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Learning Support Services » Learning Support Services

Learning Support Services

Melinda Carroll, Director of Learning Support 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.

  • MI-ACCESS is the State alternate assessment program developed by the Michigan Department of Education to assess students with disabilities that require an alternate assessment and/or accommodation as determined by their Individualized Education Plan (IEP).
  • Continuum of Services, where special education services are provided in a variety of programs and settings to meet the individual needs of eligible students. Special Education categorical programs include: cognitive impaired, hearing impaired, early childhood developmentally delayed and emotionally impaired.


Early Childhood Developmental Delay (ECDD)

Services are available for children, from 2½ years of age through age 6, who are delayed 2½ times their chronological age in two areas of development.

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.

Each district must declare which process they will use to identify students with a Specific Learning Disability. Flint Community Schools will use the Patterns of Strengths and Weakness to identify students with a Specific Learning Disability. The Michigan Department of Education has issued further guidance through the OSEP 11-07 memo.
Our Beliefs
  • The education of ALL STUDENTS, including those with disabilities, is the shared responsibility of the educational community, families and students.
  • Highly-qualified staff is held accountable for HIGH EXPECTATIONS for ALL STUDENTS, including students with disabilities.
  • Our major focus is on IMPROVED RESULTS AND OUTCOMES for ALL STUDENTS and to increase the capacity for general education and special education to meet the individual TEACHING AND LEARNING NEEDS of ALL DIVERSE LEARNERS.
Our Mission
To provide specialized instruction and/or services in the Least Restrictive Environment that results in improved academic/behavioral/post-secondary student outcomes, while being fiscally responsible in these efforts. 
Our Goals
  • To increase the percentage of students with disabilities that spend 80% of their day in the general education classroom.