Programs and Services

Contact Information:

Dawn Meskil, Early Childhood Coordinator, 984-236-2601

Find state and local early childhood and preschool exceptional children program contact information.

General Information:

Section Purpose: 

The Early Childhood Exceptional Children (ECEC) Section is supported by IDEA Part B Section 619 funds and supports the statewide implementation of the IDEA requirements for finding and serving preschool-aged children with disabilities. This section supports LEAs, community partners, and families to improve educational outcomes of young children with disabilities and to meet the spirit and requirements of IDEA through professional learning, technical assistance, materials, and/or special services to LEAs responsible for the implementation of local preschool exceptional children programs. Our purpose is to improve child outcomes by increasing access to high quality early childhood education through inclusion and reducing the use of exclusionary discipline.

Section Resources:

Child Development Resources:

• NC Foundations for Early Learning and Development (NC FELD): NC FELD describes goals for all children’s development and learning, no matter what program they may be served in, what language they speak, what disabilities they may have, or what family circumstances they are growing up in. The document provides age-appropriate goals and developmental indicators for each age level - infant, toddler, and preschooler. Foundations is also intended to be a guide for teaching – not a curriculum or checklist that is used to assess children’s development and learning, but a resource to define the skills and abilities we want to support in the learning experiences we provide for children. NC FELD outlines the standards for children from birth through age 5. The K-12 Standards webpage has information regarding North Carolina's Standard Course of Study for older students.
• NC Early Learning and Development Progressions: Birth to Five: The North Carolina Early Learning and Development Progressions: Birth to Five are an expansion of the North Carolina Foundations for Early Learning and Development (2013). The Learning Progressions break down the sequence in which children learn skills for emotional and social, health and physical, language and communication, and cognitive development. Skill descriptions at two-, three-, or six-month intervals allow teachers and families to observe and document a child’s current level of development and to track incremental changes over time. Observation guidelines provide situations for observation of skills, strategies for eliciting the skill, if needed, what observed behavior indicates achievement of the skill, and routines-based intervention or embedded instruction.
  • Online Tool: This resource was developed jointly with NCDPI and is available publicly through Creative Commons License.
  • Zip File (downloadable version) 
    Once the files are extracted, the ‘Start Here - Early Learning Progressions.html’ file opens the documents up in the same format as they are presented online. If the files are not extracted, it gives a ‘file not found’ error message. The format allows the user to click the hyperlinks and navigate through the domains and age ranges just as they did previously on the website.
  • Printable Tool: Expands the NC Foundations for Early Learning and Development goals into observable behaviors at two-, three-, and six-month intervals. Please note: that the printed version is more than 800 pages.
  • At-A-Glance: Printable listing of the developmental progressions without observation guidelines.
  • Instructions: Navigation guidance for using the NC Early Learning and Development Progressions: Birth to Five
• Teaching Strategies Gold: Teaching Strategies GOLD® is an observation-based formative assessment that includes developmental progressions across all areas of development and is aligned with the NC Foundations for Early Learning and Development. Within an online platform, teachers document student's learning and development to substantiate a child's skill attainment along the developmental progressions. Teachers then utilize this information to personalize instruction for students.Teaching Strategies GOLD® utilizes widely held expectations for children birth through third grade. These are displayed as color-coded progressions and can assist teachers in bridging assessment and instruction. The NC Department of Public Instruction recognizes formative assessment as an important component of a 21st Century Balanced Assessment System and has dedicated resources to support its use in NC schools. For more information, please contact your OEL Early Learning Consultant.

Preschool Leadership Institute:

The EC Preschool Leadership Institute (PLI) addresses key responsibilities of Preschool Exceptional Children (EC) Coordinator, offering both virtual and in-person sessions for the 2024-2025 school year. The Foundations Pathway (in development) is a self-paced experience intended to offer a basic overview of preschool exceptional children services. The Essentials Pathway is designed to equip new Preschool EC Coordinators with practical knowledge for day-to-day responsibilities. Topics include policy, monitoring, child find practices, community partnerships, parent engagement, and program administration. Experience Preschool EC Coordinators are invited to join the Advanced Pathway offers monthly virtual meetings within a Community of Practice (CoP). In these sessions, practitioners collaborate to tackle challenges specific to your LEA, discuss and develop steps for program improvements, and conduct in-depth data analyses. Discussions are guided by a structured protocol aimed at developing results-oriented solutions. For more information, please contact your ECEC Regional Consultant.

