Special Services

“Believing there is a bridge from where you are to where you want to go is 99% of the battle. The other 1% is to cross it.”― Richie Norton

Team Exceptional is dedicated to bridging gaps in learning and relationships between students, parents, teachers, and staff across specialized and general education programs. Our purpose is to continue the daily work towards closing gaps in communication, student performance, the digital divide, personal wellness, and growth for all. We believe that students thrive best when their most critical needs are met.

We look forward to working with you in the best interest of our children, pre-teens, and young adults who learn differently.

DD2 Special Services Appreciation Day

Continuum of Services Q&A

How is special education defined?

Specifically designed individualized or group instruction, specialized services, programs, and transportation as needed to meet the unique needs of students with differing abilities.

Such instruction includes but is not limited to that conducted in classrooms, homes, hospitals, residential, and other settings.
Such instruction includes specially designed instruction.

What is specially designed instruction?

What special education services and programs can be included in the continuum of services?

The continuum of special education services for students with disabilities is an array of services to meet an individual student's needs that includes:

Consultant Teacher services (direct and/or indirect)
Resource Room services (push in or pull-out)
Related Services (direct or indirect; SLP, OT, PT, ABA)
Behavioral/Mental Health Services l
Pre-school Programs
Adaptive Fine Arts and P.E. as appropriate
Integrated Co-teaching
Inclusion
Self-Contained/Low Incidence Specialized classes
Innovative Programs & Service

What does Least Restrictive Environment (LRE) mean and how does it relate to the continuum of services?

LRE refers to the extent specialized education services are provided to a student in a setting with the student's non-disabled peers and as close to the student's home as possible.
The continuum of services identifies different service delivery models to provide specially designed instruction to a student with a disability.
Some of the services are designed to support the student in his/her general education classes.
Others may or may not be provided in settings with non-disabled peers, which is why the documentation of "location" in the IEP is very important.
The continuum of placement options is directly related to LRE placement decisions.

What are additional special services that may be recommended for students?

Transition Services are a coordinated set of activities for a student with a disability beginning not later than the first individualized education program (IEP) to be in effect when the student is age 13 (and at a younger age, if determined appropriate), designed within a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities.
Transitional Support Services are those temporary services, specified in a student's IEP, provided to a general or special education teacher to aid in the provision of appropriate services to a student with a disability transferring to a general education classroom or to another special education program or service in a less restrictive environment.
Travel Training is instruction, as appropriate, provided to students with significant cognitive disabilities, and any other students with disabilities who require this instruction, to enable them to develop an awareness of the environment in which they live; and learn the skills to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).
Special Transportation means services and supports necessary for the student to travel to and from school and between schools; in and around school buildings; and includes specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation to a student with a disability. Examples of special transportation include special seating; vehicle and/or equipment needs; adult supervision; type of transportation; and other accommodations.

Resources

Child Find

Public Notice Regarding District Child Find Services

Reaching Families of Children with Special Needs

Child Find is the process of identifying, locating, and evaluating children, starting at age three, who may have a disability and be in need of special education and related services. The school district seeks to identify all children residing in our district who may be in need of special education services.

Children in need of special education services are children identified as having an intellectual disability, hearing impairment, visual impairment, orthopedic impairment, speech and language impairment, emotional disability, autism, traumatic brain injury, developmental delay, other health impairment, specific learning disability, or multiple disabilities.

Parents, relatives, and public and private agency employees are asked to help our district find any child who may have a disability and needs special education and related services. If you are aware of a child who may have special needs, please contact Dorchester School District Two Office of Special Services Office at 843.875.4161 to register for the clinic’s speech and developmental screenings.

If applicable, please provide copies of medical, developmental, and/or evaluation records prepared by physicians and/or other agencies to aid our Child Find Team in making recommendations for your child.

Dorchester School District Two
Office of Special Services
Child Find
212 Joyce Lane
Summerville, SC 29483

Interventions

IDEA (Individuals with Disabilities Education Act)

The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires schools to provide the parents of a child with a disability, with a notice containing a full explanation of the procedural safeguards available under IDEA and U.S. Department of Education regulations.

The Individuals with Disabilities Education Act (IDEA), the Federal law concerning the education of students with disabilities, requires schools to provide you, the parents of a child with a disability, with a notice containing a full explanation of the procedural safeguards available under IDEA and U.S. Department of Education
regulations.

The IDEA terms listed below are the categories of disability that an individual can be found to have after evaluation and subsequently be eligible for services under IDEA. Each one of the terms has its’ own continuum of severity.

Autism
Deaf-blindness
Deafness
Developmental delay
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple Disabilities
Orthopedic Impairment
OHI (Other Health Impairment)
SLD (Specific Learning Disability)
Speech/Language Impairment
TBI (Traumatic Brain Injury)
Visual Impairment (Blindness)

If you have questions or wish to speak with someone about IDEA, please contact your school psychologist or contact anyone at the Dorchester School District Two Office of Special Services via the contact information below:

Dorchester School District 2
Office of Special Services
1325 C Boone Hill Road
Summerville, SC 29483
Phone: 843.875.4161
Fax: 843.821.3976

Special Needs/Disability Resources

Other Useful Websites

S. C. High School Credential
Assistive Technology - SC State Resources
Disability Resources - SCI WAY
Dorchester County Board of Disabilities
Family Connection of SC
Federal Education Programs at the State Level
SC Autism Society
SC Department of Education Special Services
US Department of Education
Vocational Rehabilitation

Section 504 Notice

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

At the elementary and secondary school level, determining whether a child is a qualified disabled student under Section 504 begins with the evaluation process. The amount of information required is determined by the multi-disciplinary committee gathered to evaluate the student. The committee includes persons knowledgeable about the student, the meaning of the evaluation data, and the placement options. The committee members determine if they have enough information to make a knowledgeable decision as to whether or not the student has a disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(c) requires that school districts draw from a variety of sources in the evaluation process so that the possibility of error is minimized.

