Special Education Services
Jasper special educators comprise a cohesive team of professionals who work collaboratively and individually to address the unique learning needs of students who qualify for services.
Categories of Disability
- Hearing Impairment
- Intellectual Disability
- Developmental Delay
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Emotional Disturbance
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment, including Blindness
The Jasper County School District is committed to educating students with disabilities in general classes to the maximum extent appropriate. School multidisciplinary teams give careful consideration to the design and implementation of effective Individual Education Programs. In addition, the district provides a full continuum of special education program models:
- General Class with Support Services
- Resource Pull out Services
- Intensive Support Class
- Medical Homebound
An Individualized Education Program (IEP) is designed for each student with disabilities by a team including:
- Parents or guardians
- At least one of the student's general education teachers
- The special education teacher and/or the special education related service provider as appropriate.
- A representative of the school district (LEA representative)
- Whenever appropriate, the student with a disability
- At the discretion of the parents or the school district, other individuals who have knowledge or special expertise regarding the student, including related services personnel as appropriate
- of the student's present levels of educational performance
- of measurable annual goals, including benchmarks or short-term objectives
- of special education and related services and supplementary aids and services and a statement of program modifications or supports for school personnel to be provided for the student.
- of the extent (if any) to which the student will participate with non-disabled students in the general education class and IEP activities.
- of any individual accommodations or modifications in administration of state and district-wide assessments of student achievement needed for the student to participate in the assessments.
- of the projected date for the beginning of services and accommodations/modifications and anticipated frequency, location, and duration of services and accommodations/modifications.
- of how progress toward annual goals will be measured.
- of transition services.
- that the student has been informed of his/her rights that will be transferred to the student upon reaching the age of majority.
The IEP must be revised when appropriate and reviewed at least annually.