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 Special Education

Mission Statement:

The Special Education Department at South Anna Elementary School serves students with learning disabilities, vision impairments, autism, hearing impairments, developmental delays, orthopedic impairment,  emotional disabilities, multiple disabilities and other health impairments in grades preK-5. There are twelve full-time teachers, four part-time teachers, and thirteen paraprofessionals who provide resource services, direct instruction, and collaborative services to students with disabilities.


Information for Parents:

Special Education Policy/ Regulations:

The Individuals with Disabilities Education Improvement Act of 2004 was signed into law by President George W. Bush on December 3, 2004. The provisions of this Act [hereinafter IDEA '04] became effective on July 1, 2005. To view state and federal resources/ documents prepared to provide guidance about IDEA, click here: Virginia Department of Education: IDEA 2004

To view the Virginia Special Education Regulations, click here (PDF file): Virginia Special Education Regulations

To view the Federal Special Education Legislation, click here: Federal Special Education Regulations

Hanover County Special Education Department

The Program of Studies for Students with Special Needs, as determined by the Hanover County School Board, reads as follows:

The Hanover County School Board shall establish a program of services for students with disabilities as required by the Individuals with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and all applicable state and federal law. The program shall include a child-find process designed to identify, locate and evaluate those children from birth to 21 inclusive who may have disabilities and may need special education and related services.  The School Board shall ensure that a free appropriate public education will be available for all children and youth with disabilities, ages 2 through 21, who are residents of Hanover County.

The School Board shall ensure that students with disabilities and their parents or guardians are guaranteed the appropriate procedural safeguards in the process of identification, evaluation, placement, and provision of an appropriate education program. To the maximum extent appropriate, students with disabilities will be educated with children who are not disabled. Prior to the identification, evaluation, placement, or provision of a free appropriate public education to a disabled student, a full explanation of all procedural safeguards shall be made available to parents.

An Individualized Education Program (IEP) shall be designed and maintained for each child eligible for special education under the Individuals with Disabilities Education Act. The program will be developed in a meeting with the child's teachers, parent(s), the student (when appropriate), a school division representative qualified to provide or supervise the provision of special education services and other individuals at the discretion of the parents or school division in accordance with state and federal law. This IEP shall be reviewed at least annually.

The IEP shall be inclusive of areas specified by state and federal statutes and regulations.

The School Board shall ensure compliance with the following requirements for special education and will provide support services and programs to achieve the following goals.

• A free appropriate public education will be available for each child, ages 2 to 21, inclusive, residing in the school division (FAPE).

• All children, ages 2 to 21, inclusive, residing in the school division who are disabled and need special education and related services are identified, located, evaluated and placed in an appropriate educational program (Child Identification) consistent with applicable law.

• Children with disabilities and their parents, guardians or surrogates are guaranteed procedural safeguards in the process of identification, evaluation, and educational placements (Procedural Safeguards).

• To the maximum extent appropriate, children with disabilities will be educated with children who are not disabled (LRE).

• Confidential records of children with disabilities shall be properly maintained (Confidentiality).

• Testing and evaluative materials utilized for the purpose of classification and placement of children with disabilities are selected and administered so as not to be racially or culturally discriminatory (Protection in Evaluation Process).

• An individualized education program for each child with disabilities will be maintained (IEP).

• Surrogate parents will be appointed, when appropriate, to act as advocates to serve the educational interest of children, ages 2 to 21, inclusive, who are suspected of being or are determined to be disabled (Surrogates).

• A comprehensive system of personnel development, to include the in-service training of general and special education instructional and support personnel, related to the needs of children with disabilities is provided (CSPD).

• There will be on-going parent or guardian consultation (Parent Involvement).

• A full educational opportunity goal is provided for all children with disabilities from birth to age 21, inclusive, including appropriate career education, prevocational education, and vocational education (Full Opportunity).

The term "children with disabilities" includes those children who are cognitively impaired, learning disabled, seriously emotionally disturbed, hearing impaired, visually impaired, orthopedically impaired, other health impaired, severely and profoundly handicapped, speech or language impaired, preschool, autistic, multi-handicapped, or deaf/blind, and others as are from time to time defined as disabled under applicable law, who, because of these impairments, need special education and related services.

To view the HCPS Special Education Department Website, click here: HCPS Special Education Department


Hanover County Schools Parent Resource Center

Hanover County Public Schools' Department of Special Education has established the Parent Resource Center as a source ofinformation, support, and training for parents, students, teachers, staff, and community members. The Parent Resource Center is part of a network of centers in Virginia, West Virginia, Maryland, and Kentucky started by the Parent Education Advocacy Training Center (PEATC).  The PRC provides information, referrals, workshops and other educational opportunities,  and consultation on special education issues, to parents and teachers of children with disabilities. To visit the PRC website, click here: Parent Resource Center

The Parent Resource Center offers a lending library of resources (books, articles, videos, publications) for families and teachers of students with special needs. To view the online catalog for the lending library, click here: Parent Resource Center Lending Library


Virginia Department of Education Division of Special Education and Student Services

This website, prepared by the Virginia Department of Education, offers overviews of the federal and state laws, regulations, and policies that govern special education instruction in Virginia schools, provides data and statistics about special education instruction in the Commonwealth, discusses general special education programs, and offers information for parents and students about IEPs, transition plans, and other areas of interest. To view the VDOE: Special Education and Student Services website, click here: Special Education and Student Services


Study Tips:

There are many factors that affect a student’s academic performance. One important component in your child’s academic success may be your participation in his or her learning experience at home. Setting up a consistent routine for your child is a big step in the right direction. Here are some ideas:

    • Set up a time each day for homework that fits into your family’s schedule before the week begins. This is especially important when there is a project due.
    • Provide a quiet, well-lit area for your child to do homework every night. Preferably, this space will be free from distractions such as television sets.
    • Post a calendar near the homework area that lists events, activities, and due dates for projects.
    • Have a "homework box" on hand that contains a set of school supplies your child uses only for homework and projects. This should contain: pencils, a large eraser, glue sticks, a 16-pack of crayons or colored pencils, a highlighter, notebook paper, a ruler, and scissors.
    • Go over your child’s assignment book daily and check or initial items as they are completed.
    • Keep a pocket folder in your child’s binder. The student should put all unfinished work on one side of the folder. As it is finished, put it back in the folder on the other side. Only homework should be placed in this folder.




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