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
We are TEAM EXCEPTIONAL . . . 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?
- What is specially designed instruction?
- What special education services and programs can be included in the continuum of services?
- What does Least Restrictive Environment (LRE) mean and how does it relate to the continuum of services?
- What are additional special services that may be recommended for students?
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?
Specially designed instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student's delays or limitations to ensure access for the student to the general education settings and curriculum and standards as appropriate.
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
- Interventions
- IDEA (Individuals with Disabilities Education Act)
- Section 504 Notice
- Record Requests
- Transportation
- Medical Homebound
- Employability Credential
- Preschool
- Procedural Safeguards
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
- Family Connection of South Carolina
- South Carolina State Department of Education, Office of Special Services
- Parent Resources for Special Education (South Carolina State Department of Education, Office of Special Services)
- Disability Resources in South Carolina
- Transition Alliance of South Carolina
- SC Access Aging and Disability Resources
- How to file for disability in South Carolina
- Disability Determination Resources (Vocational Rehabilitation)
- Living Independently in South Carolina (ABLE South Carolina)
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
Mrs. Tammy Dilday, in Special Services is our Records Secretary. She will facilitate all special education records requests from other districts.
Tammy Dilday
Records Secretary
Phone: 843.875.4161
Email: Tdilday@dorchester2.k12.sc.us
Fax: 843.821.3976.
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)
- Vocational Rehabilitation
- Goodwill AbilityOne
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
- DDSN Parent Night presentation April 2022 (PDF)
- DDSN - What Parents Need to Know (Video)
- Release of Information Form (PDF)
Vocational Rehabilitation
The South Carolina Vocational Rehabilitation Department prepares and assists eligible South Carolinians with disabilities to achieve and maintain competitive employment.
Parent Presentation- April 2022 (PDF)
Referral to SCVRD (PDF)
SCVR Acknowledgement and Consent Form (PDF)
SC Vocational Rehabilitation website
Goodwill AbilityOne
SSPL Meeting Resources
September 19, 2023
Please review these resources below:
Frequently Asked Questions (FAQ)
- After school childcare for SS Students?
- In DSD2, we began the process to explore options for our preschoolers through our Pre-school Task Force, which was initiated in the Fall of 2022.
- The process begins with the establishment of partnerships between parents, community child-care programs, and the school system to promote opportunities for inclusive child-care.
- We are sensitive to the needs of our students and their families, but must consider that the development of childcare programs for many of our children requires highly trained personnel to meet the needs of our students in safe and accommodating environments.
- There is no quick response for the availability of child-care resources for students with special needs, but we are open to researching successful partnerships that make for successful inclusion experiences and opportunities for all of our children K-12.
- Needing to know how to form their Teams/IEP Meeting Concerns?
- The November 9th SSPL Parent Education Session will focus on IEP Teams, IEP Meetings, and understanding the IEP process. We will also include information on 504 Plans. The discussion and presentations will be facilitated by our DSD2 Office of Special Services Team.
- Lack of Information and Knowledge/Knowing what questions to ask?
- We will present information related to frequently asked questions and guidance for parents of students with special needs
- Why can't outside ABA Therapist going into the schools?
- In DSD2 we have a practice wherein we allow outside providers to sign an observation agreement wherein they may come in and observe instruction and collaborate with our district BCBAs to ensure continuity for students across the home and school settings. Non-district employees may not deliver direct services in the educational setting. Parents are also welcome to invite such providers to their child’s IEP meetings for further collaboration.
- What happens after High School?
- Please see the attached flyer for the Parent Information Night - Transition into Adulthood, which will be held on 11/2/23 at the District Office 6:00-7:00 p.m. Parents of K-12 students with significant cognitive and adaptive needs can learn information related to job training, independent living, and more. This is an open invitation for parents of students K-12 as the process needs to begin before students reach high school. Currently, we have over 100 parents who have RSVP’d. Due to room capacity limits, we will host a second meeting with the same information in the Spring. That date is TBD. Parent Information Night Transition Flyer
Meeting Notes
1. Dr. Robbins addressed how the rezoning wouldn’t affect special needs students within those areas whose programs were just moved this year, and assured parents that the special needs students who have been placed this year, will be eligible to remain at their current schools. As well as their siblings may attend with them, regardless if their address is up for rezone. What about Cross Cat?
