Special Education Services
Each of the elementary, middle and high schools in Howard County provides
special education and related services for students who are identified as
eligible for service. The system provides a continuum of services ranging
from consultation to general education personnel through placements
in nonpublic schools.
Continuum of Services
The Howard County Public School System, Department of Special Education,
advocates for a continuum of special education services and placement
considerations for all students with disabilities. Services and placements
range from indirect services through residential services.
Consultation or indirect service can accomplish the following:
* Provide the general educator with guidance from the special education
teacher on appropriate strategies for instruction, behavior management, data
collection, observation, and feedback in the general education setting.
* Facilitate service delivery through ongoing communication between general
and special educators and related service providers.
* Assistance in completing functional behavioral assessment (FBA) and
developing a behavioral intervention plan (BIP) to address areas of concern.
* Some students may need more supports and services in order to access the
general curriculum but are still able to learn in the general education
setting. The direct service delivery model within the
general education classroom can provide the following:
-Direct special education instruction within the least
restrictive environment of the general education
classroom through team teaching, co-teaching, and collaborative
instructional models.
-Direct support for individual students by the special education
teacher or instructional assistant by making adaptations or
modifications to the general education curriculum and assessments.
-Individualized or small group instruction to meet the academic
and behavior needs of the student, either within the general
education classroom or with pull-aside resource services for
specific skill development.
If the student's academic or emotional needs have a significant impact on
his or her ability to learn in the general education environment, the
individualized education program (IEP) team may determine that the student
requires a more restrictive learning environment. Direct service outside the
general education classroom in the student's home school can provide the
student with the following:
-Direct intensive or multi-sensory instruction utilizing
specialized strategies and techniques in a small group, self-
contained environment with an alternative curriculum when
necessary.
-More specific skill training in remediating academic skill
deficits or in the social, emotional, and behavioral areas.
-Supports that address behavioral difficulties that interfere with
the student's learning or the learning of other students.
-Students may receive direct service in both the general education
and special education classrooms.
A limited number of students may need a regional program within a
comprehensive school or a separate day facility. Based on the unique needs
and the IEP of the student, the local school or central office IEP teams
determine the appropriate placement.
For those students whose educational needs require services beyond those of
the county's regional or separate day facilities, the HCPSS utilizes
Maryland State Department or Education approved nonpublic schools. The
nature and severity of the student's disability which significantly impact
on education performance may necessitate more intensive resources and may
require a more therapeutic segregated setting in order for a student to
receive an appropriate educational program.
Additional information regarding the continuum of services may be obtained
from Special Education Teachers at the local schools or Resource Teachers
(410-313-6837) and Instructional Facilitators (410-313-6742) for the
Department of Special Education.
Intensive Services
In addition to the services offered in each school, there are programs that
are designed to provide more intensive services or to serve students of
specific ages or those having a particular disability. These programs are
listed below and also described in Special Education Programs.
Students with Hearing Impairments
Students with Emotional Disturbance
Homewood School
Students, Ages 3 to 21, with Severe to Profound and Multiple Disabilities
Cedar Lane School
Service Providers
In each elementary and middle school there is a special education team
leader, or someone acting in that role, and at each high school there is a
special education instructional leader. Under the direction of the building
principal, they provide leadership in the instructional program and assume
responsibility for the organization and administration of the special
education team. In each school building there are special educators and
trained instructional assistants who work directly with students. Howard
County has many highly skilled related service providers who are members of
the special education team when appropriate for the student. Each student
who receives special education services is assigned a service coordinator
from the school staff who serves as the primary contact for the family and
all service providers. Temporary employees may also assist students who
have moderate to severe cognitive, medical, physical, or emotional
disabilities. Temporary personnel are provided only after all other resource
within the school have been exhausted. They are supplied by an outside
agency that is contracted with the HCPSS to provide these personnel.
The following staff members may provide services to the child. Therapists or
specialists may work directly with the child or provide consultative
services to other team members. The parent is an important part of this team.
The Service Coordinator -- Selected by the IEP team or for children under
the age of three by the Individualized Family Service Plan development team.
