Melinda Carroll, Director of Student Services
Telephone: (810) 767-6134
Fax: (810) 760-6880
In keeping with state and federal laws, no child with a special need can be denied an education because of the nature or the severity of his or her disability. Learning Support Services serve students from birth to age 26, as required by these laws.
The department offers an assortment of mandated programs and services for students with a disability. It provides full and individual evaluation by certified and highly qualified psychologists, social workers, speech therapists and other ancillary staff for any student who is suspected of having a disability. The services include:
School social workers are the link between home, school and the community, providing direct interventions with students, families and the educational community. They also are advocates for the students' special needs.
School psychologists, who are trained to administer psychological tests, interpret results and make recommendations for eligibility and programs and services for students. They are instrumental in suggesting interventions and providing assistance with progress monitoring for teacher use with students.
Early Childhood Developmental Delay (ECDD)
Services are available for children, from birth through age 6, who are delayed 2½ times their chronological age in two areas of development.
Student Assistance Teams, a multidisciplinary team that assesses at-risk students. The team meets to review student strengths and weaknesses, and suggest strategies and recommendations to help make schooling successful.
Transition Coordinators and Planning
Transition planning is the process of preparing a student for the completion of his/her school program and moving into adulthood. This planning begins at age fourteen and continues until graduation.
Highly Qualified and Certified Classroom Teachers for Students with disabilities
Teachers of students with disabilities provide both push in and pull out services to ensure that our students receive specialized instruction and access to the general education curriculum in order to successfully progress towards meeting their IEP goals and objectives.
To increase the percentage of students with disabilities that spend 80% of their day in the general education classroom.