Special Education Programs & Services
Albemarle County Public Schools is committed to providing all children with opportunities to benefit from a public education. Special education programs and services are available to county residents who have children with special educational needs. These programs and services are provided for children with disabilities whose second birthday falls on or before September 30 through the age of 21 years. Each student receives special education services designed to meet his or her individual needs. These programs are discussed and planned by school personnel and the parents and student involved. Often instruction is carried out both in regular and special education classrooms.
Each special education student’s progress is reviewed at least yearly and his / her need for special services is reassessed at a minimum of every three years. Special education programs and services are provided by trained personnel in the following areas of disability as defined by federal and state law: Autism, deaf-blindness, developmental delay, emotional disability, hearing impairment (including deafness), intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including blindness).
Contact: Kevin Kirst, Director of Special Education and Student Services 434-296-5885
More about Diplomas & Course Delivery Models »
Special Education Diplomas
The Special Education Program is provided for students who have been identified with a disability and found eligible for special education services. Assistance is provided using various delivery models of instruction. In addition to the Advanced and Standard Diploma, students with disabilities who receive special education services have available to them additional diploma options.
- Modified Standard Diploma 1
- The Modified Standard Diploma program is intended for certain students at the secondary level who have a disability and are unlikely to meet the credit requirements for a Standard Diploma. For details about Modified Standard Diploma, see the Graduation Requirements section of this book.
1. Students who entered 9th grade for the first time prior to 2013-14
- Special IEP Diploma
- A special diploma (called IEP or Individualized Education Program Diploma) is awarded to identified students with disabilities who require special education services and have completed the requirements of the Individualized Educational Program.
Special Education Course Delivery Models
The Special Education Department offers support to students in mainstream classes through consultation with regular education teachers, monitoring of the student’s performance, and direct assistance on an as-needed basis.
Direct assistance is available for a variety of student needs including the following: test-taking, homework and make-up work, project/research paper development, and organization and study skills. This class is designed for students in creditbearing classes.
Collaborative Classes — Credit
Regular and special education teachers work together to teach core subjects.
Departmentalized Model/Self-Contained Core Classes — Credit
These classes are taught at the standard level by special education teachers. They are intended for students with significant levels of need such that they would not be successful in collaborative classes. In order for students to be enrolled in these departmentalized classes, need and placement must be documented through the IEP process. Small group and/or individualized instruction is provided in a setting where several content areas are being taught simultaneously. Students in these classes take the designated SOL tests, if appropriate.
Departmentalized Model/Self-Contained Elective Classes — Credit
These classes are taught by special education teachers. They are intended for students with significant levels of need such that they would not be successful in collaborative classes. In order for students to be enrolled in these departmentalized classes, need and placement must be documented through the IEP process. Small group and/or individualized instruction is provided in a setting where several content areas are being taught simultaneously.
Special Education Classes
Community Living courses place a special emphasis on the student's
relationship to the surrounding community. Instruction varies with the
students and their needs; however, these courses provide the skills
necessary for independent functioning within the surrounding
environment. Course topics may also include available community
resources and how to access them, emergency skills, and independent
|Functional Skills Writing & Communication|
Communication Instruction courses are typically individualized according
to each student's condition and needs. Increasing the student's
communication skills—oral expression, listening comprehension, reading,
and writing—is emphasized; communication techniques in several areas
(educational, social and vocational) are often explored.
Social Development Instruction courses teach students the social skills
needed for independent functioning with the community. Topics may
include self-control, self-expression, obeying rules, decision-making,
appropriate situational behavior, interacting with others, and
maintaining relationships. Students may develop independence,
self-confidence, and self-reliance.
Tutorial courses provide students with the assistance they need to
successfully complete their coursework. Students may receive help in one
or several subjects.
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