“If I were a parent and I had a student with special needs, I would want to be here at VCS because we truly listen to you, we look at your child, we look at the family needs, and we want to make sure we have that student in the right place.” – Ms. Baker, Director of Special Education

Can special needs students attend school online?

The answer is, yes!

In fact, the experienced, helpful special education staff, combined with the flexible schedule offered by VCS Ohio can create an ideal scenario for students with special needs. Students who find it difficult to attend a traditional brick and mortar school are relieved to be able to attend school from home on a schedule that works best for them.

VCS Ohio will conduct formal “Child Find” activities on behalf of the enrolled students.VCS Ohio is open to any students who meets the school’s age, grade, and geographic enrollment criteria and whose parents choose to apply. VCS Ohio provides appropriate services for students with disabilities. If your student needs special education services, please call (866) 501-9473, extension 2011.

FAQs regarding Special Education

What is an IEP?
The Individual Education Plan (or IEP) serves as a blueprint for the child’s special education needs and any related services. The IEP is a written statement for a child with a disability that is developed and implemented according to federal and state regulations, with goals developed to meet the curriculum standards of Ohio.

If I believe my student needs to be tested for a learning disability, what should I do?
Contact your student’s teacher with this information.

How does the online school hold the IEP Meeting?
IEP Meetings are held in person, over the phone in a conference call, or in an Elluminate meeting room. The Intervention Specialist will contact the parent to set the meeting date and time. This meeting can be held at the convenience of the parent/guardian as long as it is within the one year compliance.

What is meant by free appropriate public education (FAPE)?
Free, appropriate, public education or FAPE is the standard outlined in the Individuals with Disabilities Education Act. By law, FAPE refers to special education and related services that:

• Have been provided at public expense, under public supervision and direction, and without charge.
• Meet the standards of the state education agency.
• Include an appropriate preschool, elementary, or secondary school education in the State involved.
• Are provided in conformity with the student’s IEP.

What is a 504 plan?
A 504 plan is a legally binding education plan created under the authority of Section 504 of the Rehabilitation Act of 1973. It is designed to create modifications and accommodations for students with special needs who are attending their school’s general education program. For this reason, the 504 plan should not be confused with an IEP. However, in some instances, students transitioning from special education to general education classroom placement may qualify for a 504 Plan.

What are the criteria for eligibility under a 504 plan?
The student must meet the qualifications set forth in Section 504 of the Rehabilitation Act of 1973. The student must exhibit one or more of the following symptoms:

• a physical or mental impairment which substantially limits one or more major life activities.
• have a record of such a physical or mental impairment.
• be perceived as having such a physical or mental impairment.

It is important to note that although a student may not qualify for special education services under the Individuals with Disabilities Education Act (IDEA), he/she may still qualify for a 504 Plan.

What is meant by “major life activities?”
The term “major life activities” includes, but is not necessarily limited to:

• caring for oneself
• the performance of manual tasks
• respiration
• seeing
• hearing
• walking
• working
• learning

Is the process leading to a 504 Plan similar to the IEP process?
The steps are somewhat similar. However, Section 504 grants far greater leeway than IDEA. Generally, in order to design and implement a 504 Plan, the following steps must be taken:

1. The student is referred by a teacher, parent/guardian, school-based intervention team or support staff, physician, or therapist. It is also possible for the student to initiate a self-referral.
2. A 504 Plan meeting is scheduled and held.
3. If applicable, a 504 Plan is developed for the student.
4. The team sets a review date for the plan.