Programs and Services

Early Childhood & Preschool

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Dawn Meskil, Early Childhood Section Chief, Preschool Exceptional Children (619) Co-Coordinator

Keashia Walker, Early Childhood Section Chief, Preschool Exceptional Children (619) Co-Coordinator

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

Early Childhood Listserv - PSU Exceptional Children Directors, Preschool Coordinators and interested staff may sign up or submit an update for our listserv.

Other Early Childhood Listservs of Interest - Interested in other listservs and mailing lists from DPI and state and national partners? Check out this list of suggested listservs relevant to preschool exceptional children programs. Have a listserv to suggest? Let us know!

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 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 

Early Learning and Sensory Support Program (ELSSP)

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SECTION CHIEF: Sherri Vernelson 984.236.2584

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

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

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.

  • Functional Vision Assessments (VI)
  • Occupational Therapy (VI)
  • Orientation and Mobility Services (VI)
  • Pre-Braille and Braille Training (VI)
  • Learning Media Assessments (VI)
  • Direct Instruction to address Sensory Needs (VI & HI)
  • Professional Development for Providers (VI & HI)
  • Training and Support for Families (VI & HI)
  • Language Assessments (HI)

The vision of the NC-ELSSP is, “each child will be honored, respected, and empowered to achieve success in school and life.” In support of this, we know that hearing and vision are key pathways for learning in early childhood. All children learn at their own pace. Children with vision and or hearing impairments can maximize their learning potential when provided with unique strategies and given direct, intentional instruction specific to their vision and or hearing needs.

 The Early Learning Sensory Support Program (ELSSP) is administered by the Office of Exceptional Children in the North Carolina Department of Public Instruction.  The primary purpose of the ELSSP is to provide direct services to young children with visual or hearing impairments and their families as well as provide support to other professionals.  The ELSSP provides these services to children birth through two years of age under Part C of IDEA.  When capacity is available and in locations that do not have qualified staff and are in primarily rural areas, the ELSSP may serve children with hearing or vision impairments ages three to 5 under IDEA Part B. An additional goal of the ELSSP Assurances is to support the Public School Unit (PSU) to build capacity to serve students beyond age five so that contracting services, which are often costly, may not be necessary. 

Request for Services Forms for Public School Systems

If you are a Public School system and would like more information about how the NC Early Learning Sensory Support Program might be able to serve you, please contact:

For Parents, Medical Providers, and Other Professionals

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 impairment, please contact:

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

Adapted PE

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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.

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.

  • 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.

APE, 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.

 

Title:  APE Report Writing

Presenter:  Dr. Kaky McPeak

Title:  Authentic Assessment in APE

Presenter:  Dr. Kaky McPeak

Adapted Physical Education Fall Webinar

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

Presenter: Dr. Kaky McPeak

Adapted Physical Education Spring Webinar

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

Presenter: Dr. Kaky McPeak

Adapted Physical Education Spring Webinar

Title: APE & Present Level of Performance

Date: April 11, 2024

Presenter: Dr. Kaky McPeak

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

(a) Children with disabilities shall have equal access to the provision of physical education. Physical education includes the development of:

  1. Physical and motor fitness;
  2. Fundamental motor skills and patterns; and
  3. Skills in individual and group games, sports, and activities (including intramural and life-time sports).

(b) If a child with a disability cannot participate in the regular physical education program, individualized instruction in physical education designed to meet the unique needs of the child shall be provided. Physical education may include:

  1. Modified physical education,
  2. Adapted/special physical education,
  3. Movement education, and
  4. Motor development.

(c) Modified physical education is appropriate for a child who can participate in the general physical education program with accommodations or modifications. These modifications can include changing rules, equipment, time limits, etc. It can also include supports such as a sign language interpreter. (d) Adapted physical education (also called specially designed or special physical education) is instruction in physical education that is designed on an individual basis specifically to meet the needs of a child with a disability. 
(Authority: 20 U.S.C. 1401; 34 CFR 300.39(2)(3))


NC 1500-2.34 Special education

(a) General.

  1. Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including
    • instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings, and
    • Instruction in physical education
  2. Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section:
    • Speech-language pathology services
    • Travel training; and
    • Vocational education

(b) Individual special education terms defined. The terms in this definition are defined as follows:

  1. At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to non-disabled students or their parents as a part of the regular education program.
  2. Physical education means:
    • The development of :
      • Physical and motor fitness;
      • Fundamental motor skills and patterns; and
      • Skills in games and sports
    • Includes special physical education, adapted physical education, movement education, and motor development.
  3. Specially designed instruction means adapting, as appropriate, to the needs of an eligible child under these Policies, the content, methodology, or delivery of instruction:
    • To address the unique needs of the child that result from the child's disability; and
    • To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children

(Authority: 20 U.S.C.1401(29); 34 CFR 300.39)

Here you can find many websites and resources focused on adapted physical education and similar topics.

Where to start?

