Special Education

In accordance with Pennsylvania School Code and the Family Educational Rights and Privacy Act (FERPA), Methacton School District maintains strict procedures for the collection, storage, and destruction of special education records.

Access to Records
Parents/guardians and eligible students (age 18 or older) have the right to review, inspect, and request copies of special education records. Requests must be submitted in writing to the Special Education Office and will be fulfilled within 45 calendar days.

Confidentiality & Security
All special education records are kept confidential and are only accessible to authorized school personnel and agencies as permitted by law. The district follows secure procedures for maintaining, storing, and transmitting records in compliance with state and federal regulations.

Retention & Destruction of Records
Special education records are maintained for six years after a student exits special education services or graduates, per Pennsylvania regulations. After this period, records may be securely destroyed unless parents/guardians or eligible students request copies before destruction. A public notice will be issued prior to record destruction.

Amendment Requests
Parents/guardians or eligible students may request corrections to records they believe are inaccurate or misleading. A written request must be submitted to the Pupil Services Department, and the district will review the request in accordance with FERPA procedures.

In Pennsylvania, the 13 disability categories recognized under the Individuals with Disabilities Education Act (IDEA) for special education eligibility are:

Autism – A developmental disability significantly affecting verbal and nonverbal communication and social interaction.

Deaf-Blindness – A combination of hearing and visual impairments causing severe communication and educational challenges.

Deafness – A hearing impairment so severe that it affects a child's ability to process linguistic information.

Emotional Disturbance – A condition affecting a child's educational performance due to difficulties such as anxiety, depression, or inappropriate behaviors.

Hearing Impairment – A hearing loss that impacts educational performance but does not meet the criteria for deafness.

Intellectual Disability – Significantly below-average intellectual functioning with adaptive behavior challenges.

Multiple Disabilities – A combination of disabilities that require intensive educational support.

Orthopedic Impairment – A severe physical disability affecting educational performance (e.g., cerebral palsy).

Other Health Impairment (OHI) – A condition that limits strength, vitality, or alertness, such as ADHD or a chronic illness.

Specific Learning Disability (SLD) – A disorder affecting the ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Speech or Language Impairment – A communication disorder affecting articulation, fluency, voice, or language development.

Traumatic Brain Injury (TBI) – An acquired brain injury impacting cognition, memory, reasoning, or physical abilities.

Visual Impairment (including Blindness) – A vision condition that affects educational performance, even with correction.

Speech & Language Services:

• For students with speech or language disorders, speech-language pathologists (SLPs) will provide targeted support, focusing on articulation, language development, or communication strategies.
• Individual and/or group sessions with a focus on articulation, fluency, language or voice.

Learning Support Services:

• For students whose greatest need is in academic areas such as reading, writing, and math.
• Small group or individualized instruction outside the general education classroom.
• Support is provided in targeted academic areas, with a focus on meeting IEP goals.
• Special education teachers or paraprofessionals can offer support within the general education classroom, providing in-the-moment assistance.
• Collaboration between general education and special education teachers helps differentiate instruction for students with disabilities within the regular classroom.
• Students can receive tailored support in small groups or flexible, needs-based groupings during lessons.

Autistic Support: 

For students identified with autism who require a highly specialized program to meet their unique needs.

Life Skills Support:

For students who require a program emphasizing the development of functional academic, work and living skills.

Emotional Support Services:

• For students who have decreased motivation to learn, learning differences, difficulty maintaining positive interactions, depression and/or anxiety, school phobia or school avoidance.
• Specially designed instruction in a small group setting, modified instructional schedule to minimize transitions during the school day, mental health support, counseling, and social skills instruction.

Related Services: 

Speech-Language Therapy: 

• Provided by a certified Speech-Language Pathologist (SLP) to assess, diagnose, and treat speech, language, communication, and swallowing disorders.
• Supports the development of expressive and receptive language, articulation, fluency, voice, and social communication skills necessary for educational access.

Occupational Therapy (OT):

• Delivered by a licensed Occupational Therapist to support a student’s ability to participate in and access educational activities.
• Addresses fine motor skills, sensory processing, self-regulation, activities of daily living (ADLs), and environmental adaptations within the school setting.

Physical Therapy (PT):

• Provided by a licensed Physical Therapist to improve mobility, balance, posture, and gross motor skills necessary for navigating the educational environment.
• Ensures students can safely access classrooms, school transportation, and participate in physical education as required by their IEP.

