The Individuals with Disabilities Education Act (IDEA) is a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to age 18 or 21 in cases that involve 14 specified categories of disability.
In defining the purpose of special education, IDEA 2004 clarifies Congress’ intended outcome for each child with a disability: students must be provided a Free Appropriate Public Education (FAPE) that prepares them for further education, employment and independent living.
Under IDEA 2004:
The IEP is the cornerstone of a student's educational program. It specifies the services to be provided and how often, describes the student's present levels of performance and how the student's disabilities affect academic performance, and specifies accommodations and modifications to be provided for the student.
Academic Program: All students are screened with regard to aptitude and achievement. Census testing (testing every student) for both aptitude an achievement is administered to all second grade students. Students may also be identified a academically gifted and talented if the meet the criteria in two of three dimensions.
Dimension A: Reasoning ability (Aptitude). Student meet or exceeds the 93rd national age percentile in at least one or a composite of three areas: verbal/linguistic, quantitative/mathematical, and nonverbal.
Note: Students who meet or exceed the 9th national age percentile composite score on an individual or group aptitude test in grades 3-12 are not required to met any additional criteria.
Dimension B: High Achievement in Reading or Mathematics. Student meets or exceeds the 94th national percentile on a nationally normed assessment instrument or meets the 2013 qualifying PASS scores on the Palmetto Assessment of State Standards Test (PASS).
Dimension C: Intellectual/Academic Performance. Student in grades 3-6 meets or exceeds the performance standards from Project STAR's performance-based verbal and non-verbal assessment task, or student in grades 7-12 meets or exceeds a grade point average (GPA) of 3.75 on a 4.0 scale.
Academic Programs: Anyone may nominate a student for our District's academic gifted and talented programs. The referral period is November and December of each year. Referral forms can be obtained from guidance counselors, lead GT teachers, the GT Coordinator and our website. Screening is an ongoing process.
Artistic Programs: Anyone may nominate a student for out District's artistic gifted and talented programs. The referral period is December of each year. Referral forms can be from guidance counselors, lead GT teachers, the GT Coordinator and our website.
Artistically gifted ant talented students are identified by means of four-step process including referral, recommendation, demonstration, and placement. Students can be referred by teachers, administrators, parents, or peers in addition to self-referrals.
*Other Health Impairment
*Specific Learning Disability
*Speech or Language Impairment
*Traumatic Brain Injury
*Visual Impairment including Blindness
Child Find can help if you think your child has a delay in any area of development. Child Find assists families of children (age three years and older) who may have special needs by helping them find services to reach their full potential. For information regarding a referral to the Child Find program through your local school district, please follow these steps:
1. Call the Union County School District at 864-429-1735 or 1-866-SC-Find-1.
2. Tell them that you have a concern about your child (for example, with their walking, talking, behavior, or learning), and you would like more information regarding an evaluation for him/her.
PreSchool Clinic is conducted monthly at the District Office Annex the first Friday of each month unless otherwise specified.
Please contact of our office at 864-429-1735 if you have any questions or concerns.
The Union County School District implements the Response to Intervention (RTI) process to determine qualifications for Special Services.
is a method of academic intervention used to provide early, systematic assistance to children who are having difficulty learning. RTI seeks to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty.