“Each One – Reach One”
The special education department of Suffolk Public Schools believes that every student has a right to free and appropriate education. In keeping with that philosophy, a full range of services has been developed in Special Education serving children with disabilities, age 2 to 21 years of age.
The special education process can be confusing. Suffolk Public Schools provides a Parent Resource Center to help, which sponsors workshops and offers video and printed resources.
Sign Language Classes will continue to be offered in 2015 on Feb. 10, March 10, Apr. 14, May 12, and June 9 at 6 p.m. at King’s Fork Middle School.
Hot Topics is a summary of published articles from the school psychologists on a variity of subjects related to special education.
Words matter! Don’t use hurtful words to describe people with disabilities. Promise to put the person first, not the disability.
The Special Education Advisory Committee is appointed by the School Board to advise the Board through the division Superintendent. The members of SEAC include parents of students with disabilities, persons with disabilities, and community agencies that assist students with disabilities.
The Early Childhood Resource Centers (ECRC) are the newest service to assist preschool students in Suffolk. These centers offer free screenings for developmental delays in vision, hearing, speech, language, motor skills, cognitive skills, and social interactions for children ages birth through four.
SECEP functions as a regional public school serving the Hampton Roads Cities of Chesapeake, Franklin, Isle of Wight, Norfolk, Portsmouth, Southampton, Suffolk and Virginia Beach. SECEP is present in more than 85 schools, working in more than 210 classrooms in the Hampton Roads area. It serves more than 1,500 special education and alternative education students.
The Suffolk Autism Cadre (SAC) is committed to providing assistance to parents and staff with children who are on or who are suspected to be on the autism spectrum.
Suffolk Public School works hard to ensure that students with special needs are prepared for a productive and independent life after high school. This process involved extensive planning and coordination starting very early in the student’s career and education transition plan.