skip to main content
Back to Top
  • Temeyra McElrath, Director of Special Education
  • Joyce Woodall, Secretary and Child Count Clerk
  • Sharon Merkerson, Secretary

Homebound Services 

GOAL To enable eligible students with disabilities who are enrolled in Elmore County Public Schools to continue to access the general curriculum and/or continue to work toward academic/behavior/transition goals by receiving instruction in the home environment.

The Elmore County Homebound Program is a program designed primarily for students whose health or physical disabilities, documented by a physician’s statement, prevent them from attending school.  The physician’s statement should include the health or physical disability that warrant homebound services as well as the projected length of time the homebound placement is needed.   Once a physician’s statement is received, the Individualized Education Program (IEP) team makes the final determination for the need of homebound services. 

A secondary function of the homebound program is to provide continued access to the general curriculum and/or the mechanism for continued work toward academic/behavior/ transition goals for students with disabilities whose documented behavior over a period of time is constantly disruptive to the learning environment and is impeding the learning of the student with disabilities or others.  Documentation must show that these individuals have not responded successfully to appropriate behavioral interventions.  Both a behavior intervention plan (BIP) showing documented interventions and a current IEP must be in place in order for these students to be considered for homebound services. A plan and/or services for addressing the behavior which led to the change in placement must be included in the IEP along with a plan for transition back into the school setting.

Homebound services provide a plan to permit the students the opportunity to stay involved with school assignments and to continue to access the general curriculum, as appropriate, only in extraordinary circumstances and for the most limited period of time required.  The first option for all students is that they receive their education in the school setting.

Speech & Language Pathologists (SLP) (K-12 & Preschool) identifies students with communication disabilities and plans and implements appropriate treatment to minimize adverse impact on student success in the education environment.

Physical Therapist services may include direct hands-on treatment, consultation to monitor a child’s ability in their school setting, educating staff on appropriate classroom activities, classroom positioning, safety measures, equipment recommendations, and any other gross motor issue that may affect a child’s ability to receive an education.

Occupational Therapist assist students with developing, improving or restoring fine motor and self-help skills. Once the student is evaluated, the OT can provide appropriate interventions or accommodations designed to help independent functioning. These services can be provided directly or consultatively, based on the needs of the student.

Psychometristsadminister, score, and interpret intelligence, achievement, developmental, and other tests on students who may be gifted or who are suspected of having a disability. These results, along with other data, are used to determine eligibility for special education services. Psychometrists participate in eligibility meetings to explain assessment results to stakeholders.

Student Services Facilitators (SSF) coordinate program services for students who are in need of assistance in academic, social, behavioral, and/or emotional areas. The SSF works cooperatively with teachers, counselors, paraprofessionals, staff, parents, and other agencies in securing services, acquiring/developing resources, non-school referrals, etc., on an as-needed basis. Responsibilities of the SSF include coordinating special education referrals, and reevaluations; serving on IEP team and eligibility committees; coordinating Section 504 program activities; and serving as a local educational agency (LEA) representative.

Adaptive Physical Education provides students with physical limitations or emotional concerns participation in physical education classes that are adapted for their skill level. An individualized plan is developed for each student and the instructors work with the student to achieve these specified goals.

Vision Specialistis responsible for the provision of vision services and orientation/mobility services for all students in Elmore County with visual impairments. The Specialist consults with special education team members, general education teachers, Physicians and other Professionals in the field of Vision and Orientation and Mobility Agencies in an effort to provide assistance, resources and education to assist in providing appropriate educational services to students with visual impairments.

Behavioral Specialist & School Psychologist works with students having behavioral, social, or emotional issues. This process may involve counseling with students, creating or revising behavior management plans for school and home, conducting classroom observations and meeting with school staff and parents. Additional responsibilities include providing educational resources and professional development on behavior management techniques, and assisting with manifestation determination meetings functional behavior assessments (FBA). As a school psychologist performs assessments for eligibility for special education intervention activities including counseling, assisting with creating or modifying behavior intervention plans, and working with teachers and parents on behavior management issues.

Preschool Special Education is designed for preschool-aged students, beginning at three years old, who live in Elmore County Public School’s service area. In addition to direct service provision, there is consultation with parents and preschool teachers. Services are provided in preschools, daycare centers, and other locations.

Special Education Teachers work both in special education classrooms and general education inclusive classrooms providing instruction to students with mild and/or severe educational needs. These teachers provide accommodations and/or modifications to the general education curriculum as required by the students’ Individualized Education Program (IEP).

Gifted Teachers must be able to develop and implement a challenging educational plan to benefit the needs of the individual student.