"Autism" means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria are satisfied

Common Characteristics

• Impairments of communication and emotional dysfunction
• Difficulty relating to others in typical manner
• Resistance to being picked up or held by parents
• Significant speech deficits including mutism and echolalia
• Early specific food preferences
• Obsessive desire for repetition and sameness
• Bizarre repetitive behavior, such as rocking/spinning
• Lack of imagination

Criteria
Aspergers

• Impaired social interactions
• Restricted repertoire and stereotypical patterns of behaviors, interests and activities

Autistic Disorder

• Impairment in communication
• Education impact

"Deaf-blindness" means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Common Characteristics

• Reduced ability to gather information from environment.
• Reduced ability to form relationships and respond to interactions with others in typical ways
• Orientation and mobility issues

Criteria

• Severe communication delays are documented
• Severe delays in all developmental areas exist
• May exhibit other health and/or motor impairments

"Developmental delay" means a disability affecting a child ages two by September 30 through six inclusive:  1.  Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:  physical development, cognitive development, communication development, social or emotional development, or adaptive development

Common Characteristics

Delay in one or more of the following areas: cognitive development, physical development, social/emotional development, or adaptive development

Criteria

• Significant delays or atypical patterns of development
• Physical or mental condition that has a high probability of resulting in developmental delay

"Emotional disability" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:1. An inability to learn that cannot be explained by intellectual, sensory, or health factors; 2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; 3.  Inappropriate types of behavior or feelings under normal circumstances; 4. A general pervasive mood of unhappiness or depression; or 5. A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disturbance includes schizophrenia. The term does not apply to those socially maladjusted.

Common Characteristics

• Anti-social behavior
• Overly withdrawn/depressed
• Lack of social skills
• Perform at least one year below grade level academically

Criteria

• Behavior significantly different than average peer
• Behaviors impact educational performance
• Behaviors exist for approximately 6 months
• Not attributed to social maladjustment

"Deafness" means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects the child's educational performance.  "Hearing impairment" means an impairment in hearing in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness.

Common Characteristics

• May speak too loudly or too softly or with high pitch,
• Often feel lonely or isolated in school when interactions with other deaf children are limited

Criteria

• Documented hearing loss or deafness
• Educational impact

“Intellectual disability” means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance.

Common Characteristics

• Low cognitive functioning,
• Poor memory, Attention problems, Slow learning rates,
• Difficulty applying learned knowledge in new settings
• Substantial deficits in self-care, home living, social skills

Criteria

• IQ scores 2 SD below mean (70 or less)
• Adaptive behavior composite is 2 SD below the mean
• Developmental history indicates impairment

"Multiple disabilities" means simultaneous impairments (such as mental retardation-blindness, mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

Common Characteristics

• Based on the individual disabilities that make up the category
• May include severe levels of multiple disabilities

Criteria

• Combination of impairments prevents the child from being served in a program solely for one of the impairments

"Orthopedic impairment" means a severe orthopedic impairment. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

Common Characteristics

• Congenital or acquired impairment
• Inability to perform tasks and require adaptive equipment

Criteria

• Documented medical impairment
• Educational impact

"Other health impairment" means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and Tourette syndrome.

Common Characteristics

• Any health impairment which does not fall under any other disability category, such as ADHD or ADD
• Behavior or attention issues that impact classroom success

Criteria

• Physical conditions that aversely affect a child’s educational performance, the physical issue may be congenital or acquired.

"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.    Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of environmental, cultural, or economic disadvantage.   1.   Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level.  Dyslexia is a specific learning disability that is neurobiological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.  Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Common Characteristics

• Difficulties with reading, math, written language
• May have listening and attention issues
• Poor grades
• Poor peer interactions, frustration

Criteria

• A psychological processing disorder is noted
• Learning problems that cannot be attributed to other disabilities (discrepancy in ability and achievement
• Special educational services needed to succeed in school

"Speech or language impairment" means a communication disorder, such as stuttering, impaired articulation, expressive or receptive language impairment, or voice impairment that adversely affects a child’s educational performance.

Common Characteristics

• Sound speech areas: distortions, omissions, substations, and additions
• Stuttering
• Abnormal vocal quality such as pitch, loudness or resonance
• Language impairment in phonology, morphology, syntax, and semantics

Criteria

• Speech impairments
• Articulation disorders
• Fluency disorders
• Voice disorders
• Language delays
• Educational impact

"Traumatic brain injury" means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Common Characteristics

• Physical and sensory changes
• Lack of coordination
• Spasticity of muscles
• Cognitive impairments such as short or long term memory
• Social, behavioral, and emotional problems

Criteria

• Documented injury
• Educational impact

"Visual impairment including blindness" means impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

Common Characteristics

• Limited incidental learning possible delays or deficits in motor developments
• Often experience social isolation and/or difficulties in social interactions with sighted peers

Criteria

• Documented visual impairment
• Educational Impact

What is Assistive Technology?