Hearing Support Services: 

• Delivered by a certified Teacher of the Deaf and Hard of Hearing to provide specialized instruction and accommodations for students with hearing impairments.
• Includes auditory training, sign language instruction, speechreading strategies, amplification device management, and self-advocacy training.

Vision Support Services: 

• Provided by a certified Teacher of Students with Visual Impairments (TVI) to facilitate access to educational materials and instruction.
• Services may include braille instruction, orientation and mobility training, assistive technology support, and accommodations for print and digital materials.

Mental Health Services:

• Provided by qualified mental health professionals.
• May include individual or group counseling, crisis intervention, behavioral support, and restorative practices.

Social Skills:  

• Provided by certified teachers or qualified mental health professionals.
• Teaches students how to interact positively and effectively, teaches problem-solving, and skills to work collaboratively 
• Also teaches emotional regulation

Specialized Transportation: 

• Provided to students with disabilities who require accommodations beyond standard school bus transportation to access their educational program. 
• Door to Door; Aide; Smaller bus

Prior to identification, the student will go through the MTSS process.  

For students engaged in a psychoeducational evaluation, we follow this procedure:  

• Permission to Evaluate (or Re-evaluate) issued to parent. 
• Permission to Evaluate (or Re-evaluate) signed by parent.
• School psychologist conducts psychoeducational testing, review of records, parental input, etc.  within 60 days.
• Report issued to family for review. 
• Between 10-30 days after report issued, an IEP meeting will be held, at which time a NOREP will be issued with our offer of FAPE. 

Methacton School District is committed to ensuring that all students with disabilities receive a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, Pennsylvania School Code, and the Pennsylvania Bureau of Special Education guidelines.

Rights of Students with Disabilities
Students eligible for special education services have the right to:

Free Appropriate Public Education (FAPE): Access to specially designed instruction and related services tailored to their unique needs at no cost to parents/guardians.

Least Restrictive Environment (LRE): Education in the general education setting with appropriate supports to the maximum extent possible.

Individualized Education Program (IEP): A legally binding document that outlines goals, accommodations, and services based on the student’s unique needs.

Non-Discriminatory Evaluation: A comprehensive and unbiased evaluation process to determine eligibility for special education services.

Parental Participation: Active involvement in the special education process, including evaluations, IEP development, and placement decisions.

Procedural Safeguards: Legal protections, including the right to due process, mediation, and dispute resolution.

Confidentiality of Records: Protection of student records under FERPA and the right to review, amend, and request copies of education records.

Transition Services: Support for students aged 14 and older to prepare for post-secondary education, employment, and independent living.

If parents/guardians have concerns about their child’s special education services, they have the right to request:

• IEP meetings to discuss concerns and potential changes.
• Mediation or due process hearings to resolve disputes.
• Assistance from the PA Bureau of Special Education for guidance on legal rights.

For more information on your child’s rights or to request assistance, please contact the Pupil Services office. 

Methacton School District is committed to providing appropriate educational opportunities for students identified as gifted, in accordance with Pennsylvania Chapter 16 Regulations (Special Education for Gifted Students).

Gifted students have unique learning needs that require specially designed instruction to reach their full potential.

Rights of Gifted Students
Students who meet the criteria for gifted education services have the right to:

Identification and Evaluation: A fair and comprehensive evaluation process to determine eligibility for gifted services, including multiple criteria beyond IQ score.

Gifted Individualized Education Plan (GIEP): A legally required, individualized plan outlining educational goals, acceleration, and enrichment opportunities.

Appropriate Educational Placement: Access to instruction that challenges and engages them, including acceleration, enrichment, or differentiated curriculum.

Parent Participation: The right for parents/guardians to be involved in the evaluation, identification, and development of the GIEP.

Notice and Consent: Written notification and parental consent required for evaluation, identification, and GIEP implementation.

Due Process and Dispute Resolution: The ability to challenge decisions regarding gifted education through mediation or a due process hearing if disagreements arise.

Confidentiality of Records: Protection of student records under FERPA, with the right to review and request amendments to educational documents.

Gifted Education Services
Gifted education services are designed to meet the individual needs of each identified student and may include:

 

• Enrichment programs and advanced coursework
• Curriculum modifications and differentiated instruction
• Acceleration opportunities in specific subjects or grade levels
• Independent study, mentorship, or project-based learning

For more information about gifted education services or to request an evaluation, please contact the Pupil Services Department.