If you suspect your student may be eligible for services under Section 504, please start by contacting your student’s school based 504 coordinator or Mr. Kirtley, Assistant Director, Special Services.

Contact Information:
Charles Kirtley, Assistant Director, Special Services for Dorchester School District Two
Email: CKirtley@dorchester2.k12.sc.us
Phone: 843.875.4161
Fax: 843.821.3976

Record Requests

Transportation

Students who need special transportation as noted in their Individual Education Plans, will review the details in an IEP meeting. Once the decision is made that a student needs special transportation, our Transportation Department will generally be able to begin transporting the student within 48 hours.

Transportation Department
Phone: 843.873.2901
Visit our Transportation Page

Medical Homebound

Medical Homebound instruction is provided for both nondisabled and disabled students who cannot attend school for a medical reason—a mental or physical condition that exists due to an accident, an illness, or pregnancy—even when transportation is furnished. A licensed physician, nurse practitioner, or physician’s assistant must certify that such a medical condition exists and must complete the medical homebound application that the local school district provides. The intent of medical homebound instruction is to keep such a student connected to his or her regular curriculum until the time when his or her return to the classroom setting is possible.

If you believe your student is eligible for medical homebound, you should request a Medical Homebound Form from the MHB Coordinator at your child’s school. Bring this form to your physician, nurse practitioner, or physician’s assistant for completion. Once the form is completed, send that completed form back to the medical homebound coordinator at your student’s school. The medical homebound coordinator will send that form to the District Medical Homebound Committee for review. You will be notified via email of the Committee decision or a need for additional information.

To request a Medical Homebound Form, please contact your child’s school.

Employability Credential

South Carolina has roughly 100,000 students with disabilities serviced under the Individuals with Disabilities Education Act (IDEA), of which the majority are able to earn a state high school diploma. Given the varying levels of student achievement, as well as the inability to complete required high school coursework, there was a need to provide an alternative option for students with disabilities to demonstrate their ability to transition into the work community. The uniform state-recognized South Carolina High School Employability Credential is aligned to a course of study for these students with disabilities whose Individualized Education Program (IEP) team determines this course of study is appropriate.

Preschool

Procedural Safeguards

Community & Transition Partnerships

AccessAbility

South Carolina Department of Disabilities and Special Needs (DDSN)

The South Carolina Department of Disabilities and Special Needs (DDSN) is a state agency that plans, develops, oversees, and funds services for people with disabilities. DDSN serves South Carolina residents who have one of the following severe, lifelong disabilities: an intellectual disability (mild, moderate, or severe), autism spectrum disorder, a head injury such as a traumatic brain injury, a spinal cord injury, or conditions that are related to these disabilities, for example, Down Syndrome, Cerebral Palsy, or severe epilepsy.

DDSN Application for Services
The South Carolina Department of Disabilities and Special Needs (DDSN) is the state agency that provides services to children and adults with severe, lifelong disabilities.

To be eligible for DDSN services, you must be domiciled in South Carolina and be confirmed by DDSN to meet criteria for at least one of the noted disability categories:

Intellectual Disability
Related Disability (i.e., a disability related to an Intellectual Disability)
High-Risk Infant
Autism Spectrum Disorder
Head Injury
Spinal Cord Injury
Similar Disability (i.e., a disability similar to a traumatic brain or spinal cord injury)

How to request DDSN Eligibility <h2>

Call Toll Free 1.800.289.7012, Monday-Friday, 8:30 AM-5:00 PM.
Para Espanol marque 1.803.935.5353.
Have the following information about the applicant available:
- Full Name
- Date of Birth
- Social Security Number
- Medicaid Number if Medicaid eligible
- Home Address
- Phone Number
- E-mail Address, if available
Plan to spend about 15 minutes on your call.
You will be asked questions to establish your residency in South Carolina.
You will be asked questions to get general information about your disability.
You will be asked to select three {3) Intake Service Providers from a list read to you over the phone. The Intake Provider will helP. you through the Eligibility process at no cost to you. DDSN will contact the Intake Service Provider(s) you choose. If you are seeking Autism Spectrum Disorder (ASD) eligibility, a DDSN Autism Eligibility Coordinator will be available to assist you.
You will receive a letter from DDSN confirming your application for DDSN eligibility.
The Intake Service Provider you choose or an Autism Eligibility Coordinator will contact you by telephone within two (2) weeks and will provide you information and collect medical and educational records needed by DDSN to determine eligibility.
Once appropriate records are submitted by the Intake Service Provider or the Autism Eligibility Coordinator, DDSN will notify the applicant in writing of their eligibility status.

Helpful DDSN Resources

Vocational Rehabilitation

Goodwill AbilityOne