Office of Special Education
Services

Description of Special Education Services

BCPS provides a variety of services for students with disabilities. Special education staffing is determined by set ratios applied to student counts within specific program titles. The current Special Education Staffing Plan language reflects the philosophy that special education is a service to students, not a place. Input obtained from parents, administrators, and school-based staff was used in developing the new descriptions of service. Below is a description of each service available within the school system. Decisions for how students are to receive the services are made by an Individual Education Plan (IEP) team, and are based on the services needed to implement the students’ IEP in the least restrictive environment (LRE).

Decisions regarding service delivery models for each student are made on an individual basis through the IEP team process and are based on student needs. Services may include one or a combination of any of the following:

Adapted Learning Support (ALS) Grades 1 - 12

 

Students with IEPs in need of adapted learning support services are those whose complex learning needs impact their academic progress in core academic areas, and their ability to make sufficient progress toward IEP goals in spite of significant accommodations and modifications made to  the general education curriculum and/or setting.  Services offered may include:  adaptations and modifications to the complexity and amount of the general education curriculum, specialized instructional strategies and materials, adjustments in pacing, reduction in output, and alternative methods for demonstrating skill acquisition.

 

Behavior and Learning Support (BLS) Grades 1 - 12

 

Students with IEPs in need of behavior and learning support services are those whose significant social, emotional, behavioral, and learning difficulties adversely impact their ability to be successful in the general education setting in school.  Students requiring these services usually have normal intelligence, but may not be achieving academically due to emotional and behavioral difficulties.  Services offered may include:  a structured learning environment, behavior management system, implementation of behavior intervention plans, social skills instruction, counseling, conflict resolution, and availability of crisis intervention.

 

Communication and Learning Support (CLS) Ages 3 - 21

 

Students with IEPs in need of communication and learning support services are those whose complex communication, socialization, and learning needs are a result of having been diagnosed with an Autism Spectrum Disorder.  Students requiring these services typically have significant delays in the areas of cognition, communication, social/emotional, and adaptive behavior.  Services offered may include:  a highly structured learning environment, use of visually based strategies, emphasis on the development of language and social skills, use of sensory processing techniques, and the development of individualized behavioral strategies.

Early Childhood Learning Support (ECLS) Ages 3 - 5

 

Students with IEPs in need of early childhood learning support services are those students who demonstrate significant delays that impact their ability to learn in the areas of cognition, communication, social/emotional, motor, and adaptive skills.  Services offered may include:  a highly structured learning environment, use of developmentally appropriate practices, specialized instruction as identified by a student’s IEP team, use of multi-sensory lessons, and positive behavioral supports.

 

Functional Academic Learning Support (FALS) Ages 3 - 21

 

Students with IEPs in need of functional academic learning support are those who demonstrate significant delays in measured intelligence, adaptive functioning, communication, and academic functioning.  Services offered may include:  instruction in a functional life skills curriculum including personal management, community, recreation/leisure, career/vocational, and communication/decision-making.  Students are provided with extensive modification of objectives and learning materials, and more time to learn.

 

Inclusive Education (IE) Preschool - Grade 12

 

Students requiring these services have varied disabilities and multiple needs that can be met in the general education setting with support and related services.  Services offered may include:  instruction in home settings, in parentally-placed community preschool, pre-kindergarten, and/or licensed childcare settings; instruction in the general education curriculum with modifications; small group pullout resource support; co-teaching; and consultation with general education teachers.

 

Learning Support for Students who are Deaf & Hard of Hearing (D & HH) (Ages 3 - 21)

 

Students with hearing loss may require support through alternative communication interventions, specialized instructional strategies, auditory listening devices (ALDs), and related services.  Services may include:  communication development, speech and language therapy, aural rehabilitation, instructional support, use of auditory listening devices (ALD), and specialized accommodations/modifications.  Communication modalities used in the instructional setting will include one of the following:  1) total communication with simultaneous sign and speech presentation, or 2) oral communication that may include a cued speech transliterator or oral interpreter.  Students with a diagnosed hearing loss may or may have other disabilities that require additional services.