  • NC DPI has a Liaison for Adapted Physical Education. Please contact Dreama McCoy 984-236-2557
  • NC Adapted Physical Education Brochure.
  • Physical education teachers, coaches, adapted physical education specialists and related service providers such as occupational and physical therapists.
  • Contact local organizations such as Special Olympics, soccer club, baseball league, parks and recreation departments, etc.
  • Develop relationships between school and community organizations, ask for equipment and uniforms, after school opportunities.
  • Communicate with other schools and school systems. What are they doing? Can you borrow from them?
  • Civic organizations to provide volunteers and donations of needed PE equipment.
  • There are many more resources and websites available. Ask your PE staff. Go Online. Have Fun!

LEA Websites

APE and Activity for People with Disabilities

Special Olympics Unified Champion Schools® Inclusion for All toolkit

In response to the call for equality and inclusion that is so important and relevant in today's climate, Special Olympics Unified Champion Schools® has put together an "Inclusion for All" toolkit to be used as a resource and discussion tool. This collection of resources can be used to address the questions and conversations about inequality, racism, and exclusion that youth leaders may have. While Special Olympics Unified Champion Schools® is just one voice in an ocean of voices, it is our responsibility to foster this change and these conversations. The goal of these resources is to support youth as they are finding their own voices and to think critically and responsibly as part of the Unified Generation. Access the Inclusion for All toolkit.

Specific Diagnoses

National Organization for Rare Diseases

Equipment

Legislation/Policy

Special Interest Organizations

Related Services

Related services are crucial in ensuring that students with disabilities receive the comprehensive support they need to succeed academically, socially, and emotionally. These services encompass a wide range of specialized support, including speech-language therapy, occupational therapy, physical therapy, orientation and mobility, and assistive technology, among others. By addressing individual needs, related services help to remove barriers to learning and promote full participation in educational programs. In the following sections, we will explore the specific roles and benefits of various related services in enhancing the educational experience for students with disabilities.

Assistive Technology (AT)

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Contacts:


Josh Barton, 984-236-2583 - Statewide Consultant

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

Mission: 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.

Our Assistive Technology Team collaborates with the NC Assistive Technology Program, they offer ongoing webinars for accessibility. Please visit NCDHHS: Accessibility for All to learn more. 

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."

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)

Educational Audiology

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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.

Occupational Therapy (OT)

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Contact: 

Bridgette LeCompte, Consultant

The occupational therapy consultant serves as a resource to public school units, EC directors, occupational therapists, occupational therapist assistants, parents, and students. The consultant is available for on-site, telephone, or email consultation and training for best practice, resources, program planning and all aspects of school-based occupational therapy services.

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

Orientation and Mobility (O & M)

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Contact: 

Crystal Patrick 984.236.2617

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).

Best practice supports a Certified Orientation & Mobility Specialist (COMS) through the Academy of Vision Rehabilitation Professionals (ACVREP). Some of the requirements for certification include: O&M specific master’s level course work through an approved university program, 350 hour internship under a COMS, and a qualifying exam. Certification is renewed every five years with fulfillment of at least 25 continuing educational credits. For Details see:  Certification Process

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.

Orientation & Mobility Screening Instruments from Iowa Educational Services for the Blind and Visually Impaired

Physical Therapy (PT)

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Contact: 

Laurie Ray, Consultant 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.

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.

Only physical therapists and physical therapist assistants licensed by the state of North Carolina may provide physical therapy in North Carolina schools.

This section is under construction

Psychological Services

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Contact: 

Lynn K. Makor, Consultant

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

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

School Mental Health

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 Given the mental health challenges our children and youth face, a group of stakeholders representing diverse backgrounds and experiences related to the provision of mental health services to children and youth formed the North Carolina School Mental Health Initiative (NC SMHI) in August, 2015. NC SMHI is a multidisciplinary partnership consisting of public educators, community-based mental health clinicians, lawyers, NC state department officials, advocates, university faculty, and parents with the following mission:

It is the mission of this partnership to develop recommendations for policy and/or legislative changes to ensure that public school students in North Carolina have equitable access to a full continuum of high quality and well-coordinated mental health services.

NC SMHI Report

SMHI Executive Summary

SMHI Summary

History

PRC 29 is a special budget provision in the 1999 Appropriation Act modified the use of these state dollars to allow expenditure of these funds to provide services to "(i) children with special needs who were identified as members of the Willie M class at the time of dissolution of the class, and (ii) other children with special needs." This provision provides the flexibility to use these funds for services for other children with disabilities who have significant behavioral and emotional needs in public schools. This competitive grant should be utilized as add-on funds for staff salaries that provide direct services to students identified as PRC29.

Speech-Language Services

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Contact: 

Perry Flynn, Consultant

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

North Carolina Guidelines for Speech-Language Pathology Services in Schools

Transition Services

Below you will find a variety of resources to support transitions for students with disabilities.

Secondary Transition