Itinerant Support - (special education supports and services provided by special education personnel for 20% or less of the school day) This level is for students in regular classes who need emotional and/or academic support to be successful in the regular education curriculum. Students with a wide variety of special education identifications may receive itinerant support to assure success in the regular education environments. These include students with autism, emotional disturbance, learning disability, mental retardation, and other health impairment.

Co-Teaching - This level is for students who can succeed in a regular education classroom with instruction and support provided by a regular and special education teacher working cooperatively.  Currently co-teaching is provided in our secondary schools for Language Arts and Math.

Supplemental Learning Support- (special education supports and services provided by special education personnel for more than 20% of the day but less than 80% of the school day) This level is for students who need direct classroom instruction in a special education classroom for most core academic subjects, but who can succeed in regular classes for some academic, phys-ed, vocational, and elective courses.

Supplemental Emotional Support - (special education supports and services provided by special education personnel for more than 20% of the day but less than 80% of the school day) this level is for students whose social/emotional/behavioral difficulties may interfere with success in the regular education curriculum. This program offers support for participation in regular classes to the greatest extent possible while providing a classroom for academic and social-emotional growth when regular classes are not successful.

Full-Time Emotional Support - (special education supports and services provided by special education personnel up to 80% or more of the school day) this level is for students whose social/emotional/behavioral difficulties require a full academic/social skills program in a special classroom, until students are ready for successful partial inclusion in regular education classes. While students may receive most of their emotional support for the majority of their school day, most of our students are included extensively in the general education curriculum.

Full-Time Life-Skills Support - (special education supports and services provided by special education personnel up to 80% or more of the school day) this level is for students whose academic and functional needs can be best met through a practical “life-skills” oriented curriculum focusing on every-day living skills and prevocational training. All academic areas are available in this setting. However, students will be included in the regular curriculum to the greatest extent possible for student success.

Speech and Language Therapy - This service is for students identified as having speech and language needs, which require IEP outlined services and are conducted in individual, small group, or consultative formats.

Occupational Therapy - This service is for students requiring IEP outlined services to address fine motor deficits. Students work individually with a therapist after an evaluation to determine eligibility and specific areas of need.

Psychological Services - This service assists in the identification of students with possible disabilities, support for students with behavioral difficulties, and strategies for students with academic problems, which may or may not be caused by an identified disability.

Social Work Services – This service is for students and parents in the special education program who need assistance accessing community and agency support related to the student's disability.

Lebanon County CTC – (Vo-tech) CTC is an option for students with independent functional abilities who are interested in a vocational training track. The CTC  (career and technical center) offers an Occupational Transition Class for students with special needs who are not sure of their vocational interests and who will benefit from sampling a variety of vocational training options in one class.

QUEST – A local contracted agency for students who may not be ready for independent

employment, but who are interested in training and experience in a supported work environment.

Job Training and Placement – An IU contracted service for Lebanon students who are interested in community-based work experience, training, and job placement. Activities range from once per week work crews, to half-day volunteer work experience, to full-day paid work/study.

Autistic Support – This service is for students identified with autism. Programs can be provided through itinerant services to a full-time Autistic Support class.

*Lebanon School District also contracts programs and services from IU 13 which include:

Full-Time Emotional Support – as described above

Full-Time Life-Skills Support – as described above

Multi-disability Support – this service is for students with more severe physical and mental impairments, which require a greater emphasis on interpersonal skills, personal care, fine and gross motor, beginning academic concepts, and vocational readiness. Students are included with their non-exceptional peers to the greatest degree possible.

Speech and Language Support – as described above

Occupational Therapy Support – as described above

Vision and Mobility Support – This service is for students with identified visual difficulties requiring an IEP.

Hearing Support – This service is for students with identified hearing impairments requiring an IEP. These programs can occur individually, through consultation, or in a Hearing Impaired classroom.

Autistic Support – See Above.

Special Education services are available for any exceptional student who requires specially designed instruction to meet their educational needs. Instructional assessment is provided to identify students through screening and evaluation activities. The instructional assessments determine the degree of need, the student’s measured instructional levels, and the direct instruction and accommodations that will allow for greatest individual success in school and in the future. The instructional program is designed to address the students' individual needs with high expectations. A continuum of services and programs to provide instructional support ranges from supportive intervention in the regular classroom to full-time special education classes. It is the primary consideration that exceptional children benefit from regular education programs to the maximum extent appropriate and that the student receives a free appropriate education. A parent document is available, upon request to the counselor or special education office, which explains the procedural safeguards assuring a free appropriate education.

Identification activities are completed routinely by school staff using psychological assessments, achievement testing, group-based data, curriculum-based evaluations, medical records, and teacher reports. Students routinely identified include those with disabilities such as: autism, pervasive development disorder, blindness, visual impairment, deafness, hearing impairment, emotional disturbance, mental retardation, neurological impairment, specific learning disability, physical disability, other health impairment, speech/language impairment, or gifted under Chapter 16. Additionally, screening or evaluation activities may be requested by the parent for a student who is thought to be exceptional, by contacting the guidance counselor of the school they attend, (717) 273-9391.

Records pertaining to identification of a student as exceptional are confidential and protected under the Family Educational Rights and Privacy Act. Confidential records are only available to the parents and school officials who are directly involved in the student’s educational program. Confidential records are destroyed when they are no longer educationally relevant. Questions regarding the record of a student may be directed to the student’s guidance counselor.