Special Education

School Age: Elementary and Secondary Services

Montgomery County Infants and Toddlers Program (MCITP)

MCITP offers early intervention services to assist families with their efforts to address their children’s developmental and special needs. MCITP serves families with children between birth and the start of the school year following the fourth birthday. Upon eligibility assessment, each family is assigned to one of MCITP’s five regional sites in Montgomery County. Then, each family works with a team to define the priorities, learn about available resources, and discuss the child’s strengths and needs. You and your team will identify what you want for your child and how everyone will work together to achieve your family goals.
Early intervention services are provided in the child’s natural environment (home and community settings where a child is during the day). Services are based on each individual child’s and family’s needs and may include services such as special instruction, speech/language therapy, occupational and physical therapy, and family counseling.

Preschool Education Program (PEP)

PEP offers pre-K classes and services for children with disabilities ages 3–5. PEP serves children with delays in multiple developmental domains that impact the child’s ability to learn. The continuum of services includes an itinerant model for children in community-based child care settings and preschools, an inclusive model in selected MCPS general education pre-K classes, and self-contained classes. Classes are provided for children who need a comprehensive approach to their learning.

Elementary Home School Model Services (HSM)

Elementary HSM services are provided in all MCPS elementary schools. HSM services are delivered primarily in the general education setting where students receive specially designed instruction with their nondisabled peers. Access to academic and behavioral interventions are provided in the least restrictive environment inside and outside of the general education classroom based on the individual needs of each student. Specially designed instruction is delivered by general education teachers in collaboration with special education teachers and paraeducators through the implementation of coteaching and supported service delivery models.

Secondary Learning and Academic Disabilities Services (LAD)

Secondary LAD services are provided in all MCPS middle and high schools. LAD services are delivered primarily in the general education setting where students receive specially designed instruction with their nondisabled peers. Access to academic and behavioral interventions are provided in the least restrictive environment inside and outside of the general education classroom based on the individual needs of each student. Specially designed instruction is delivered by the general education teachers in collaboration with special education teachers and paraeducators through the implementation of co-teaching and supported service delivery models.

Augmentative and Alternative Communication Classes (AAC)

AAC classrooms provide intensive support for students in kindergarten through Grade 2 who are nonverbal or have limited speech with severe intelligibility issues. Students learn to use and expand their knowledge of augmentative communication devices and other forms of aided communication to access the general education curriculum. Emphasis is on the use of alternative communication systems to enhance language development, vocabulary development, and expressive communication skills. Services and supports are often provided within the general education environment to the greatest extent possible.

Elementary Learning Center (ELC)

Elementary SBLCs are regional special education services that provide specialized, scaffolded instruction in core academic areas for students in kindergarten through Grade 5 with global academic needs and delays in social and/or behavioral development, and executive functioning. Students receiving these services in the elementary SBLC may be identified as representing a variety of disabilities. Specially designed instruction and evidence-based interventions are provided in the core academic areas and are delivered in a special education classroom setting with opportunities for inclusion in the general education environment.

Social Emotional Special Education Services (SESES)

SESE services are provided to students who demonstrate significant social emotional learning, and/or behavioral difficulties that adversely impact their school success. Students in kindergarten through Grade 12 are served in a continuum of settings that may include the general education environment through self-contained classes with opportunities for participation in general education classes with nondisabled peers as appropriate.

Bridge Services

John A. Gildner Regional Institute for Children and Adolescents (RICA)

In collaboration with the Maryland Department of Health, RICA provides appropriate instructional and treatment services to students in Grades 5–12 and their families through a therapy integrated, highly structured, intensive special education services in a day and residential treatment facility. An interdisciplinary treatment team, consisting of school, clinical, residential, and related service providers develops the student’s total educational plan and monitors progress. Consulting psychiatrists, a full-time pediatrician, and a school community health nurse also are on staff. Students access the grade level curricular standards, social emotional support services, and transition services.

Twice Exceptional Services (2e)

Twice-exceptional students demonstrate superior cognitive ability in at least one area and typically have issues with production, particularly in the area of written expression. Twice exceptional services provide students in kindergarten through Grade 12 with specialized instruction that facilitate appropriate access to rigorous instructional experiences in the least-restrictive environment through a continuum of services. Students may have access to instruction in enriched and accelerated courses.

Autism Spectrum Disorders Services (ASD)

The Comprehensive Autism Preschool Program (CAPP) provides highly intensive and individualized services for students ages 3–5 who require a full-day of evidence-based instructional practices and behavioral support. The program focus is to increase language, learning and adaptive skills to ultimately provide access to a variety of school-aged services and to maximize independence in all domains.
Autism Services for students, elementary through age 21, provide access to Alternate Academic Learning Outcomes (ALOs) aligned with the Maryland Alternate Achievement Standards. Students receive Applied Behavior Analysis intensive instruction in a highly structured setting to improve learning and communication with opportunities for inclusion with nondisabled peers. Students participate in Real World Learning and transition services at the secondary level.
Secondary Autism Resource Services, located in three middle and three high schools, are designed for students with ASD who are working toward a high school diploma and have difficulty mastering grade-level curriculum. Students receive instruction through a range of options to include self-contained classrooms and opportunities for instruction in the general education environment with opportunities for enrichment.
Autism Connections Services, formerly Asperger’s services, are designed for students who are accessing the general education curriculum at or above grade level and require specialized instruction to address social and/or executive functioning needs. Students receive instruction in a continuum of settings to include self-contained classrooms and opportunities for inclusion in the general education environment and participate in enrichment and acceleration as needed.

