Special Education Handbook
An Introduction to Special Education
Special education is defined as specially designed instruction, provided at no cost to parents, to meet the unique educational needs of a child with a recognized disability. It is important to understand that special education is not a specific “place” or a separate classroom; rather, it is a comprehensive system of supports, services, and modifications. These resources are integrated into the student’s school day to ensure they have equal access to the general education curriculum and the opportunity to meet the same academic standards as their peers.
The legal foundation for these services is the Individuals with Disabilities Education Act (IDEA). This federal law serves students with disabilities across the United States. IDEA mandates that all eligible children receive a Free Appropriate Public Education (FAPE) specifically designed to meet their individual needs. Furthermore, the law requires that students be educated in the Least Restrictive Environment (LRE), meaning that to the maximum extent appropriate, children with disabilities must be educated alongside students who do not have disabilities.
In the state of Maryland, these federal requirements are further refined and implemented through the Code of Maryland Regulations (COMAR). While IDEA provides the broad national framework, COMAR serves as the specific regulations for Maryland school systems. It outlines the procedures, timelines for evaluations, and the procedural safeguards that protect your rights as a parent. Together, IDEA and COMAR outline a special education process that is transparent, consistent, and focused on the individual success of every student.
Support from Birth to 21
In the State of Maryland, special education is structured as a continuous path of support that adapts to a child’s developmental stages, beginning with the Maryland Infants and Toddlers Program (MITP). This program serves children from birth through age three who demonstrate developmental delays or have a diagnosed condition that places them at risk for such delays. These early intervention services are documented in an Individualized Family Service Plan (IFSP). Unlike later school-based plans, the IFSP is family-centered, focusing on providing services within the child’s “natural environment”—such as the home or a childcare setting—to coach caregivers on how to support their child’s growth through daily routines.
For more information about the IFSP referral process, access this website.
As a child reaches age three, or if a student is identified later in their academic career, services transition to an Individualized Education Program (IEP), which can support the student through age 21. While the earlier IFSP focuses on the family unit, the IEP is an educationally-focused roadmap designed to support a student with access the school curriculum. These services are for students who have a documented disability—such as a learning disability, autism, or a vision impairment—that significantly impacts their ability to learn. The IEP outlines specific academic goals, specialized teaching methods, and “related services” like speech, physical, or occupational therapy, all provided at no cost to the family to provide the student with an equitable opportunity to succeed in the classroom.
Maryland also offers an Extended IFSP Option. This allows families of eligible three-year-olds to choose to continue receiving family-centered early intervention services until the beginning of the school year following the child’s fourth birthday. This option provides a smooth transition for many families, allowing them to maintain the support they are comfortable with while gradually introducing educational goals that prepare the child for kindergarten.
Special Education in the Howard County Public School System
HCPSS supports the rights of all students who are eligible and receiving services to receive a free, appropriate public education in the least restrictive environment to meet their individual needs. The goal is to prepare these students to participate in and serve their community with dignity and pride.
HCPSS staff work to provide high-quality special education services delivered in a consistent and collaborative manner. HCPSS staff work to develop transparent, open and accessible communication so that parents, guardians and community members trust in the integrity of the school system and are active and valued partners.
View the HCPSS Department of Special Education Strategic Plan