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BCPS Service Delivery

Description of Special Education Services

BCPS provides a variety of services for students with disabilities. Special education staffing is determined by set ratios applied to student counts within specific program titles. The current Special Education Staffing Plan language reflects the philosophy that special education is a service to students, not a place. Input obtained from parents, administrators, and school-based staff was used in developing the new descriptions of service. Below is a description of each service available within the school system. Decisions for how students are to receive the services are made by an Individual Education Program (IEP) team, in consultation with the parents or guardians, and are based on the services needed to implement the students’ IEP in the least restrictive environment (LRE).

Decisions regarding service delivery models for each student are made on an individual basis through the IEP team process and are based on student needs. Services may include one or a combination of any of the following:
Inclusive Education (IE)
Students requiring these services have varied disabilities and multiple needs that can be met in the general education setting with support and related services.  Services offered may include:  instruction in home settings, in parentally-placed community preschool, pre-kindergarten, and/or licensed childcare settings; instruction in the general education curriculum with modifications; small group pullout resource support; co-teaching; and consultation with general education teachers.
Behavior and Learning Support (BLS)
Students requiring these services have social, emotional, behavioral, and learning needs that may be met both inside and outside the general education setting.  Students typically have average intelligence but may not be achieving academically due to complex social, emotional, and behavioral needs.  Services offered may include:  a supportive and structured learning environment, integrating specialized academic and social instruction, counseling, and behavioral modification specific to each student.
Communication and Learning Support (CLS)
Students with IEPs in need of communication and learning support services are those whose complex communication, socialization, and learning needs are a result of having been diagnosed with an Autism Spectrum Disorder.  Students requiring these services typically have significant delays in the areas of cognition, communication, social/emotional, and adaptive behavior.  Services offered may include:  a highly structured learning environment, use of visually based strategies, emphasis on the development of language and social skills, use of sensory processing techniques, and the development of individualized behavioral strategies.
Early Childhood Programs Outside of the General Education Setting
These programs meet the individual needs of preschool and pre-k students with IEP’s.  Services may include a highly structured learning environment, use of mutli-sensory approach to learning, specialized instruction as identified by the student’s IEP, positive behavior strategies, use of developmentally appropriate practices, use of visual and sensory strategies, use of evidence based strategiesand development of social skills within the school environment.
Functional Academic Learning Support (FALS)
Students with IEPs in need of functional academic learning support are those who demonstrate significant delays in measured intelligence, adaptive functioning, communication, and academic functioning.  Services offered may include:  instruction in a functional life skills curriculum including personal management, community, recreation/leisure, career/vocational, and communication/decision-making.  Students are provided with extensive modification of objectives and learning materials, and more time to learn.
Learning Support for Students who are Deaf & Hard of Hearing (D & HH)
Students with hearing loss may require support through alternative communication interventions, specialized instructional strategies, auditory listening devices (ALDs), and related services.  Services may include:  communication development, speech and language therapy, aural rehabilitation, instructional support, use of auditory listening devices (ALD), and specialized accommodations/modifications.  Communication modalities used in the instructional setting will include one of the following:  1) total communication with simultaneous sign and speech presentation, or 2) oral communication that may include a cued speech transliterator or oral interpreter.  Students with a diagnosed hearing loss may or may have other disabilities that require additional services. 
Social Communication Learning Support
Students with IEPs in need of social communication learning support services whose complex communication, socialization, and learning needs are a result of having high functioning Autism Spectrum Disorder. Students requiring these services typically have needs in the areas of social communication, social/emotional, executive functioning, sensory integration, social anxiety, and adaptive behavior. Services offered may include: highly structured learning environments, use of visually based strategies, emphasis on the development of language and social competency skills, use of sensory processing techniques, and the development of individualized behavioral strategies
Click on the links below for school-specific programs