The service coordinator's responsibilities include:
* Serving as a family's primary contact for questions and concerns
* Participating with the IEP team or IFSP team in the development or
revision of a child's IEP or IFSP.
* Assisting a child in gaining access to the services recommended in the
IEP or IFSP
* Collecting and synthesizing evaluation reports that might be needed by
the team or committee
* Implementing relevant procedures from the law.
General Education Teacher -- Provides educational and instructional service
in the regular education classroom. The general education teacher may also
provide general modifications, reasonable accommodations, and testing
modifications.
Special Education Teacher -- Provides educational and instructional
experiences for a child and may serve as the service coordinator. Special
education services are provided through individual, small group, and large
group instruction. Direct services may be provided in a separate room or the
general education classroom. Consultation with general educators is an
integral part of the service.
Speech-Language Pathologist -- May work with a child to help him or her
develop communication skills. The speech-language pathologist may also work
with other staff members to develop augmentative communication systems that
may include using sign language, picture boards, or voice output devices.
The speech-language pathologist may refer a child to the Assistive
Technology Team to provide additional consultation on augmentative
communication systems or adaptations involving technology.
Speech-language Pathologist -- May work with a child in a small group
setting, on an individual basis, or in the general education classroom. The
speech-language pathologist provides consultation to other service providers.
Physical Therapist -- May work with a child to facilitate normal movement
for gross motor skills such as rolling, creeping, sitting, standing, and
walking. In addition, the physical therapist addresses building
accessibility issues and assists in the selection and adaptation of
equipment that may be needed to improve a child's posture or functioning
within the school setting. Physical therapy services may be provided on an
individual basis, in a small group, or in the general education
classroom. The physical therapist may also consult with other services
providers.
Occupational Therapist -- Provides activities in the areas of perceptual
fine motor, sensory motor, oral motor, and self-help skills. A treatment
program may also include activities to facilitate normal movement patterns
as well as the design and use of adaptive materials and equipment within the
educational setting in order for the child to benefit from special
education. The therapist may provide demonstration and instruction to assist
a child in coordinating visual and motor ability in the performance of fine
motor and classroom tasks. Occupational therapy services may be provided to
a child on an individual basis, in a small group, or in the general
education classroom. The occupational therapist may also consult with other
service providers.
School Psychologist -- Provides consultation and evaluation in the areas of
cognitive development, social-emotional development, and behavioral
intervention. The school psychologist may conduct observations to gather
information to assist other service providers in implementing the IEP, IFSP,
or 504 Written Individualized Plan. In addition, parent counseling and
training may be provided on a short term basis when appropriate.
Administrator -- Provides on site leadership for the instructional program.
The principal or assistant principal may attend IFSP meetings and serve as
the chairperson of the IEP team.
Itinerant Teacher of Students with Visual Impairments -- Provides
assessment, consultation, and individualized instruction in special
techniques used by children who are blind or partially sighted.
The techniques include the use of adaptive equipment, Braille, as well as
orientation and mobility instruction. To be eligible for service from the
itinerant teacher of students with visual impairments, a child must have a
Physician's Assessment Report that states he or she has a visual impairment
that adversely affects performance in school. A referral may be made by a
parent, teacher, principal, school nurse, or eye doctor.
Itinerant Teacher of Students with Hearing Impairments -- Provides
consultation and instruction in total communication, language development,
auditory training, and skills needed in the classroom setting. Consultative
services include meetings with school staff members, parents, educational
interpreters, and the audiologist. To be eligible for service from the
itinerant teacher of students with hearing impairments, a child must be
identified by an audiologist as having a hearing impairment that adversely
affects performance in school.
Assistive Technology Team -- Includes speech-language pathologists, an
occupation therapist, a physical therapist, a psychologist, an itinerant
teacher of students with visual impairment, and an instructional assistant.
The team may observe, evaluate, and provide consultation services for
children who need augmentative communication systems or adaptations
involving technology. The team maintains a resource center with devices,
materials, and information and provides training to parents and staff
members.
Behavior Specialist -- Available to help construct behavior intervention
programs to address the complex needs of behaviorally challenged youngsters.
The specialists also design ongoing staff development opportunities for
teachers and instructional assistants.