Transdisciplinary Play Based Assessment:

Transdisciplinary Play-Based Assessment, Second Edition (TPBA2) is a comprehensive assessment process for assessing critical developmental domains through observation of the child's play with family members, peers, and professionals. For the 2024-2025 school year, an Essentials overview and a Diving Deeper into the Domains series to support LEAs with implementation while we await the release of TPBA3. If your LEA is interested in learning more, please contact your ECEC Regional Consultant.

Pyramid Model:

The Pyramid Model is a framework of evidence-based practices for promoting young children’s healthy social and emotional development. In program-wide implementation, a local leadership team guides the implementation process and develops the support and infrastructure needed to ensure that implementation of the Pyramid Model can occur within the classrooms and services provided to children and their families. The Leadership Team, with representation from program administrators and practitioners, is focused on the ongoing process of supporting the implementation of the Pyramid Model and using data-based decision-making to guide implementation efforts and monitor outcomes. Research has shown the Pyramid Model to be a sound framework for education systems to promote the social, emotional, and behavioral outcomes of young children birth to five, address disparities in discipline practices, promote family engagement, use data for decision-making, and foster inclusion of children with, and at risk for, developmental delays and disabilities. The goal of the North Carolina Pyramid Model is to provide LEAs with the technical assistance and training to establish the systems and policies needed to adopt and sustain the implementation of the Pyramid Model. Implementation support and professional learning are provided through an intentional planning process. If your LEA is interested in learning more, please contact your ECEC Regional Consultant.

ListServs:

• Early Childhood EC Listserv (for DPI and LEA staff only)
• Other Listservs of Interest

Memos:

Federal:

• Policy Statement: Inclusion of Children with Disabilities in Early Childhood Programs (Nov. 28, 2023)
• Updated Dear Colleague Letter on Preschool Least Restrictive Environments (January 9, 2017)
• OSEP Dear Colleague Letter on Supporting Behavior of Students with Disabilities (August 1, 2016)
• OSEP Memo 16-07—Response to Intervention (RTI) and Preschool Services (April 29, 2016)
• Policy Letter: May 8, 2013 to Charlcie Flinn (Confidentiality/FERPA, Coordinated Early Intervening Services)
• OSEP Policy Letter: December 7, 2012 to Carmela N. Edmunds (Confidentiality/FERPA, Education Record, Parents' Rights and Procedural Safeguards, Part C)
• Policy Letter: December 1, 2006 to U.S. Representative Christopher Smith (Private Schools)

State:

• This section is under construction

Part C to B Transition or Early Childhood Transition Resources:

To find additional information and resources regarding Pre-School to school age transitions please visit our Transition Resources Section of the Website.

State Performance Plan (SPP) and Annual Performance Reports (APR):

For more information about SPP/APR data please visit our Data and State Performance Plan Page. Specific Indicators that relate to Early Childhood and Preschool include:

• Indicator 4 Rate of Suspensions and Expulsion
• Indicator 6 Preschool Environments
• Indicator 7 Preschool Outcomes
• Indicator 11 Child Find
• Indicator 12 Early Childhood Transition

Educator Licensure Resources:

Resource manual for administrators and principals supervising and evaluating teachers of young children (2016)

Professional Organizations:

• This Section is Under Construction

Other Web Based Resources:

• This Section is Under Construction

Contact Information

SECTION CHIEF: Sherri Vernelson 984.236.2584

EARLY LEARNING SENSORY SUPPORT FOR VISUALLY IMPAIRED LEAD ADMINISTRATOR: Alan Chase

EARLY LEARNING SENSORY SUPPORT FOR HEARING IMPAIRED LEAD ADMINISTRATOR: Ruth Anne Everett

ELSSP General Information

North Carolina Early Learning Sensory Support Program (NC-ELSSP) is a state funded direct service provider for young children with visual and or hearing impairments aged birth to 5 years old and their families. Services for children and families are provided in all 100 counties in North Carolina by licensed staff that have specialized training to meet the unique needs of children who are visually and or hearing impaired. Services are provided in the children’s natural environments which may include their homes, childcare centers, and schools. NC Early Learning Sensory Support Program empowers and collaborates with parents and families to help their children attain their life long goals through early learning opportunities. NC Early Learning Sensory Support staff is dedicated to educating children, families, colleagues, and other service providers through their knowledge of vision and hearing impairments.

For Parents of Children Birth to Three

If you have a child under the age of three with a vision loss, hearing loss, or both, please visit the NC Infant Toddler Program website. Here you will find more information about the process to enroll your child in the NC Early Intervention Program for children with disabilities. Once you have made contact with the NC Infant Toddler Program and are in the enrollment process, please request a referral to the Early Learning Sensory Support Program.