Mrs. Estep and Dr. Gadsden noted that Resource (Supplemental Support) and Cross Categorical (Primary Support) classes are available in all schools. However, any parent can submit the long-standing In-district Transfer Request form for consideration to remain at the current school. This includes the student with special needs and siblings who may be affected. Those forms are available via the website in late spring and must be submitted by the end of June each year.
He went over the 4 proposed solutions to the council regarding rezoning (rezone areas (quickest solution), learning trailers (9-12 months), additions to existing schools (12-18 months), and new structures (36-48 months). He noted the final vote would be January 8th, 2024 and invited parents to visit the district rezoning page for more information.
He also said they would consider “grandfathering” solutions (i.e. Students going into 5th grade), closest drive, nature boundaries (to walk), not separate siblings, not separate subdivisions, try to create true feeder schools, etc.
A Liaison raised the question: “Do we have any in writing statements we can share regarding those special needs students who were moved may stay where they are at regardless of the rezone possibility, as well as siblings may attend with them, and the in-district transfer form they will need next year?”
Per. Dr. Gadsden, this information will be documented in our meeting notes and is often shared by Dr. Robbins in discussions about rezoning, i.e. Board Meetings, Principal’s Meetings, etc.
Also do we know, or can we find out if the special needs child even if currently at the desired school, will need the form filled out also because their address will be rezoned, or just the sibling?
No, the students in self-contained programs who were moved this year will not be required to submit an In-district Transfer Request form as their program and placement will be determined at their Annual IEP meeting. Those programs will not be moved. If there is a sibling who needs to attend the same school, then the form should be completed for each sibling for whom the parent is requesting a transfer.
Note from Dr. Gadsden: Everyone should be aware that in some cases, a change of program may be necessary because a child’s needs may be best met in a different type of program. This decision is made by the IEP Team, which includes the parent and is different from the district’s relocation of programs from one school to another.
Final edit: a lot of updates and progress has been made since this discussion, so please visit the district rezoning page as well as view any playbacks of meetings discussing this topic for the most current information.
2. Dr. Robbins shared the modified calendar that is being proposed-offering students an earlier start (Aug. 8th, (with a shorter 6-week Summer Break to ensure they retain all they learned the prior school year (less learning loss). Then a “brain break” week off in October, followed by 3 days off for Thanksgiving, 2 weeks for Holiday Break, 1 week Spring Break, and finishing up right before Memorial Day. Also, the semester would end prior to Holiday Break which would allow for testing/exams prior to the break. Awaiting parent input (District will send out a “Thought Exchange” for community feedback) and a School Board vote on this hopefully at the end of Oct. 72% of the Schools in SC will be on some type of modified balanced calendar this next school year. There are 3 options of Calendars-Traditional, Modified 1 (with Full Week off for Fall Break and 3 days at Thanksgiving) and Modified 2 (3 days off for Fall Break, and Full Week at Thanksgiving).
Final edit: A thought exchange was sent to the community, and the Modified 2 calendar was approved, and will be implemented next school year. We invite you to visit the district calendar for more information.
3. Suggestions were brought up about high-school pep rallies and having corresponding events for special needs students with sensory issues who could not attend the main event. Two Liaisons asked for more inclusion during those school events that may not be conducive to a student with special needs normally participating in, but to have an alternative, not just exclude them. Mr. Nuener (Our Dual Rep-Administration/Parent) suggested offering more electives for Sped students in high school, currently it’s like PE and Dance? Dr. Robbins said that should be fairly easy to implement and they could possibly use some grant money for it?
4. Other areas that were brought up were assistance in training on speech technology devices (AAC’s) and apps (as well as the Chromebooks) for both students and staff, as well as providing more speech communication devices. Dr. Robbins again mentioned we need to address that with technology. It was indicated that some speech therapists are still waiting on approval for the “AAC/communication” software on the iPads. A Liaison asked if there was any way to take away some of the programs their kids might not need for specific classrooms, because the kids are so smart and can figure out how to open other programs when the teacher is trying to teach, and it becomes both a distraction and trigger if they want to open something else. Dr. Gadsden will follow up with the SLP Coordinator and Lead SLP as well as Technology and Special Services Interventionists to determine a response to these concerns.
Final edit: This has been addressed, and is being worked on.
