SPECIAL EDUCATION

Students Receiving Special Education Services

1. Federal law requires that Individualized Education Program (IEP) teams develop IEPs for all students who receive special education and related services. The IEP goals and objectives are based on student needs and should be designed to allow the student to progress in the general education curriculum, as appropriate, with the identified supports and accommodations.

2. Teachers will implement the accessibility features and accommodations that have been documented in the student’s Individualized Education Program (IEP) for students with Accommodations and Accessibility Features must be selected on the basis of the individual student’s need and must be used consistently for daily instruction and local and state mandates. The Maryland Assessment, Accessibility, and Accommodations Policy Manual provides guidance for selecting the appropriate accommodation. The student shall not receive a lower grade on class assignments, projects, tests and quizzes as result of receiving their approved accommodation and modification documented in the student’s IEP. In the event a student with a disability is in jeopardy of failing a subject, an IEP meeting must be held to review and revise the IEP as appropriate.

3. There is no waiver for the physical education credit However, there are modifications one may make based on physical limitations or disabilities. Students may participate in a modified program of physical education based upon individual needs. This requires an individual program be adapted to assist students with any modifications necessary. This program would have to be approved by the physical education teacher, supervisor, and Adapted Physical Education Office for these modifications to be developed.

4. Students with disabilities who are working toward a diploma will:

   1. Have access to instructional and assessment accommodations in both general and special education settings, as specified on the IEP, to allow them to progress in the general education curriculum.

   2. Receive grades based on progress in the general curriculum, with accommodations, as identified on the

   3. Receive the same report card as is used in general

   4. Receive a report of progress related to IEP goals and objectives, in addition to the report card.

5. General and special educators who are teaching in a co-taught class will jointly determine the grades for students with disabilities under the Individuals with Disabilities Education Act (IDEA).

6. If the special educator or related service provider is the designated primary instructor for a subject, he or she will determine the grade in that subject area.

7. Students with significant cognitive disabilities, who are working toward a Maryland Certificate of Program Completion, shall be instructed, assessed and graded on alternate academic outcomes that are linked to the Maryland College and Career Ready State Standards requiring substantial adaptation and modification of grade- level content in the general education Students will receive a report of progress related to IEP goals and objectives in addition to the report card.