Assistive technology or AT is legally defined as “any piece of equipment or product system, whether acquired commercially, off the shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities” (20 U.S.C., Chapter 33 Section 1400(a)).

Assistive Technology Services

Assistive technology services means “ any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device: (20 U.S. C., Chapter 33 Section 1401(1)). 

Assistive Technology Services offers the following:

• An Assistive Technology (AT) referral process for students with disabilities

• Training for students, teachers, administrators, parents and support services

• Support to classrooms for integrating technology

Location:
The AT Lab is located on the grounds of Hampton High School.  It is the white brick building situated on the front left of the high school.

                  1445 W. Queen St.
                  Hampton, Virginia  23669

Purpose:
The AT lab is where teachers, support staff, and parents can come and use various software applications to create learning activities, laminate materials, and make other materials. 

Trainings are held throughout the year on different software, equipment, and communication devices.

The AT lab is an excellent place to collaborate and network with colleagues.

Open Lab Dates for Teachers                        Time:  3:30 – 6:00 p.m.
 Thursday, Sept 6
Tuesday, Sept 18
Tuesday, Oct 9
Thursday, Oct 25
Tuesday, Nov 13
Thursday, Nov 29
Tuesday, Dec 11
Tuesday, Jan 8
Thursday, Jan 24
Tuesday, Feb 12
Thursday, Feb 28
Tuesday, March 12
Thursday, March 28
Tuesday, April 9
Thursday, April 25
Tuesday, May 14

Open Lab Dates for Parents                         Time:  9:30 – 11:00 a.m.
*AT & Admin training will be on the following dates and times.
This worshop is designed to give administrators an opportunity to come and see what the
assistive technology lab has to offer and how AT supports accommodations in the IEP.

Wednesday, Sept 19 10:00 to 11:00 a.m.
Tuesday, Sept 25 9:00 to 10:00 a.m.
Thursday, Sept 27 1:00 to 2:00 p.m.

*Writing workshops will be from 4:30 – 6:00 p.m. on the following dates.

Thursday, Sept 20 Software programs (Start Write/Pages/Inspiration/Spell Check)
Wednesday, Oct 24 Read Aloud/Bookshare
Tuesday, Nov 27 Software programs to assist with writing
Wednesday, Jan 23 AT accommodations for SOL testing
Tuesday, Feb 26 Using text to voice features in software

*Boardmaker training will be from 4:30 – 6:00 p.m. on the following dates.

Wednesday, Oct 17
Tuesday, Nov 20

*Communication Devices training will be from 4:30 – 6:00 p.m. on the following date.

Thursday, Oct 11

Tasks Galore training will be from 4:30 – 6:00 p.m. on the following dates.

Wednesday, Sept 26 – Red Book
Wednesday, Nov 7 – Blue Book
Wednesday, Jan 16 – Yellow Book

For more information, please contact:

Makalla Routten
Assistive Technology Specialist
(757) 896-7627

Wanda Cook
Intervention Support Assistant
(757) 896-7624

Assistive Technology Lab and Resource Center
1445 W. Queen St.
Hampton, Virginia  23669
(757) 896-8306 (fax)

For more information, please contact:

Makalla Routten
Assistive Technology Specialist
(757) 896-7627

Wanda Cook
Intervention Support Assistant
(757) 896-7624

Assistive Technology Lab and Resource Center
1445 W. Queen St.
Hampton, Virginia  23669
(757) 896-8306 (fax)

• T/TAC Online - Assistive Technology, Alternate Assessment, etc.
• TTAC Site for Assistive Technology Tutorials and ASOL Supports
• National Assistive Technology Research Institute (NATRI)
• Wisconsin Assistive Technology Initiative - WATI
• Quality Indicators for Assistive Technology - QIAT

Speech-Language Impairment (SLI)

Speech- Language Impairment (SLI) services may be available to students who:
1. Meet eligibility criteria under the disability category of speech-language impairment as decided by an eligibility committee. In order to be eligible under the category of SLI, the following must be documented:
a. the presence of a speech-language impairment
b. the speech-language impairment has an adverse educational impact
c. the student requires specialized instruction: (Virginia Department of Education, “Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005, 96).
d. Require speech-language services in order to assist a child with a disability to benefit from special education (VDOE, “Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005,17). This process is referred to as a “related service consideration” and is completed through the IEP committee.

