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The mission of Special Education Services in Anderson School District 4 is to develop full educational opportunities for all children with disabilities or special needs. We strive to develop a culture of understanding and acceptance in which every student is respected and given the opportunity to achieve in the least restrictive environment.

Our Goals:
To develop collaborative efforts between regular and special education to improve the quality of instruction and educational options for individuals with disabilities.

To support and include individuals with disabilities in the regular education program to the maximum extent possible.

To provide a learning environment that is nurturing and challenges each student to learn and achieve academically, socially and emotionally.

Anderson School District 4 offers a full continuum of services provided in the least restrictive environment in order to meet the unique needs of all students with disabilities ages 3 - 21.
Contact Information
Michael Shelton

Edna Walker
Admin Assistant
Enrich/Special Ed Records

Gail Elrod
Admin Assistant - Medicaid

Nicole Machanic
School Psychologist

Wenjun Chen
School Psychologist

The screening process for qualifying for ESOL services is as follows:

All new students are given a home language survey.
Students from a primary or home language other than English (PHLOTE) are assessed for English language proficiency by a qualified staff member.
Students who test at limited fluency on a standardized test for ESOL skills are eligible for ESOL services and are also monitored in their other coursework.

Students who test as English proficient upon initial assessment do not receive services but are monitored in their regular coursework to ensure their academic success. Conditions under which students may stop/exit the ESOL program are below.

Students may stop receiving ESOL services under three conditions:

The student has demonstrated grade-level performance in both BICS and CALP as shown in English proficiency testing and class performance.
Other strategies and tests have shown that the student has reached his/her level of capability and has learning difficulties best addressed through other programs.
The parents/guardians have requested that their child be removed from the ESOL instructional program and have signed a waiver (updated yearly) to that end.

Students may exit the ESOL program under the following conditions:

Each spring, all students served or monitored by the ESOL program must take the state’s ELDA test to demonstrate their mastery of English. According to current state law, students must pass the ELDA test with a composite score of 5 (fluent) two years in a row. Doing so will exempt the student from taking the ELDA in subsequent years.
The ESOL department will continue to monitor the student's progress for two years after he/she has scored fluent to ensure no language issues arise. If needed, a student can be pulled back into ESOL classes if this is judged best by teachers, administrators and parents.

Once the two years of further monitoring have passed and the student is progressing well in coursework and has passed HSAP, PASS or other such state tests with satisfactory scores, the student will be fully exited from the ESOL program.
A good resource for ESOL can be found at:
Equal Access to an Education


4 months ago

To be considered for homebound instruction, students must anticipate or have a minimum of 10 consecutive absences (elementary and middle school) or 5 consecutive absences (high school) due to illness, accident, or pregnancy.  The student, parent, or guardian should contact the school counselor within the first few days of being absent to inquire about medical homebound services.   Prior to being approved for medical homebound services, the student is still responsible for obtaining make up work from his/her teachers while awaiting approval for instructional services.  Generally speaking, students on medical homebound will receive 5 hours of instruction per week.    If you have questions or need more information, contact your school counselor or Michael Shelton at (864) 403.2025.

Provides pertinent information regarding the medical homebound process, specifics regarding policies and procedures, and also includes the roles/responsibilities of each participant.

Section 504 of the Rehabilitation Act
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 504 and how it may relate to your child, contact the 504 Chair at your child’s school:
Pendleton High School: Amy Jennings
Riverside Middle School: Karin George
LaFrance Elementary School: Melida Reeves
Mount Lebanon Elementary School: Elliott Southard
Pendleton Elementary School: Melida Reeves
Townville Elementary School: Denise Fredericks

Or contact
Michael Shelton, District 504 Coordinator
Phone: 1-864-403-2025