Our vision is for all students will learn, grow, and work collaboratively in an inclusive environment where individual differences are valued and success is fostered by positive interactions and communication within the school, home, and community. Our mission is to provide a learning environment that is nurturing, challenging, and meets the academic, social, and emotional needs of each student through high quality educational opportunities that are supported by research-based interventions and differentiated instruction.

The Individuals with Disabilities Education Act (IDEA) is a federal law ensuring services to eligible children with disabilities throughout the nation. IDEA requires schools to provide you, the parents/guardians of a child with a disability, with a notice containing a full explanation of the procedural safeguards available under IDEA and U.S. Department of Education regulations. A copy of this notice must be given to you only one time a school year, except that a copy must also be given to you: (1) upon initial referral or your request for evaluation; (2) upon receipt of your first State complaint under 34 CFR §§300.151 through 300.153 and upon receipt of your first due process complaint under §300.507 in a school year; (3) when a decision is made to take a disciplinary action against your child that constitutes a change of placement; and (4) upon your request. [34 CFR §300.504(a)]. This handbook will answer many of the questions parents frequently ask about special education and is designed to be a reference that includes information about special education services in Anderson School District Two and the rights your family has.

Parent Handbook (English)

Parent Handbook (Spanish)

Child Find under the IDEA requires Anderson Two Schools to ensure that all children with disabilities residing within the district who need special education and related services are identified, located, and evaluated. This includes all children ages 3 to 21 who attend public or private schools; those who are home schooled; and those who are homeless or are wards of the state. Referrals from parents are one way the district learns of children who may need special education. Anderson School District Two takes various steps to notify parents of this obligation.  For additional information, contact the Office of Special Services at (864) 369-7364.

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry. The Section 504 regulatory provision at 34 C.F.R. 104.3(j)(2)(i) defines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list.

Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. In the Amendments Act, Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. Congress also provided a non-exhaustive list of examples of “major bodily functions” that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.

To get specific information about Section 504 and how it may relate to your child, contact the 504 Chair at your child’s school.

ESOL (English for Speakers of Other Languages) is a program designed specifically to improve the language proficiency of students whose native language is not English. The program provides students the opportunity to develop listening, speaking, reading, and writing proficiency in order to be academically successful in their classes.

To comply with the requirements, students must be identified during the enrollment process. As part of the enrollment process, all Parents/Guardians must fill out the home language survey for every child enrolling. Families registering children are assisted in completing the documents and registration materials on-site, as needed. Anderson School District Two uses the Home Language Survey (HLS) results to determine the need for further English language proficiency screening and possible English for Speakers of Other Languages (ESOL) services. If the family indicates a language other than English on the Home Language Survey (HLS), the enrolling school will notify the ESOL teacher of the need for screening. 

What is an ILAP?

The South Carolina Department of Education ESOL Guiding Principals state that an Individualized Language Acquisition Plan (ILAP) is a legally binding document that provides information about a multilingual learner and the support the learner must receive in order to have "meaningful and equal access to the curriculum." The ILAP provides guidance on best practices and allowable accommodations for multilingual learners. Every multilingual learner with an English Proficiency between 1.0 and 6.0 must have an ILAP, even if the student does not required accommodations. ILAPs must be signed by each teacher providing instruction to multilingual learners.

What accommodations are allowed by the state of South Carolina?

Allowable accommodations will vary from extensive to minimal, based on multilingual learner's English Proficiency. Accommodations may be provided for tasks, activities, instruction, and assessments while needed in order for the student to access the curriculum. As the multilingual learner's English fluency increases, accommodations are slowly removed.

Section 508 of the Rehabilitation Act of 1973, 29 U.S.C. § 794d, requires agencies that receive federal funding to ensure all users, regardless of disability status, can access electronic information technology that it develops, procures, maintains, or uses, unless certain exceptions apply. This includes information provided through websites, presentations, emails, etc. When information technology is 508 compliant, it is accessible to all users and the ease of access is comparable to those who are not individuals with disabilities. This means the information is presented in a manner that is compatible with assistive technology, such as screen readers.

Section 508 standards address access for people with disabilities. The standards contain criteria to cover software applications and operating systems, web-based information and applications, computers, telecommunications products, video and multi-media, and self-contained closed products. In other words, if the electronic information is available and accessible to persons without a disability, it must also be made comparably accessible to persons with disabilities.

Section 508 Standards

508 Checklist

Child's Internet Protection Act (CIPA)