Alison McNeill, Instructional Specialist for Autism Spectrum Disorders,
Adaptive Curriculum
910-484-3391

Valerie Hagans, Program Specialist ID Mild (Elementary)
 910-484-3391

Selina Munn, Instructional Specialist for Autism Spectrum Disorders,
Standard Course of Study (Modified)
910-484-3391

Dr. Saroya Pendleton-Brown, Program Specialist ID Mild, Autism Spectrum (Middle School)
910-484-3391

Kendra Adams, Program Specialist ID Moderate/Severe (K-12),
910-484-3391

Students with significant disabilities are provided curriculum adaptations to address the NC Extended Content Standards. Students who are Intellectually Disabled (ID) are significantly sub average in general cognitive functioning and display a reduced rate of learning. This condition exists concurrently with deficits in adaptive behavior, is manifested during the developmental period, and adversely affects the student’s educational performance.
For ID school-aged students, the assessment process provides information to indicate whether the child needs a program for ID Mild, ID Moderate, ID Severe, and/or Multi-Handicapped.

Adaptive behavior functioning must be commensurate with cognitive functioning. Multi-handicapped students have a pervasive disability that is cognitive and/or behavioral in combination with one or more other disabilities. The combination of these disabilities causes such developmental and educational problems that the children cannot be accommodated in special programs that primarily serve one area of disability. Multi-handicapped and severely/profoundly disabled children have a wide variety of disabling conditions and their associated characteristics require diverse and unique evaluation procedures.