For Medical Providers and Other Professionals

For information regarding the referral process and referral form for a child with visual or hearing impairment, please contact:

• Hitty Chiott, Intake Coordinator NC ELSSP -Visual Impairment
• Mandy Hice, Intake Coordinator NC-ELSSP-Hearing Impairment

This section is currently under construction

Adapted PE Contacts

Section Chief: Dreama McCoy - 984-236-2557

Adapted PE General Information

Adapted Physical Education (also called specially designed instruction) is instruction in physical education that is designed on an individual basis to meet the needs of a child with a disability.

• Adapted PE 101 the PDF
• Adapted PE 101 PowerPoint
• Adapted PE is Special Education, NOT a related service.
• Adapted PE is a program, not a placement.

Physical Education (PE) and the Law

North Carolina state law requires physical education for all students. Under the Individuals with Disabilities Education Act (IDEA), Adapted Physical Education is required for those students with disabilities who require specially designed instruction in order to receive Physical Education. Physical Education includes:

• Physical and motor fitness
• Fundamental motor skills and patterns
• Skills in individual and group games and sports, and activities (including intramural and life-time sports)

Physical education is a curricular area available to all students. If the student cannot participate in the general physical education program, specially designed individualized instruction in PE (Adapted PE) shall be provided.

How the Need for Adapted PE is Determined

• The IEP team determines a student’s need for APE.
• The IEP team should include an APE specialist, if available, and the general education PE teacher. When the PE curriculum, student needs and/or APE eligibility is being discussed by the IEP team, educators knowledgeable in the PE curriculum need to be present.
• To determine eligibility, an APE evaluation must take place in accordance with NC Policies Governing Services for Children with Disabilities {NC 1500-2-11A}.
• Goal (s) must be developed if eligibility for Adapted PE is determined.

Where Adapted PE is Provided

Adatped PE, like all special education, is offered in the least restrictive environment. Students with disabilities must be included to the maximum extent possible in the general physical education program. For students with disabilities who are receiving APE, and students who are participating in the general PE program with accommodations/modifications, a continuum of placement options may include one or more of the following:

• General physical education setting
• General PE setting with accommodations/modifications
• General PE setting with assistance from staff and/or APE specialist
• A separate PE class setting with peers and additional staff as needed
• Separate public school

The inclusion of students with disabilities into the general PE curriculum should not compromise the learning of other students in the class setting. However, supplementary aids and supports must be tried before placing a student in a more restrictive setting.

APE ListSev

• APE Listserv

Adapted PE Policy

Here you can find NC educational policies that define and explain adapted physical education, how eligibility is determined and how it should be provided.

NC Policies Governing Services for Children with Disabilities (June 2010)

• NC 1500-2.1 Adapted physical education

• NC 1500-2.34 Special education

Adapted PE Memos

• EC Assistant in the PE Classroom Memo
• School Improvement Plans to Include Healthy Active Children Memo
• Adapted PE (090310)

Adapted PE Webinars

Title:  APE Report Writing

Presenter:  Dr. Kaky McPeak

• APE Report Writing Recording, Part 1 - Password:  PpbQrC5k
• APE Report Writing Recording, Part 2 - Password:  MgsbBpJ8
• APE Reprot Writing Webinar Resources

Title:  Authentic Assessment in APE

Presenter:  Dr. Kaky McPeak

• Authentic Assessment Recording - Password: yFhQKE4g
• Authentic Assessment in APE Powerpoint

Adapted Physical Education Fall Webinar

Title: The APE Referral Process-How to Avoid Pitfalls!

Presenter: Dr. Kaky McPeak

• Adapted Physical Education Recording  - Password: FallWeb22
• APE Referral Process PowerPoint
• BSER Framework Document

Adapted Physical Education Spring Webinar

Title: APE Screenings and Assessments-How Do I Pick the Right One? What's Next?

Presenter: Dr. Kaky McPeak

• APE Screenings Recording- Password: SpringWeb23
• Commonly Used APE Assessment/Evaluation Tools
• Sign Up for NC-APE Email Updates

Adapted Physical Education Spring Webinar

Title: APE & Present Level of Performance

Date: April 11, 2024

Presenter: Dr. Kaky McPeak

• APE Assessment Report; Pulling It All Together- Password: PmPKfj2V
• APE Assessment Report PowerPoint
• Adapted Physical Education: Assessment & LRE Considerations

Adapted PE Lending Library

• APE Lending Library (Books, assessments, and resources that may be borrowed.)

