The Educator and will possess the appropriate Exceptional

The following Federal Laws will serve as guidelines for SWIFT SCHOLARS ACADEMY in the assessment and placement of students with special needs:Section 504 of the Rehabilitation Act of 1973 (Section 504)Title II of the Americans with Disabilities Act of 1990 (ADA)Title III of the Elementary and Secondary Education Act (ESEA) Federal Individuals with Disabilities Education Act of 2004 (IDEA)SWIFT SCHOLARS ACADEMY will comply with the policies and procedures established by the Office of Exceptional Children (S.C. Department of Education) and Regulation R 43-243 of the S.C. State Board of Education in the operation of its programs for students with disabilities.SWIFT SCHOLARS ACADEMY will follow the Response to Intervention protocol to identify students early and effectively who may have difficulty learning. The RTI model will be utilized as a flexible system to group and regroup students based on their progress, interests, and changing needs. SWIFT SCHOLARS ACADEMY will appoint an Intervention Team comprised of, but not limited to, the Executive Director, Principal, Data Specialist(s), and the Guidance Counselor to address the special needs and concerns of individual students as they arise. Special Education Teachers will be certified as a South Carolina Educator and will possess the appropriate Exceptional Children Certification in each of the areas of disability for students needing special education as detailed in the South Carolina Educator Certification Manual. Please reference Appendix ______ above for the SWIFT SCHOLARS ACADEMY RTI Model. If a student’s educational and/or behavioral needs are not able to be met through the RTI Tiered intervention efforts and the regular educational curriculum, they will then be referred for a multi-disciplinary and comprehensive evaluation to determine eligibility for special education and related services as required by the IDEA. If needed, SWIFT SCHOLARS ACADEMY will contract on a case-by-case basis with other special needs service providers such as occupational therapists, speech therapists, physical therapists, behavior specialists and school psychologists. When a student has been referred by a teacher for a special needs evaluation, the Intervention Team will meet with the student’s parents, general education classroom teacher, a special services coordinator, and, when applicable, the student’s former school, and his/her physician. When needed, the process will be expedited.


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