of communication is not a written language, the notice is given orally or by other means. We must give you a copy of the Procedural Safeguards once a year, unless:
    • The student is initially referred;
    • The parent requests an additional copy; or
    • A request for a due process hearing has been filed. Summary of Rights
    • A right for your child to have a free appropriate public education in the least restrictive environment.
    • The right to have information provided in your own language.
    • A right to be notified of any meetings concerning your child, prior to the date of the meeting.
    • A right to be given an opportunity to participate in any meeting that involves the identification, evaluation, and or placement of your child.
    • A right to confidentiality.
    • A right to have qualified examiners test your child to determine if he or she qualifies for special education services.
    • A right for your son or daughter to have an Individualized Educational Program (IEP) that addresses their unique needs.
    • A right to have the IEP reviewed at least once a year or more often if warranted.
    • A right to review your child's educational files at any time upon request.
    • A right to an independent evaluation.
    • A right to appeal any decisions, and given the process for such an appeal upon request.
     
    Please review a complete description of your rights in the Parental Rights in the Special Education booklet.
    You may also access the Parental Rights at ttp://www.doe.virginia.gov/special_ed/index.shtml.
    Types of Meetings and Purpose Parental involvement is highly encouraged and most appreciated in the educational and social development of our students. As a parent/guardian, you may be invited to participate in the following types of meetings:
    • Child Study Committee Meeting- A problem-solving committee that addresses academic and or behavioral concerns of students in an effort to allow them to experience success in the school environment. This Committee also may find it necessary to refer students for a special education evaluation.
    • Eligibility Committee Meeting-To determine if your child is eligible to receive special education and related services.
    • Manifestation Determination Review Team Meeting-To determine if there is a relationship between your child's disability/impairment and the behavior in question.
    • IEP Team Meeting-To develop and review you child's Individualized Education Plan, and other functions.
    Meeting Preparations
    1. Bring all pertinent documents/records including IEP's, and recent medical information.
    2. Write down your child's strengths and weaknesses.
    3. Write down questions that you would like answered.
    4. Inform the school as to whom you will bring to the meeting.
    5. Upon arrival, report to the main office, unless instructed otherwise.
    Tips
    • Do not be afraid to disagree.
    • If you do not understand, ask questions until you have clarity.
    • Be on time. Teachers often schedule more than one meeting each day.
    • Actively participate. Do not just sit and listen.
    • Ask for paper and pencil to take notes.
     
     
    ADHD-Attention Deficit Hyperactivity Disorder
    ADD-Attention Deficit Disorder
    AUT-Autism
    CDC-Child Study Committee
    DD-Developmentally Delayed
    DSS-Department of Social Services
    ED-Emotionally Disabled or Emotionally Disturbance
    FAPE-Free Appropriate Public Education
    FBA/BIP-Functional Behavior Assessment/Behavioral Intervention Plan
    FAPT-Family Assessment & Planning Team FAST-Family Assessment Services Team
    HI-Hearing Impairment
    IEP-Individualized Education Program/Plan
    ID Intellectual Disabilities
    LRE-Lease Restrictive Environment
    MD-Multiple Disabilities
    MDRT-Manifestation Determination Review Team
    OHI-Other Health Impairment
    OI-Orthopedic Impairment
    OT-Occupational Therapy
    PT-Physical Therapy
    SLD-Specific Learning Disability
    SLI-Speech/Language Impairment
    SD-Severe Disabilities
    TBI-Traumatic Brain Injury
    VI-Visual Impairment
     
    Instructional Settings may include, but are not limited to Consultation-Special Education services are provided at a very minimal level of frequency. The student confers with the special education teacher on an as needed basis and/or the special education teacher confers with the regular education teachers regarding the student's progress (frequency of services are noted in the IEP). Inclusion-Special education is provided in an age appropriate and grade-appropriate regular education classroom. "Inclusion in Surry County Public Schools is the process of educating exceptional children with their non-disabled peers in the least restricted environment. This involves collaboration between the general and special education teachers in providing instructional delivery with appropriate supports where needed."