Resources

• This section is Currently Under Construction

Contact Information:

Section Chief: Sherri Vernelson - 984-236-2584

OEC Staff Contact information and Phone Numbers

General Information:

Purpose: 

The Assistive Technology Program offers consultation to Public School Units (PSUs) about assistive technology devices and services to support quality educational programming for exceptional children.

Resources: 

You can find additional assistive technology resources on the NCDPI Assistive Technology (AT) Resources Hub. 

Listserv:

If you would like to be notified of updates to this site, as well as other information on activities related to assistive technology, please join our mailing list found at the NCDPI GovDelivery sign up page.

Assistive Technology Definitions

From the U.S. Department of Education Assistance to States for the Education of Children With Disabilities and the Early Intervention program for Infants and Toddlers With Disabilities; Final Regulations (regarding the Individuals with Disabilities Education Act), March 12, 1999.

Devices

(300.5) Assistive technology device
 

As used in this part, Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability."

Services

(300.6) Assistive technology service
 

As used in this part, Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

The term includes –

1. The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;
    
2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;
    
3. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;
    
4. Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
    
5. Training or technical assistance for a child with a disability or, if appropriate, that child's family; and
    
6. Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child."

Assistive Technology Regulations:

From the U.S. Department of Education Assistance to States for the Education of Children With Disabilities and the Early Intervention program for Infants and Toddlers With Disabilities; Final Regulations (regarding the Individuals with Disabilities Education Act), March 12, 1999.

Free Appropriate Public Education (FAPE)

Regarding the provision of free appropriate public education (FAPE)
300.308 Assistive Technology.

1. Each public agency shall ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in 300.5-300.6, are made available to a child with a disability if required as a part of the child's –
   1. Special education under 300.26;
   2. Related services under 300.24; or
   3. Supplementary aids and services under 300.28 and 300.550(b)(2).
       
2. On a case-by-case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in order to receive FAPE.

Individualized Education Program (IEP)

Regarding the development of the Individualized Education Program (IEP)
300.346 Development, review and revision of IEP.

1. Consideration of special factors.
   The IEP team also shall – 
    
    
   1. Consider whether the child requires assistive technology devices and services.

Similar regulations are found in North Carolina Procedures Governing Programs and Services for Children with Disabilities. In addition to consideration of assistive technology, North Carolina Procedures states the following:

Statement in IEP. If the IEP Team determines that a child needs a particular device or service, including an intervention, accommodation, or other program modification in order for the child to receive a free appropriate public education, the IEP team must include a statement to that effect in the IEP. Section .1507.B.(3)

IDEA TA Center Resources:

Center on Inclusive Technology and Education Systems (CITES) - Provides technical assistance and support for Assistive Technology and broader school system technology initiatives.

Center for Innovation, Design, and Digital Learning (CIDDL) - Serves as the National Center to Improve Faculty Capacity to Use Education Technology in Special Education, Early Intervention, and Related Services Personnel Preparation and Leadership Personnel Preparation Programs.

IRIS Center - a national center dedicated to improving education outcome for all children, especially those with disabilities birth through the age twenty-one, through the use of effective evidence-based practices and interventions. Additionally, they offer a set of modules that offer an introduction to Assistive Technology (IRIS Intro to AT Modules).

Early Childhood Technical Assistance Center (ECTA) - Provides resources and training around the utilization of AT throughout Early Childhood.

Professional Organizations:

This Section is Currently Under Construction.

Other Resources:

This Section is Currently Under Construction.

Contact: 

Sherri Vernelson, 984-236-2584

The educational audiology consultant serves as a resource to local education agencies, EC directors, educational audiologists, teachers and service providers who work with children who are Deaf or Hard of Hearing, and parents and students. The consultant can be contacted regarding training on best practice, available resources, program planning, and other aspects of educational audiology services.

ListServ

To sign-up for the educational audiology listserv, please visit the NC GovDelivery webpage.

Resources

For resources related to educational audiology, please visit the NC Deaf and Hard of Hearing Canvas Hub.
 

Additional Resources

This section is currently under construction.

Contact: 

Section Chief: Dreama McCoy

Consultant for Occupational Therapy: Bridgette LeCompte

General Information

The occupational therapy consultant serves as a resource to public school units, exceptional children administrators, occupational therapists, occupational therapy assistants, educators, families, students, and institutions of higher education. The consultant is available for on-site, phone, email, or virtual consultation and training for best practice, resources, program planning and all aspects of school-based occupational therapy services.