5. Dr. Robbins shared that we may have some other provisions available to our Sped Students for e-learning days…We will circle back with him on this topic to get some more clarification.
6. A comment was made regarding the feasibility of getting a shelter at the ARHS bus pick up, and Mr. Neuner agreed. Dr Robbins mentioned he should be able to get that looked into. Dr. Gadsden sent a request to the Executive Director of School Operations and Director of Facilities to check the feasibility of installation for an awning or shelter. Update: Mr. Tony Soles has already reached out to the Principal and working on getting a quote from contractors.
Final edit: still being worked on
7. After the Liaisons shared their parent feedback, Kendra (SSPL Chair) mentioned that our potential next PES topic might need to be about “IEP/504 meeting info” all agreed that would be a good topic. We didn’t get to come up with any others. Dr. Gadsden met with Kendra and Jaime (SSPL Assistant Chair) in follow-up and agreed to scheduling “Round-Table” discussions on specific topics related to IEPs/504s. We will use our SS Team to facilitate the training/discussion.
Final edit: Based on feedback from the first PES Meeting, we changed the date and meeting format, for our next DD2-SSPL Parent Education Session, with the Topic “IEP/504 Meeting” to Thurs. Nov. 30th @6pm with both General and Breakout sessions. Be on the lookout for more info in the coming weeks.
8. Lastly Kendra was able to share the “District/Community support event” ideas…
- SS Staff appreciation day-Liasion--Everyone including Dr Robbins love it!
Final edit: We are currently working on this behind the scenes with a plan to celebrate our SS Staff on Friday Dec. 1st, 2023. More information will be communicated through us and the schools in Nov. We have lots of fun plans for it!
- Community Resource Fair-Liasion--Again everyone loved it, Dr Robbins’ only concern was having a place large enough to host it!? We suggested even a high school cafeteria or gym?
- Dr. Gadsden notes in follow-up that our Adult Education/Community Education Center hosts an Annual Resource Fair that also hosts guests of agencies that support individuals with special needs.
- The Office of Special Services has scheduled the Transition Meeting for parents for 11/2/23. Dorchester District Two Office of Special Services would like to invite families of students with differing abilities to Parent Information Night on November 2 to learn more about services that are available to assist students as they transition into life after high school. More information about the event can be found in the attached flyer, including a QR Code so that you can RSVP for the event.
Please contact Michelle Jacques, Assistant Director Special Services (mjacques@dorcheser2.k12.sc.us) or Michelle Meier, Special Education Interventionist (bmeier@dorchester2.k12.sc.us) if you have any specific questions about the event. Download the flyer or visit https://www.ddtwo.org/nov-2
File attachments: Fall Transition Parent Night Flyer (PDF)
Final edit: We are in communications with various community partners in hopes to bring this idea together in the Spring.
- Parent and District Meet and Greet-Kendra…wasn’t able to really be discussed due to shortness of time.
Final edit: We will discuss this more as a group in our next meeting
- Football Team/SS Student Meet and Greet-Kendra…and one of the team’s biggest takeaways, was when Dr Robbins asked if we had “unified sports” here!? It seemed as if none of us had heard about it, but he shared a story (and picture he grabbed from his office) about it when he was in Indiana, and it’s basically when Gen. Ed students and SS Students are teamed up to play in competitive sports! A lot of us left the meeting on the walk down saying how cool that would be to help provide more inclusion with our students! Dr Robbins mentioned that we could talk with I believe it was the coach or athletic director about looking into it more!? We then learned that someone from Oakbrook Elementary had already applied for the program, and was approved THE DAY After our Meeting, and Dr. Robbins was going to talk to the teacher and encourage all schools across the district to implement this program in their schools too!
Dr. Gadsden notes in review and follow-up to meeting minutes that The Office of Special Services and the DSD2 Office of Athletics has partnered with Special Olympics to expand the outreach and involvement of more schools K-12 at the annual Special Olympics event hosted at FDHS. We also began the process of working with our Athletics Director to bring Unified Track to DSD2 this spring as the initial roll-out of our involvement in Unified Sports opportunities.
Final edit: One of our Liasion’s has headed up communications with the above-mentioned teacher that was “approved”, on how we can best get this program going across the district.
Dr. Wanda Gadsden
Executive Director of Special Services
Michelle Jacques
Assistant Director of Special Services
Chuck Kirtley
Assistant Director of Special Services