Special Services

A developmental disability that significantly affects verbal and nonverbal communication and social interaction evident before age three (3) that adversely affects educational performance. This includes other pervasive developmental disorders.

Gulf Shores City School System ensures that all children residing within the jurisdiction of the public education agency, birth to 21, regardless of the severity of their disability and who need special education and related services, are identified, located, and evaluated. Child Find applies to children who attend private schools, including children attending religious schools within the public education agency's jurisdiction, highly mobile children with disabilities (i.e., migrant and homeless children), and children who are suspected of having a disability and are in need of special education even though they are advancing grade to grade. Child Find also includes a practical method of determining that eligible children with disabilities are receiving needed special education and related services. 
(Public Education Agency Only)

Child Find Brochure

Child Find Flyer

Parent Tip Sheet

Parents-Partners in Special Education

Child Find activities will be conducted on a continuous basis as described below:
A. Procedures used to identify and locate children.
1. Gulf Shores City School System will provide ongoing public notice of the services available to students with disabilities through various media including: radio and television announcements, articles and notices in the local newspaper, information provided on the Gulf Shores City School System website, posters placed in  local school, agencies, hospitals, and pediatricians offices, Civic Clubs/Agency presentations, and/or Gulf Shores City Schools Student/Parent Information Guide.
2. The Gulf Shores City School System will contact individuals and agencies that provide services to children with disabilities through various means such as personal phone calls, meetings with special education personnel, and written correspondence. Such agencies include: Children's Rehabilitation Services, Department of Human Resources, Department of Mental Health, Department of Public Health, local health care and medical providers, day care centers, early intervention programs, i.e., Head Start, preschool programs, church or private kindergartens, private schools, speech and hearing center, and/or social security (migrant and homeless).
3. Gulf Shores City School personnel will implement the following procedures to ensure that students who may be in need of special education are identified: School personnel will review current state and local testing information, grades, and/or progress monitoring of intervention plans to identify students with possible learning problems. The Director of Special Education, the school administrator, and/or Special Education staff (In-person or online) will provide annual in-service training for local school personnel of the referral process for special education. Each school has a Problem-Solving Team (PST) that will be utilized to facilitate in identifying students who may need special education services as opposed to those students who are at-risk or may not have had prior access to appropriate instruction/educational opportunities and interventions in the regular classroom.

A combination of both hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

A delay that adversely affects daily life and/or educational performance in one or more of the following developmental areas and results in the need of special education and related services.

1. Adaptive development,
2. Cognitive development,
3. Communication development,
4. Social or emotional development, and/or
5. Physical development.

A condition in which one or more of the following characteristics are exhibited over a long period of time and to a marked degree, adversely affecting educational performance:

1. An inability to learn which cannot be explained by intellectual, sensory or health factors;
2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
3. Inappropriate types of behavior or feelings under normal circumstances;
4. A general pervasive mood of unhappiness or depression; or
5. A tendency to develop physical symptoms or fears associated with personal or school problems.

Emotional disability includes schizophrenia but does not include children who are socially maladjusted, unless it is determined they have an emotional disability as defined above.

An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance. The term includes both deaf and hard of hearing.

Significantly subaverage general intellectual functioning existing concurrently with significant limitations in adaptive behavior and manifested during the developmental period that adversely affects the child's educational performance.

The combination of impairments (such as intellectual disability and blindness or intellectual disability and orthopedic impairment) the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness

Orthopedic Impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). If a medical diagnosis is presented, the medical diagnosis alone is not enough to justify being identified in the area of orthopedic impairment. The impairment must adversely affect the educational performance of the child.

Other Health Impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette Syndrome. If a medical diagnosis is presented, the medical diagnosis alone is not enough to justify being identified in the area of other health impairment. The impairment must adversely affect the educational performance of the child.

Specific Learning Disability means a disorder in one or more basic psychological process involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disability, or of environmental, cultural, or economic disadvantage.

A communication disorder in the area of articulation, voice, fluency, or language that adversely affects a child's educational performance.

• Articulation – Errors are primarily characterized by substitutions, distortions, additions, and omissions. Phonological errors are in excess of developmental expectations and nondevelopmental processes may be noted. Errors are not stimulable. Connected speech may be unintelligible or may be intelligible only to familiar listeners or within known contexts.
• Voice - The child’s voice is abnormal in vocal quality, pitch, loudness, resonance and/or duration and is inappropriate for the child's age and gender. Deviance is noticeable and distracting to any listener. The disorder adversely affects communication.
• Fluency - Abnormally dysfluent speech is observed during conversation and/or structured speaking tasks. Listeners are distracted by the child’s dysfluent speech and distracting concomitant behaviors may be observed. The child may exhibit fear or avoidance of speaking. The child’s ability to communicate is adversely affected by the disorder.
• Language - Syntactic, morphologic, semantic, and/or pragmatic errors are observed. The child’s ability to comprehend or use spoken language is adversely affected.

An acquired injury to the brain caused by external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.

A visual impairment that, even with correction, adversely affects a child's educational performance. The term includes partial sight and blindness.