Catawba County Schools Exceptional Children Programs & Services

 

Continuum of Services & Placements- Catawba County Schools offers a full range of Individualized Education Program (IEP) continuums and placements to cater to the specific needs of students with disabilities who qualify. Our primary goal is to provide these students with a high-quality education program in the least restrictive environment that suits their individual needs. To achieve this goal, all of our traditional elementary, middle, and high schools provide both regular and resource continuums as defined by the North Carolina Policies Governing Services for Students with Disabilities. Additionally, we offer more restrictive continuum services/programs in many of our traditional schools and public separate school continuum services/programs within our county. Our school district staff also coordinate and facilitate hospital/homebound and residential facility services/programs.

 

Related Services- Related services are supportive services that an eligible student with a disability requires to benefit from special education. The IEP team determines the need for related services in the educational setting. Common related services include, but are not limited to:

• Audiology Services
• Interpreting Services
• Speech-language Services
• Occupational Therapy Services
• Physical Therapy Services
• Counseling Services
• Nursing Services
• Transportation Services

 

Transition Services- Students with disabilities may require additional services to help them transition from public school to adulthood. The IEP team is responsible for considering and planning such services starting with the IEP that will be in effect during the year the student turns 14 years of age. School staff, parents, and community agencies shall partner together to provide the necessary services and support to promote a successful transition upon graduation or exit from high school.

 

Occupational Course of Study (OCS)- This course of study is a pathway leading to a high school diploma. Students with disabilities who follow this curriculum experience both academic and vocational training that prepares them to be competitively employed upon graduating from high school. 

 

Extended School Year Services (ESY)- Eligible students with disabilities may require special education and related services outside the typical school day or beyond the school year, in accordance with the child's IEP, and at no cost to the parents of the child. The IEP team must determine that extended school year servicers are necessary for the provision of a free appropriate public education by considering the following:

• Whether the student regresses or may regress during extended breaks from instruction and cannot learn the lost skills within a reasonable time;
• Whether the benefits a student gains during the regular school year will be significantly jeopardized if he or she is not provided with an educational program during extended breaks from instruction; or
• Whether the student is demonstrating emerging skills critical to skill acquisition that will be lost without the provision of an educational program during extended breaks from instruction.

 

Adapted Curriculum/Extended Content Standards- A very small number of students with significant cognitive disabilities participate in the Extended Content Standard Course of Study, which emphasizes functional skills and objectives. These students receive a certificate of attendance instead of a high school diploma. The NC Department of Public Instruction provides guidance to help IEP teams make appropriate course of study decisions.

NC Alternate Assessment Decision Making Flow Chart

EXTEND 1 Alternate Assessment Eligibility Criteria

 

 

At Catawba County Schools, we are proud to have an exceptional team of EC teachers and support staff who are dedicated to empowering students with diverse learning needs. Our teachers and support staff go above and beyond to provide individualized, high-quality instruction and services that support each child's academic, social, and emotional growth. 

• Our EC Lead Team, comprised of the EC Director and Lead Representatives within the department, work together to improve programming and services for students with disabilities.
• Our Autism Team conducts assessments for students who may require Exceptional Children’s services under the Autism category.  The team also provides expertise to assist with programming and evidence-based approaches for students with autism. 
• Our Behavior Specialist Team provides support and expertise in evidence-based approaches for students with significant behavioral and/or emotional needs.
•  Our Instructional Specialist Team provides support and expertise in evidence-based instruction, informal assessments, and planning specially designed instruction for teachers through coaching and professional development. 
• Our Program Specialist Team assists teachers with questions regarding eligibility and appropriate individualized education plan development. They also support schools with management of special education referrals and student transfers from other states. Program Specialist Team members develop compliant paperwork for students as they are referred for special education evaluation and assist teachers with writing compliant educational plans that ultimately improve services for students with disabilities. 
• The Related Service and Auxiliary Team at Catawba County Schools is dedicated to empowering students with diverse learning needs by providing specialized services that enhance their educational experience. Our team, consisting of Speech-Language Pathologists, Occupational and Physical Therapists, Hearing and Vision Specialists, and Interpreters, collaborates closely to ensure each student receives the support they need to succeed.
• Our School Psychologists work with students who are eligible for special education services, as well as those who have not yet been identified as having a school based disability. They assist  teachers with classroom-based student needs and provide guidance to schools regarding academic and behavioral interventions with students who are having difficulty. School psychologists are responsible for many student assessments for children who may need special education services or who may need to be reevaluated for services. Upon completion of assessments, school psychologists assist school teams in making eligibility decisions regarding the need for specialized instruction and with the development of individualized education plan goals.

 

Early Intervention

Early intervention in education refers to the practice of providing targeted support and services to children at a young age, typically before they enter kindergarten, to address developmental delays or learning challenges. This approach aims to improve outcomes for children who may be at risk for academic, social, or emotional difficulties by addressing these concerns early, when interventions are most effective.

Key Aspects of Early Intervention:

• Identifying Needs Early
  Early intervention begins with identifying developmental or learning delays as early as possible, often during the preschool or even infant years. This can include issues related to speech, language, motor skills, social-emotional development, cognitive skills, or other areas of learning.

• Individualized Support
  Once needs are identified, early intervention involves creating an individualized plan to meet each child’s specific needs. This might include services such as speech therapy, occupational therapy, physical therapy, or behavior intervention. The goal is to provide support that helps the child develop the necessary skills to succeed in school and later in life.

• Collaborative Approach
  Early intervention often involves a collaborative team of professionals, including early childhood educators, special education teachers, speech-language pathologists, occupational therapists, and parents. This team works together to develop and implement strategies to support the child’s development and learning.

• Inclusive Learning Environment
  One of the key principles of early intervention is inclusion. Children with developmental delays are often placed in inclusive settings alongside typically developing peers to encourage social interaction and learning. This helps children develop social skills and better prepares them for entering school.

• Preventing Long-Term Challenges
  Early intervention can help prevent more significant challenges later in a child’s education. Addressing delays or challenges early often reduces the need for more intensive support in later years. Research shows that children who receive early intervention have better outcomes in terms of academic achievement, behavior, and social-emotional development.

• Parent and Family Involvement
  Parents and caregivers play a critical role in early intervention. The involvement of the family ensures that strategies can be continued at home and that the child receives a consistent approach to their development. Support for families may also include training and resources to help them understand their child’s needs.

 

• Benefits of Early Intervention:

• Improved Academic Success: By addressing learning delays early, children are better prepared for kindergarten and beyond, with improved academic performance.
• Enhanced Social Skills: Early intervention helps children develop the social and emotional skills necessary to interact with peers and adults, which is crucial for school readiness.
• Better Long-Term Outcomes: Early support can reduce the need for more intensive interventions later in life, leading to better success in school and increased independence.
• Increased Confidence: When children receive support early, they are more likely to feel confident in their abilities, which enhances their motivation and learning.

 

• Types of Early Intervention Services:

• Speech and Language Therapy: Addressing communication delays or disorders.
• Occupational Therapy: Focusing on fine motor skills, sensory processing, and daily living skills.
• Physical Therapy: Helping children develop motor skills, strength, and coordination.
• Behavioral Therapy: Addressing behavior issues and developing social-emotional skills.
• Special Education Services: Providing individualized instruction for children with developmental delays or disabilities.

 

• Conclusion:

  Early intervention in education is a powerful strategy that can help children overcome challenges and develop the skills necessary to succeed academically and socially. By identifying and addressing developmental concerns at an early age, schools and families can work together to ensure that children have the best possible start to their educational journey.