Special Education

Special education services for most students with an Individualized Education Program (IEP) are provided within the general education setting. The individualized needs of each student are addressed through a continuum of services within this environment. A certified special educator, known as a Learning Support Coach (LSC), collaborates with the general education teacher to provide supports and accommodations. The LSC:

• Monitors student progress toward IEP goals
• Reinforces instruction and teaches executive functioning/self-determination skills
• Provides small group and individual instruction
• Works with the general education teacher to best meet student needs within an inclusive classroom

Our expectation is that students will meet all district and state graduation requirements toward earning a diploma and career certificate.

The Special Education Team Leader at each school organizes the IEP, the annual IEP meeting, and the 3-year eligibility meeting. Communication with parents takes place in three phases:

• Prior to the IEP Meeting: The Team Leader arranges a meeting date and time and sends preliminary documents to prepare for the meeting.
• During the IEP Meeting: The Team Leader guides the conversation, facilitates team participation, and leads consensus on accommodations and supports to appear in the final IEP.
• After the IEP Meeting: The Team Leader sends a finalized IEP document for parent signatures, typically done digitally.

Beyond the annual IEP meeting, the Team Leader is available for parent questions regarding supports or services.

The Individuals with Disabilities Education Act (IDEA) of 1997, reauthorized in 2004, provides for the delivery of transition services for students with an IEP or 504 plan. This law requires school districts to offer a coordinated set of activities that help students adjust to adult life after high school. In our vocational/technical district, transition activities prepare students for careers and college. Experiences include:

• Career exploration classes
• Career and technical education pathways
• Senior-year cooperative employment program

Our district’s Transition Coordinator works with students according to their transition goals and supports families through the application processes for the Division of Vocational Rehabilitation (DVR) and Division of Developmental Disabilities Services (DDDS) for post-graduation resources.

Resources:

Transition services provide student access to agency support. Students with an IEP or 504 Plan receive assistance applying for Division of Vocational Rehabilitation (DVR) services, sponsored by the Department of Labor, which offers:

• Education and training program funding
• Apprenticeship opportunities
• Job placement services

Junior and senior year services begin with a transition plan and consultations with a DVR counselor. Students may also qualify for additional services, such as those from the Division of Developmental Disabilities Services (DDDS) or Division of Services for Aging and Adults with Physical Disabilities (DSAAPD).

Helpful Links:

Speech-language pathologists in the NCCVT School District provide assessment and treatment for various speech and language concerns, including:

• Articulation, auditory processing, receptive/expressive language, fluency, voice, and social language (pragmatic)

Service delivery options include individual sessions, group sessions, and/or teacher consultations based on student needs and IEP team input.

A range of related services is available based on student need. These may include:

• Occupational and Physical Therapy
• Speech/Language services
• Counseling/social skills training
• Orientation and mobility training
• Visual and hearing impairment support

Note: For Physical Therapy (PT), a doctor’s note requesting a school PT evaluation is required.

Psychological services support students’ academic, social, behavioral, and emotional success. Our certified School Psychologists:

• Conduct psychoeducational evaluations for special education eligibility and Section 504 Accommodation Plans
• Utilize comprehensive, multi-modal assessment processes
• Consult with Learning Support Coaches, parents, administrators, and school-based teams to support students with diverse needs

Most students with Autism Spectrum Disorder (ASD) participate in general education programs, with some enrolled in Delcastle’s STEP Program or a hybrid model. ASD services may include:

• Counseling and speech services
• Transition counseling to foster independence and next steps toward post-secondary goals

The Special Education Team Leader can provide details about services specific to each school.

The STEP program at Delcastle Technical High School supports students in the Delaware Alternate Assessment, focusing on life skills, employability, and community-based learning. For more information, please click here to visit the STEP Program page or contact Team Leader Lisa Cave at [email protected].

Upon completing the STEP Program, students further prepare for adulthood through our Transition to Adult Life Program, offered in partnership with Service Source Delaware. For additional details, please visit the Transition Program page or contact District Transition Coordinator Lynn Williams at [email protected].

A 504 Plan provides accommodations for students with a “physical or mental impairment that substantially limits a major life activity” (US Dept. of Education). Students may have existing plans from earlier grades or may be eligible for one in high school. The school psychologist oversees the 504 Plan process at each school and can:

• Review existing 504 Plans for incoming 9th graders
• Guide new families through the evaluation and accommodation process

The New Castle County Vocational Technical School District is committed to partnering with parents and families to meet each child’s needs. Each school has an Instructional Support Team (IST) that:

• Reviews student progress in the general classroom
• Serves as a screening process for special education services or 504 Plan accommodations

Students identified by teachers, educators, or parents as needing additional support may enter the IST process. Led by the school counselor, the IST may include parents, teachers, specialists, administrators, and others with expertise in intervention.
For more information, please contact your child’s school counselor.