List Serv

Join the NC School-based OT listserv to receive updates and information pertaining to NC school-based occupational therapy.
 

OT Resources

For more information on school-based occupational therapy in North Carolina, go to the NC School-based OT website.

OT Polices

According to the NC Policies Governing Services for Children with Disabilities, occupational therapy is described as follows:
(6) Occupational therapy means— 
Student centered continuum of services provided by a licensed occupational therapist or licensed and supervised occupational therapy assistant. These services assist a student to engage in meaningful and/or necessary occupations that allow a student to participate in and benefit from special education. These occupations may include student role/interaction skills, learning academics and process skills, personal care, play and recreation, written communication, and community integration and work. Occupational therapy services may include: 
(i) Screening, evaluation, intervention, and documentation; 
(ii) Assistance with occupational performance when impaired or lost; (iii)Modification of environments (both human and physical) and tasks, and selection, design, and fabrication of assistive devices and other assistive technology to facilitate development, promote the acquisition of functional skills, and engagement in meaningful occupations; 
(iv) Integration of occupational therapy interventions into a student’s educational program to assist the student in participation and acquisition of goals; 
(v) Collaboration with appropriate individuals to meet student’s needs including transition planning; and 
(vi) Provide education and information to families and school personnel to assist with planning and problem solving.

Licensure

The North Carolina Board of Occupational Therapy establishes licensure requirements and issues licensure to occupational therapists and occupational therapy assistants practicing in North Carolina.

This section is currently under construction

Contact: 

Section Chief: Sherri Vernelson

Consultant for Visual Impairments: Crystal Patrick 984-236-2617

General Information

A related service to students with a qualifying visual impairment. O&M instruction enables …”students to attain systematic orientation to and safe movement within their school, home and community.” (NC Policies Governing Services for Students with Disabilities, NC 1500-2.28).

ListServ

Join the Professionals in Vision Impairment ListServ 

NC Policies Governing Services for Students with Disabilities

NC1500-2.28

How is the Need for O & M Instruction Determined?

A student with a visual impairment may be referred for an initial O&M evaluation through the IEP Team. Parent permission to evaluate must be obtained. Evaluations performed by a Certified Orientation &Mobility Specialist are comprised of:  Medical Eye Report review; IEP and latest evaluations review, observations, assessment tools and environmental assessment of the school, home, and community, regarding developmentally appropriate independent travel expectations; and interviews with educational team members. The results of the evaluation are shared with the IEP Team which uses the information and recommendations to determine and or develop, if needed orientation and mobility goals and services.

This Section is Currently Under Construction

Contact: 

Section Chief: Dreama McCoy

Consultant for Physical Therapy: Laurie Ray 919-636-1827

The physical therapy consultant serves as a resource to Public School Units (PSUs), EC directors, physical therapists, physical therapist assistants, parents and students. The consultant is available for on-site, telephone or email consultation for best practice information, resources, program planning and all aspects of school-based physical therapy services.

General Information

What is School-based Physical Therapy?
School-based physical therapists work with other professionals to help students with disabilities to benefit from special education. This includes activities of a school day, like: moving throughout school grounds, sitting, standing in line or at the board, moving in class or through the building. All screens, evaluations, consultations, and interventions are performed by physical therapists licensed by the state of North Carolina. Interventions may include adaptations to school environments, working with a student on motor skills, assistance with identifying and getting special equipment, and collaboration with school staff and other professionals.
All students, who qualify for clinical (or outpatient) physical therapy, may not qualify for school-based services. A student's eligibility for services is determined by a multidisciplinary team that includes parents, educators, program facilitators, the student and other special service providers. The team gathers information about a student's functional abilities and physical development relevant to their education. This information comes from a variety of sources including parents or caregivers, direct observation, medical and teacher reports, assessment tools, and information or input from community agencies. Recommendations for education-based services, including physical therapy, are based upon a thorough review of available information. Findings are shared with the team which uses the information and recommendations to develop an Individual Education Program (IEP). If a student qualifies for related services in order to benefit from their special education, they are provided at no cost to families.

Who provides School-based Physical Therapy?
Only physical therapists and physical therapist assistants licensed by the state of North Carolina may provide physical therapy in North Carolina schools.

