Special Education Department
|The administration and staff of Allegany County Public Schools (ACPS) believe all students have a right to be educated in the least restrictive environment in order to access the general education curriculum. This means that, to the maximum extent appropriate, a student with disabilities must be educated with children who do not have disabilities. Special education services to support students must be provided in the regular classroom environment when appropriate. Special classes, separate schooling or removal of a child from the regular education environment shall occur only when the nature or severity of the needs are such that education in regular classes with the use of supplementary aids and services cannot be satisfactorily achieved. The Special Education Department has the responsibility of ensuring services and supports necessary for students with disabilities to access a free, appropriate, public education across all Allegany County Public School settings. A full continum of services and placements is available to students with disabilities in the ACPS.
The parent, the general educator, the special educator, the building administrator, and other key individuals are active participants in all placement decisions as part of the Individualized Education Plan (IEP) process. All high school students and the adult student are also members of their IEP team.
In order to fulfill its mission, the Allegany County Public Schools Special Education Department supports:
Special Education Department Goals
- School administrators who welcome all children and strive to develop appropriate supports for all children.
- Systemic and school-based practices that reflect the needs of all students.
- Efficient use of funds and educational resources for all students, including incentives for engaging in positive inclusive educational practices.
Notice of Non-Discrimination
- Ensure that students with disabilities are provided access to the general education curriculum and extra -curricular activities in the regular education setting to the maximum extent possible with assistive supports to maintain the student in the appropriate public school that the student would attend if not disabled
- Ensure the participation of all students with disabilities in state, school system, or alternative assessments
- Ensure compliance with state and federal regulations regarding students' annual IEP reviews, re-evaluation procedures, and periodic program updates
- Using state and federal guidelines to maintain timely procedures for the identification processes for students suspected of having disabilities
- Promote collaborative practices across educational settings between regular staff, special educators and related service providers
- Maintain a constant effort towards continued staff development on current educational trends and educational issues
- Support and facilitate parent involvement/participation in the special education process
- Ensure participation in and dissemination of information concerning the transition process for students with disabilities and their parents
- Incorporate a formative evaluation process with a stakeholder advisory committee comprised of community members, local school system staff and parents, to maintain continuous improvement
- Collaborate with local, state, private, and community agencies to establish, implement and maintain local interagency planning of programs for students with disabilities
The ACPS does not require parents of any students with disabilities to perform duties not required of a parent of a student in the general school program.
The ACPS assures that no student, on the basis of gender, ethnicity, region, religion, age, sexual orientation, language, socioeconomic status, disability or national origin is excluded or denied benefits of any program or service, or is otherwise subject to discrimination.
The ACPS assures that students are not assessed or assigned to special education programs and services on the basis of national origin, race, sex, or linguistic, religious or cultural background.
The ACPS assures that no qualified person with a disability, on the basis of that disability, be subject to discrimination in employment under any activity or program
The ACPS ensures testing and assessment materials and procedures used to assess a student's need for special education and related services are selected and administered in a manner which is not racially and culturally discriminatory.
The Special Education Department of ACPS maintains policies and procedures to support children identified as children with disabilities, ensuring for those students participation in the general education curriculum, and a free and appropriate public education in the least restrictive environment.
Special Education Department Goals
Notice of Non-discrimination
Parent Rights & Procedural Safeguards
Guidelines on the use of Restraint, Seclusion, and Exclusion - REVISED October 2009
Special Needs Transportation Request
Assistive Technology Service Request
ACPS Special Education Department
Infants and Toddlers
Child Find & Early Childhood Special Education
Community-Based Transition Program
Early Childhood Technical Assistance Center - ECTAC