- Schedule of Screenings
- When Students Are Sick
- Health Services at Charlottesville High School
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Special Education is a term for the program which serves students formally identified as having disabilities. The disability may be physical, emotional, intellectual, and/or neurological and must adversely impact the child’s educational progress. The special education program at Charlottesville City Schools is guided by the Special Education Advisory Committee.
Does your child receive special education services? Here are two ways to get involved:
- Join the mailing list to receive updates and news about events serving our special education community. Print and complete this form (click here), or email firstname.lastname@example.org.
To find details about the services our Special Education program offers, click here.
The eligibility process begins with the school’s Early Intervention Team or Child Study Team. Anyone may refer a child to these problem-solving groups. The teams are responsible for determining whether or not it is appropriate for a student to be evaluated for special education eligibility. If a student is to be evaluated, parental permission is obtained and information is gathered. The information may include the student’s intellectual ability, emotional health, school achievement, behavior, and ability to use language. Parents usually provide information about the home and the student’s medical history. Eligibility for special education is determined by a multi-disciplinary team of professionals, including the parent/s, who compare the information gathered about the student with the definitions of disability which are defined by federal law and state regulations. The Charlottesville City Schools offer eligible children an array of services in order to meet each student’s individual educational needs.
To Learn More
Dr. Kendra King
Director of Student Services and Achievement
1562 Dairy Road
Charlottesville, VA 22903
Dr. Pat Crane
|TEACCH||A self-contained* model that focuses on providing core academic instruction to students with Autism and needs that require intensive and repetitive instruction.||Burnley-Moran
|Functional Skills||A self-contained* model that focuses on providing core academic instruction to students with cognitive impairments that require intensive and repetitive instruction as well as challenges with generalizing their skills to other environments.||Jackson-Via
|Parkside||A self-contained* model that focuses on providing core academic instruction to post high school students with cognitive impairments that require intensive and repetitive instruction as well as challenges with generalizing their skills to other environments.||Charlottesville High|
|General Special Education||A model that is traditionally described as a pull-out* resource, co-teaching*, or consultation* provides specially designed instruction for the remaining population of students with disabilities.||All Schools|
|Targeted Intervention Practices||Direct assistance is available for a variety of student needs, including test-taking, homework and make-up work, project/research paper development, organization, study skills, progress toward IEP goals. Resource also supports students who are taking mainstream courses through consultation with regular education teacher and monitoring of the student’s performance.||Walker Upper Elementary School|
|Strategies Lab||Direct assistance is available for a variety of student needs, including test-taking, homework and make-up work, project/research paper development, organization, study skills, progress toward IEP goals. Resource also supports students who are taking mainstream courses through consultation with regular education teacher and monitoring of the student’s performance.||Charlottesville High|
|Services for Students Identified as Hearing Impaired or Visually Impaired||The Department of Education annually prepares and distributes VDOE Resources for Students with Hearing and VIsual Impairments through the Virginia School for the Deaf and the Blind, the Virginia Department for the Deaf and Hard-of-Hearing, and the Virginia Department for the Blind and Vision Impaired to students who are identified as hearing impaired or visually impaired.||All schools|
* Pull Out Resource: Special Education teachers provide specially designed instruction in areas such as language, reading, math, behavior, and social-emotional skills in a special education setting.
*Self-Contained: This setting focuses on the idea of smaller groups, and one-on-one attention to deliver a functional skills services.
*Co-Teaching: Students with disabilities receive appropriate support services in the general education setting. Students may receive instruction from both a general education teacher, and a special education teacher.
*Consultation: Services by general education teachers, special education teachers, and related service providers that focus on supporting the needs of individual students through work with their school teams, and families.