Special Education Process
The special education process, governed by the Individuals with Disabilities Education Act (IDEA), involves a series of steps to identify, evaluate, and provide appropriate educational services to students with disabilities. This process ensures students receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).
Cecil County Public Schools provides a seamless integrated system to serve children and students with disabilities from birth through age 21.
Maryland school systems or local education agencies (LEAs) must look for, identify, and evaluate children, ages birth through 21, who need special education. This includes children who are:
• Home schooled;
• In private schools;
• Homeless;
• Migrant or highly mobile;
• Wards of the state; or
• Suspected of having a disability even though they are passing from grade to grade.
The process of determining eligibility for special education varies depending on the age of the child.
- For school-age children (Ages 5-21) enrolled in Cecil County Public Schools, the referral process can be initiated by submitting a written request to the principal of your child’s school.
- For children earlier than Kindergarten (Ages 3-5) the referral process can be initiated by calling 410-996-5444 or visiting the Cecil County Public Schools Child Find Website
- For Children Ages Birth To 2 the referral process can be initiated by calling 410-996-5444 or visiting the Cecil County Public Schools Infants & Toddlers Website
- For school age children who are enrolled in private or religiously affiliated school in Cecil County, the referral process can be initiated by calling 410-996-5444 or visiting the Cecil County Public Schools Child Find Website
The IDEA’s disability terms and definitions guide how States in their own turn define disability and who is eligible for a free appropriate public education under special education law. The definitions of these specific disability terms from the IDEA regulations can be found here. Note, in order to fully meet the definition (and eligibility for special education and related services) as a “child with a disability,” a child’s educational performance must be adversely affected due to the disability.
The services and supports will begin as soon as possible after the IEP is finalized, but after you have a reasonable time to review and consider the proposals made by the team. The school staff will work with your child on their goals and objectives. All of your child’s teachers will be given information that is in the IEP, including any accommodations they must use in the classroom. School staff will collect data on progress toward the goals and objectives. You will receive progress reports every quarter, or as stated in the IEP. If your child is not making progress, there must be an IEP meeting to talk about what changes to the IEP may be needed. It is possible that your child would need more or different supports, or that goals need to be adjusted.
Navigating an IEP
Commonly Used Terms
As evident in CCCPS’ vision, the Special Education Department remains committed to building and sustaining inclusive system, aligning with guidance set forth by the Office of Special Education and Rehabilitation Services Office or Elementary and Secondary Education.
An IEP team shall complete an initial evaluation of a student within:
Sixty (60) days of parental consent for assessments; and
Ninety (90) days of the public agency receiving a written referral
Initial Eligibility - Students aged 3-21
Initial Eligibility - Children younger than 3