Special Education Services

VBCPS is committed to providing free, appropriate educational opportunities for all students with disabilities, ages two through 21 years, inclusive. Services are provided in the most appropriate, least restrictive environment, as outlined in the student's Individualized Education Program (IEP). The IEP is developed cooperatively by the student's parents, educators, building administrators/ designees and other invited participants. The student is also included when appropriate.

Students attend neighborhood or zoned schools at all levels and are served according to their needs in general and/or special education classes.
Students who receive less than 50 percent of their instruction from a special educator are considered to receive Level I services. Students receiving 50 percent or more of their instruction from a special educator are considered to receive Level II support according to state standards.
Special curriculum, equipment and materials are used for instruction as described in each student's IEP. Whenever appropriate, the materials and curriculum used in general education are also used in the student's special education program.
All students receive special education services from teachers who are approved by the state to teach students with disabilities.
Music, art, library, physical education, extracurricular activities and nursing services are available to students with disabilities. Based upon each student's Individualized Education Program, related services (e.g., speech therapy, occupational therapy or physical therapy) and other resources are also available to students with disabilities.

Homebound Services

Students who have health impairments due to chronic or acute health problems (e.g., heart condition, tuberculosis, rheumatic fever, nephritis, asthmatic sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or diabetes), which are severe enough to limit strength, vitality or alertness that adversely affect educational performance may be eligible for homebound services.

Elementary school students enrolled in the homebound instructional program receive up to 20 hours of instruction per month. Middle school students enrolled in the homebound instructional program receive up to 40 hours of instruction per month. High school students enrolled in the program receive 10 hours per subject per month with a maximum of 60 hours per month. Students are counted present on the roll of their home schools when they receive instruction as indicated above. High school students enrolled in the homebound instructional program must meet the minimum State Board Education requirements, follow prescribed courses of study and acquire the required number of units in order to graduate from high school. Students enrolled in the program are taught by teachers who are approved by the school system's Department of Human Resources

A student will be determined eligible for these services upon receipt of the appropriate documentation that includes a signed statement from a licensed physician, licensed clinical psychologist, or public health officer, indicating that the condition of the student prevents or renders inadvisable, attendance at school. All documentation is submitted to the Homebound staff for verification and assignment of a homebound instructor. The Homebound staff may be reached at 757.263.2060.

Southeastern Cooperative Educational Programs

Virginia Beach City Public Schools contracts with the Southeastern Cooperative Educational Programs (SECEP) to provide specialized settings, curriculum, and services for three distinct groups of students.

The SECEP Program for children with autism (ACP) provides services to students who have moderate to severe symptoms of autism. This program stresses the importance of parental involvement as collaborators in their child's educational process.

The SECEP Re-Ed Program is designed for students with emotional disabilities who need a more restrictive setting than their self-contained class.

The SECEP Educational and Behavioral Interventions for Challenging Students (EBICS) Program is designed to serve students with moderate to severe intellectual disabilities and challenging behaviors.

Assistive Technology

Assistive Technology (AT) is a piece of equipment which will increase, maintain or improve an individual’s ability to function in day-to-day activities regardless of the disabling condition. Some examples of assistive technology are: devices for communication, voice activated phones, and alternative keyboards.

Students must be eligible for special education services under an IEP or 504 plan. When developing the IEP, the IEP committee should consider the student's needs for assistive technology services. A referral is received from the requesting school and is assigned to an assistive technology specialist. The assistive technology specialist reviews the records and develops a team of professionals currently working with the student to take part in the assessment. The recommendations are forwarded to the IEP team at the requesting school for final determination of assistive technology equipment and services.

The assistive technology specialists provide services for assessment, training, technical assistance, and on-site consultation to students, teachers, parents, and staff in the use of assistive technology for instruction. The assistive technology staff maintains and repairs assistive technology equipment as necessary.

The staff maintains and updates information resources in the assistive technology center, develops, updates and maintains an inventory of hardware, software and educational materials.

The assistive technology specialists provide parents, students, administrators and educators with information about technology advances related to individual student needs. There is ongoing monitoring of students to ensure the students have the appropriate assistive technology necessary to access their instructional program.

Personnel from AT attend IEP meetings when appropriate.

Transition Services

VBCPS provides transition planning to students with disabilities. There are three components to consider in the planning process - education, employment and adult living. This student-centered planning involves family members, teachers, support staff and community and adult agencies. The goal of transition planning is to assist students in making a successful move from school to a meaningful and productive adult life.

Transition services are defined in IDEA as "a coordinated set of activities including post-secondary education, vocational training, integrated employment, supported employment, continuing adult education, adult services, independent living or community participation." Since a student's needs change, transition services must be constantly evaluated and adjusted to meet the student's post school outcome.

In This Section

Elementary School

Middle School

High School

Speciality Centers