What is a Speech-Language Impairment?
The Virginia Department of Education describes a speech/language impairment as a communication disorder, such as dysfluency (stuttering), impaired articulation, expressive or receptive language impairment or a voice impairment that adversely affects a child’s educational performance (VDOE, Eligibility Worksheet for SLI).

Articulation: An articulation/phonological impairment is characterized by a failure to use speech
sounds that are appropriate for a person's age and linguistic dialect. Such errors in sound
productions may interfere with intelligibility, social communication, and/or academic and
vocational achievement (VDOE, “Speech Language Pathology Services in Schools: Guidelines
for Best Practice”, 2005, 98).

Factors to Consider:
Sound Errors: Is the child exhibiting errors or phonological processes that are
developmentally appropriate or should sound errors/ processes have been
mastered by their chronological age?
Intelligibility: How well is the student understood by the listener?
Stimulability: Is the child able to make target sounds (sounds that are no longer
developmentally appropriate) when given a model?
Dialectal Variations, Accent or Limited English Proficiency (LEP)?
Academic Impact: Is articulation negatively affecting the student's academic performance?
Standardized Assessments (Speech/language assessments and academic testing)
Educational Checklist and/or Evaluation
Teacher, Parent and/or Student Reports

Receptive and Expressive Language: A language impairment is defined as the inadequate or
inappropriate acquisition, comprehension or expression of language. Students who have Limited
English Proficiency (LEP) or those students who are not speakers of Standard American English
due to sociocultural dialects are not automatically considered to be students with a speech-
language impairment (VDOE, “Speech Language Pathology Services in Schools: Guidelines
for Best Practice”, 2005, 106).

Factors to Consider:
Standardized Assessments (Speech/language assessments and academic testing)
Non-Standardized Assessments (Functional Analysis)
Language Sampling to include descriptions of language in high and low comprehension
and verbal demand situations
Education Checklist and/or Evaluation
Academic Impact
Teacher, Parent and/or Student Reports
Other factors that may be discussed include psychological testing and/or the presence of a
learning disability or processing impairment

Fluency: Primarily characterized by repetitions (sounds, syllables, part words, whole words,
phrases), pauses, and prolongations that differ in number and severity from those of normally
fluent individuals. The onset usually occurs during the time language skills are developing, and
onset is generally gradual in nature. Secondary characteristics are frequently evident, and these
very in type and severity from individual to individual. The dysfluencies may interfere with
intelligibility, social communication, and/or academic and vocational achievement (VDOE,
“Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005, 110).

Factors to Consider:
Standardized Assessments (Speech/language and academic testing)
Frequency of Dysfluencies
Description of Dysfluencies
Associated Non-Vocal Behaviors (Tension, Secondary Behaviors)
Avoidance
Background Information and History
Educational Checklist and/or Evaluation
Academic Impact
Teacher, Parent and/or Student reports

Voice: A voice impairment is defined as a pitch, loudness or quality condition that calls attention to
itself rather than to what the speaker is saying. Before a child may be found eligible for
services for a voice impairment, the child should receive a medical examination from an
otolaryngologist, clearing the child for intervention. This is important to ensure the source of
the voice impairment is not an organic problem for which therapy is contradicted (VDOE,
“Speech Language Pathology Services in Schools: Guidelines for Best Practice”, 2005, 114).

Factors to Consider:
Standardized Assessments (Speech/language and academic)
Medical Information from an ENT
Voice Quality
Resonance (hyponasality or hypernasality)
Loudness
Pitch
Educational Checklist and/or Evaluation
Academic Impact
Teacher, Parent and/or Student Reports

The Special Education Advisory Committee (SEAC) advises the Hampton City School Board about special education issues and ways in which they can make special education services as effective as possible.  The committee is a collaborative effort among school division personnel, parents, community representatives and all stakeholders. 

SEAC accomplishes its purpose by:

• Assisting local school division personnel in developing long range plans for special education services
• Advising school division personnel, the School Board, and the community about issues related to special education; and
• Participating in the development of priorities and strategies to meet identified needs of students with disabilities.

Meetings are open to the public, and anyone in the community who has an interest in special education is welcome to attend.  Information is shared during each meeting regarding the current status of special education programs in Hampton City Schools.  In addition, SEAC meetings are a great opportunity to network with other parents, voice concerns and/or celebrations regarding your experiences with the HCS special education programs, and hear educational presentations. 

