Special Education Resources

Council for Exceptional Children
Individuals with Disabilities Act
Stuttering Foundation of America






Special Education

Special Education services are provided to Henry Clay students who have gone through an eligibility process, to accommodate various individual needs. Ms. Taylor and Mrs. Bryant are special educators who work with students and teachers in a variety of ways to help students meet personalized goals as set in their IEPís (Individualized Education Plans).

Special Education Teachers and Paraprofessionals
Ms. Lisa Kephart, Special Education teacher e-mail

Ms. Marie Bryant, Special Education teacher e-mail

Ms. Pam Morgan, Intervention Specialist e-mail
Ms. Solitia Wilson, Early Childhood Special Education teacher e-mail
Ms. Patricia Murphy, Special Education paraprofessional e-mail
Ms. Donna Richardson, Special Education paraprofessional
Ms. Terri Wright, Special Education paraprofessional e-mail

Ms. Lauren Whitlock, Speech/Language Pathologist e-mail
Ms. Bethanna Criqui, Speech/Language Pathlogist
Ms. Dori Pendleton, School Psychologist e-mail

Ms. Lisa Burns, Educational Diagnostician e-mail
Ms. Shawna Newbill, School Social Worker e-mail
Ms. Margaret Vaden, Occupational Therapist e-mail

Resource Programs
Some students are pulled out of their classroom for periods of time in order to provide smaller group instruction in a resource room setting. These students work on remediating academic skills, learning strategies, concept reinforcement, and behavioral issues. The smaller group setting allows the children to receive more one-to-one attention. Resource programs last 49% or less of the total instructional day, as based from the IEP.

Self-Contained Programs
Students who require more intensive special education instruction are placed in a self-contained classroom. The self-contained teacher and the paraprofessional help students with their academic and/or behavioral objectives in a more restrictive special education environment. Self-contained programs last 50% or more of the total instructional day, as based from the IEP.

Collaborative Teaming Programs
In order to provide help to students who are trying to improve their skills and behavior in the general classroom setting, collaboration between special education teachers and regular education teachers is an effective tool. By teachers working together in the classroom, the students receive the full benefits of individualized help when needed, while still remaining in his/her classroom and participating in the wide range of classroom activities. Furthermore, the whole class benefits from having more "teaching hands" available.

Consultative Services, Child Support/Child Study Committees, Educational Testing
The special education teachers at Henry Clay serve as consultants to classroom teachers and the school staff. A consultative approach is appropriate for some special education students whose progress can be monitored by the classroom teacher, and he/she can take advantage of occasional brainstorming and sharing with the special education teacher. The special education teachers also participate in child support team and child study committees to provide assistance indirectly for students who may be struggling in the regular education classroom. If a student is recommended for testing at the child study committee meeting, educational achievement-based assessment is implemented to determine the studentís true academic ability. This information is shared with the eligibility committee at the special education eligibility meeting.

 310 S James St., Ashland, VA 23005                  Fax: 804-365-8139      Tel: 804-365-8120                        e-mail Web Master