Deaf and Hard of Hearing Services (D/HOH)

D/HOH services provide comprehensive educational support to students who are deaf or have a significant hearing loss. These services, provided by itinerant teachers, enable students to develop effective language and communication skills necessary to access the general education environment in their neighborhood schools or other assigned schools. Students with more significant needs receive services in special centrally located classes. Services are provided in three communication options—oral/aural, total communication, and cued speech. Assistive technology and consultation also are provided to students and school staff members.

Vision Services

Vision services are provided to students with significant visual impairments or blindness. Services enable students to develop effective compensatory skills and provide them with access to the general education environment. A pre-K class prepares children who are blind or have low vision for entry into kindergarten.

Itinerant vision services are provided to school-aged students in their neighborhood schools or other assigned schools. Skills taught include visual utilization, vision efficiency, reading and writing using Braille, and the use of assistive technology. Students may receive orientation and mobility instruction to help them navigate their environment. Students over the age of 14 receive specialized transition support as appropriate.

Learning for Independence Services (LFI)

LFI services are designed for students in kindergarten through 21 with significant cognitive disabilities pursuing ALOs aligned with the Maryland Alternate Achievement Standards. Students participate in Real World Learning in the school and community settings with opportunities to participate in instructional experiences with their non-disabled peers.

School Community-based Services (SCB)

SCB services are designed for students in Kindergarten through 21 with significant cognitive disabilities and/or multiple disabilities who demonstrate significant needs in the areas of communication, personal management, behavior, and socialization. Instruction is aligned to the Maryland Alternate Achievement standards. Students participate in Real World Learning in the classroom, school, and community with opportunities for instructional experiences with their non-disabled peers.

Extensions Services (EXT)

Extensions services are designed for students in kindergarten through 21 with significant cognitive disabilities, multiple disabilities, and/or Autism who demonstrate self-injurious and/or disruptive behaviors and are in need of specially designed instruction in the areas of communication and social skills, while accessing instruction aligned with the Maryland Alternate Achievement Standards.

Transition Services

Transition services are provided to students with disabilities, age 14 or older, to facilitate a smooth transition from school to postsecondary activities. These activities include, but are not limited to, postsecondary education, workforce, experiences, continuing and adult education, adult services, independent living, and/or community participation. Services are based on the individual student’s needs, considering the student’s strengths, preferences, and interests. Transition services are delivered through direct and/or indirect support coordinated by a transition support teacher.

Interdisciplinary Augmentative Communication and Technology Team (InterACT)

InterACT provides assistive technology services for students from birth–21 who are severely limited in verbal expression or written communication skills, due to physical disabilities. Services are provided in the natural environment for children birth–age 3, or in the elementary, middle, or high school instructional setting for pre-k through age 21.

High Incidence Accessible Technology Team (HIAT)

HIAT is a collaborative team that applies the principles of universal design for learning to support school teams to meet the needs of all students. Our mission is to provide training and consultation to build the capacity of classroom environments to incorporate technology options for all students.

Physical Disabilities Services

Related services of occupational and physical therapy are provided to students with disabilities throughout MCPS in their home or assigned schools. The type and frequency of services provided are based on individual student needs and include direct therapy and consultation to team members. Elementary students with more significant physical needs receive services in one of two countywide locations.

Speech and Language Services

Speech and language services diagnose communication disorders; improve spoken language skills; facilitate compensatory skills; and enhance the development of language, vocabulary, and expressive communication skills to support student access to the curriculum. The type and frequency of services provided are determined by individual student needs. For students with less intensive needs, educational strategies are provided to the student’s general education teachers and parents/guardians for implementation within the classroom and home environments. Students may receive services in their classroom environment, small groups, or individually. Pre-K students requiring extensive services attend a class program, two or five days per week.

Longview School and Stephen Knolls Schools

Longview School, collocated with Spark M. Matsunaga Elementary School, and Stephen Knolls School located in the downcounty area, serve students ages 5–21 with severe to profound intellectual disabilities, physical disabilities, and/or multiple disabilities. Students pursue instruction aligned to the Maryland Alternate Achievement standards. Academic instruction is aligned to ALOs and is infused with communication, mobility, and career/community readiness, and Real World Learning.

Carl Sandburg Learning Center

Carl Sandburg Learning Center is a special education school that serves students in Grades K–5 with intellectual disabilities, Autism Spectrum Disorder, or multiple disabilities. Services are designed for elementary students who need a highly structured setting, small student-to-teacher ratio, and access to the Maryland College and Career Ready or Maryland Alternate Achievement Standards. Emphasis is placed on the development of language, academic, and social skills provided through an in class transdisciplinary model of service delivery in which all staff members implement the recommendations of related service providers. Special emphasis is placed on meeting the sensory and motor needs of students in the classroom setting. Services also may include a behavior management system, psychological consultation, and crisis intervention.

Rock Terrace School

Rock Terrace School is a special education school that serves students in Grades 6–21 with intellectual disabilities, Autism Spectrum Disorder, or multiple disabilities. Students pursue instruction in ALOs aligned to the Maryland Alternate Achievement Standards and participate in Real World Instruction and employment experiences with the goal of preparing students for post-secondary college, career, independent living, and/or community participation.