1. NC DPI Classification Specs for Non-certified Employees (scrool to page 85-86)
2. NC OSHR Class Specifications
3. 2023-2024 Salary Schedules (Scroll down to page 20)
    

On-Demand Course

Overview of School-Based PT Practice On-Demand Course

NC Policy References

• North Carolina Physical Therapist Evaluation Process
  • School-based PT Evaluation Process Self Assessment and Forms
  • Performance assessment and rubrics for Physical Therapy
• Position Statement – PTA Supervision
  • PT/PTA Position Description and Job Classification
    • NC DPI Classification Specs for Non-certified Employees (see pages 99-100)
    • NC OSHR Class Specifications

Licensure

Only physical therapists and physical therapist assistants currently licensed by the state of North Carolina may provide physical therapy evaluation and services in North Carolina public schools.
North Carolina Board of Physical Therapy Examiners (Licensure Board)

This section is under construction

Contact: 

Section Chief: Dreama McCoy

Consultant: Lynn K. Makor

General Information

For more information: Visit  on , visit: Psychological Services in NC public schools

NC Policy

According to NC Policies Governing Services for Children with Disabilities, psychological services are described as follows:

Psychological services include--

(i) Administering psychological assessments, educational assessments, and other assessment procedures such as observations and interviews, in order to determine a student’s strengths and educational, social, emotional, behavioral, or developmental needs. For preschool children, psychological evaluation may include administering psychological assessments, and curriculum-based and other educational assessments, as well as conducting assessment procedures such as observations, interviews, structured interactions, and play assessments as deemed appropriate by the school psychologist or contracting psychologist;

(ii) Interpreting assessment results;

(iii)Obtaining, integrating, and interpreting information about a child’s behavior and environmental conditions relating to learning and development;

(iv) Consulting with parents, teachers, and other school personnel in planning school programs and services to meet the identified needs of children, including but not limited to, placement, effective learning/teaching strategies, and personal and social skills;

(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; (vi) Referring children and families to community agencies and services when appropriate;

(vii) Screening and early identification of children with disabilities;

(viii) Developing strategies for the prevention of learning and behavior problems; and

(ix) Assisting in developing positive behavioral strategies.

The Consultant for Psychological Services provides direct assistance to the NC DPI Office of Exceptional Children in the area of psychological service as applied to supporting students with disabilities in NC public schools.

In order to deliver systems level services designed to address the needs of public schools, school personnel, and families, assistance is delivered in various forms:

• Consultation and technical assistance to public school units (PSUs)  in determining their psychological service needs related to supporting students with disabilities;
• Professional learning and recommendations to local education agencies to support the continued development of effective school-based psychological services;
• Assistance with implementation of newly developed procedures for determining IDEA eligibility and special education service delivery;
• Collaboration with institutions of higher education specific to the training of psychologists;
• Promotion of a collaborative relationship between the NC DPI and the North Carolina School Psychology Association (NCSPA); and,
• Use of a variety of communication platforms (website, listserv, practice briefs, social media) to maintain consistent communication across the network of providers.

Traumatic Brain Injury

Additionally, the NC DPI Consultant for Psychological Services is responsible for the coordination and management of the training required by NC Policy in the evaluation and identification of Traumatic Brain Injury, including:

• Ongoing development of TBI  training and services
• IDEA evaluation and identification procedures
• Maintenance of the TBI Registry of Approved Providers
• Communication with and support of TBI Approved Providers
  • Assistance to PSUs in need of securing TBI Approved Providers

This Section is currently under construction

Contact: 

Section Chief: Dreama McCoy

Consultant Perry Flynn

Perry Flynn is the Consultant to the North Carolina Department of Public Instruction in the area of Speech -Language Pathology. and access many resources related to the practice of speech-language pathology in the schools of North Carolina at: Perry Flynn - UNC Greensboro

General Information

North Carolina Guidelines for Speech-Language Pathology Services in Schools

This Section is Currently Under Construction

This Section is currently Under Construction

Postsecondary Transition Notebook

Transition and Instructional Resources:

• National Technical Assistance Center on Transition
• DCDT Fast Fact Sheets
• NCDCDT
• Guideposts for Success
• Institute on Community Integration/

Considerations and Resources for Secondary Transition Planning for Students with Disabilities

Secondary Transition Topic Webinar - Visual Impairments

Secondary Transition Webinar-Specific Learning Disabilities

Secondary Transition Webinar - Deaf/Hard of Hearing

Secondary Transition Topic Webinar Emotional Disabilities

Secondary Transition Topic Webinar Autism

Secondary Transition Topic Webinar Deaf-Blindness Part 1

Secondary Transition Topic Webinar Deaf-Blindness Part 2

CoT Guiding Questions