How do I speak with a SEAC member?
SEAC members are parent volunteers, and not school employees.  If you need to speak with a parent, please contact Greta Harrison, SEAC Chairperson at msecuador@aol.com. If you need assistance from the Special Education Department, please call 727-2400 and you will be directed to the appropriate Special Education Coordinator.

• Notice of Meeting - April 2013

Here is a list of the upcoming school year's SEAC meetings:

Special Education Advisory Committee (SEAC) meetings are open to the public, and anyone in the community who has an interest in special education is welcome to attend.  Information is shared during each meeting regarding the current status of special education programs in Hampton City Schools.  In addition, SEAC meetings are a great opportunity to network with other parents, voice concerns and/or celebrations regarding your experiences with the HCS special education programs, and hear educational presentations. 

All meetings are held in the Veteran's Conference Room, 1st Floor, Ruppert Sargent Building,
 1 Franklin Street, Hampton. VA 23669
*If schools are closed due to inclement weather, the meeting will be cancelled.  Please call 727-2400 to confirm meeting datesw/times.

Citizens are welcome to contact members of SEAC, provide written comment to SEAC, or give public comment at the meetings during the time designated.  Public comments are limited to three minutes, and the committee appreciates written copies of public comments that include contact information. Public comment forms will be located on the table near the door at the SEAC meeting. 

There is a designated time for public comment during SEAC meetings. This is an opportunity to share successful educational experiences and express general concerns regarding educational issues for students with special needs.   The SEAC requests that any concerns expressed be general comments dealing with global issues rather than a specific comment dealing with a personal matter or situation. The Committee suggests that you address concerns about personal situations directly to the Department of Special Education.

If you would like to be added to an e-mail list to receive meeting notices, legislative alerts, workshop information and other information of interest to families, attend a SEAC meeting and add your e-mail address to the sign-in sheet.

Anyone needing accommodations for a disability in order to attend or participate should call (757) 727-2400 seven days prior to the meeting so that appropriate arrangements can be made.

Know your Rights: 

• Join the SEAC mailing list as a SEAC meeting and take advantage of training opportunities
• Visit www.wrightslaw.com and Pele Clinic and the William and Mary Law School  for resources and training opportunities.

Know the Process:  

• Attend SEAC Meetings
• Visit the VA Department of Education – Special Education website: VA Dept. of Ed. - Special Education Website\
• Review VA Special EducationRegulations(pdf)

Know your Child:

• Join and network with local disability specific support groups
• Contact the Guidance Department at your child’s school to determine if there is any information about community disability resources available

Additional Links/Resources:

Hampton Roads Asperger Support Group
Robyn Iuliano, Founder/Leader - robyn.iuliano@langley.af.mil

Hampton Roads EFMP/Special Needs Group – Join on Facebook
Robyn Iuliano, Founder/Leader - robyn.iuliano@langley.af.mil

TUTORING for the Tidewater Area: Youth Café at NetCenter or Patrick Henry Mall

NetCenter
(Formerly Newmarket North Mall) - 5200 W. Mercury Blvd
Hampton, VA 23605
(Near Sears & Piccadilly 
Inside NetCenter)
Hours:
12:00 p.m. - 6:00 p.m. - M, T, Th, F
10:00 a.m. - 6:00 p.m. - Wednesday
Closed - Saturday, Sunday 
Phone: 757.826.3804

Patrick Henry Mall - 12300 Jefferson Ave, Suite 907
Newport News, VA 23602
Hours:
10:00 a.m. - 7:00 p.m. - M, T, W, Th, F
12:00 p.m. - 4:30 p.m. - Saturday
Closed - Sunday 
Phone: 757.249.2104

Call and request a subject to be tutored. Teachers and College Students are readily available.
Source: http://pcfwd.org/contact_youth_cafe.asp

Parent Education Classes with Healthy Families in Hampton 757-727-1300
Healthy Families will hold a special meeting if up to 8 families are interested with daytime availability.  If interested, email  robyn.iuliano@langley.af.mil with the subject line HEALTHY FAMILIES.
http://www.hampton.gov/healthyfamilies/parent_education.html

Specialized Training of Military Parents/Professionals (STOMP) has 2 email listserv - Autism and all disabilities.  Training is available in various locations http://www.stompproject.org/.  This is for military families (active and retired) with school-aged children.

Collaboration Class for Parents
If interested please email robyn.iuliano@langley.af.mil with subject line:  PEATC COLLABORATION TRAINING. Class likely to be held on Tuesdays at a local Hampton Library from 1200pm-200 pm.