All News Stories

Transitions

section

College for Students with Disabilities

A Guide for Students, Families, and Educators

There are many pathways to achieve independence through higher education. The College for Students with Disabilities: A Guide for Students Families, and Educators from Maryville University gives you an idea of what to expect as you research your options.

HCPSS Dept. of Special Education & Student Services

section

Graduation Participation for Students with Disabilities Seeking a High School Diploma

Howard County Public School System, Department of Special Education
April 19, 2018

A change in practice has been implemented for students with disabilities who are seeking a high school diploma. This is NOT applicable to students who are not diploma bound. This practice applies to students who will not earn a diploma within four years. These students will be given the option to select the graduation ceremony in which they participate.

Transitions

section

Transition Planning Guide for Individuals with Disabilities

Maryland State Department of Education

The MSDE Transition Planning Guide for Individuals with Disabilities (2017) provides information to students, parents/guardians, educators, and community agencies about the transition process.

HCPSS Dept. of Special Education & Student Services

section

HCPSS Special Education Annual Update

Howard County Public School System (HCPSS)
March 22, 2018

Dr. Terrell Savage,  HCPSS acting executive director of special education, and members of her staff shared school system efforts to support students requiring special education services, as outlined in the HCPSS Special Education Strategic Plan.

Accommodations & Modifications

section

Making the Unfamiliar Familiar: Children with Disabilities in Child Care Settings

By Christie Timms
Maryland Learning Links

When child care providers have difficulties with children who have disabilities, it’s often a case of the provider simply never having worked with a child with a disability. Typically developing children are, of course, individuals – each their own flavor – but their profiles tend to fit into a range with which most providers are familiar. In the case of children with disabilities, a provider may be entirely unfamiliar with how to work with the child. There is usually a solution to this problem: Make the unfamiliar familiar.