Department Staff
Ms. Terri Bracken
Director of Special Education & Student Services
610-579-7364
Mrs. Kimberly Hassel-Kloss
Assistant Director of Special Education & Student Services
Garnet Valley Middle School, Bethel Springs and Concord Elementary School
610-579-7302
Mr. Daniel Arrison
Assistant Director of Special Education & Student Services
Garnet Valley High School and Garnet Valley Elementary School
610-579-7352
Dr. Kim Doyle
Supervisor of Social and Emotional Wellness
610-579-7381
Ms. Dana Erieg
Special Education & Student Services Support Staff
610-579-7301
Ms. Colleen Gibson
Special Education & Student Services Support Staff
610-579-7364
Mrs. Amy Hartfuss
Special Education & Student Services Support Staff
610-579-7305
Ms. Kimberly Karpinski
Special Education & Student Services Support Staff
610-579-7363
Dr. Kerri Flatau
Psychologist (BSES)
610-579-3006
Ms. Peggy Katsouros
Psychologist (CES)
610-579-6164
Dr. Emily Hartz
Psychologist (GVES)
610-579-4240
Mrs. Lauren Blong
Psychologist (GVMS)
610-579-5237
Dr. Jaclyn Levy
Psychologist (GVHS)
610-579-7403
Mrs. Kristin Smeins
Home and School Visitor
610-579-6124
Special Education Overview
The Garnet Valley School District offers Special Education Services to eligible students in need, both independently and in partnership with other education agencies such as the Delaware County Intermediate Unit (DCIU). In collaboration with several social agencies, the Garnet Valley School District strives to augment and support their educational efforts. The services provided are tailored to meet the requirements specified in the student's Individualized Education Plan (IEP), providing a comprehensive spectrum of programs and placement options.
The primary objective of the District's Special Education Services is to offer appropriate educational opportunities to students who qualify for such services. The District aims to provide all necessary services and supports in the least restrictive environment to guarantee the student's success. When required, additional services such as transportation, physical and occupational therapy, psychological and social services, will be provided to help the student achieve their IEP goals.
504 Services
Garnet Valley School District provides services for students who have disabilities that impact major life activities. Through accommodations to the learning environment students with handicapping conditions are able to access general education. A student who qualifies for services will receive services under Section 504 of the Rehabilitation Act.
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."
Some examples of conditions that may qualify a student for a Section 504 Service Agreement include diabetes, epilepsy, disorders of attention, disorders of bowel function, and allergies. Other disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit a major life function that impacts the ability to receive a appropriate education as defined by Section 504, they may also be qualifying conditions for services.
If you believe your child may be eligible for services, please contact your child's school counselor. The District will ask for your permission to conduct an evaluation to determine if your child has a qualifying disability, and the extent to which the disability impacts major life function. If your child is deemed to be a "protected handicapped child" you will be invited to a meeting to help develop a plan that describes the services that your child requires to access education. These services will be provided at no charge to you.
For additional information, please contact your child's school counselor.
Notice of Special Education Services
The public school districts and charter schools of Delaware County, Pennsylvania, and the Delaware County Intermediate Unit (“the Delaware County school entities”), provide special education and related service to resident children with disabilities who are ages three through twenty-one. The purpose of this notice is to describe (1) the types of disabilities that might qualify the child for such programs and services, (2) the special education programs and related services that are available, (3) the process by which each of the Delaware County School entities screens and evaluates such students to determine eligibility, and (4) the special rights that pertain to such children and their parents or legal guardians.
Special Education Plan
Garnet Valley's Special Education Plan 2023-2026.
Support Services
Autistic Support
Services for students with the disability of autism who require services to address needs primarily in the areas of communication, social skills, or behaviors consistent with those of autism spectrum disorders. The IEP forthese students must address needs as identified by the team which may include, as appropriate, the verbal and nonverbal communication needs of the
child; social interaction skills and proficiencies; the child’s response to sensory experiences and changes in the environment, daily routine and schedules; and, the need for positive behavior supports or behavioral interventions.
Emotional Support
Services for students with a disability who require services primarily in the areas of social or emotional skills development or functional behavior. Services and support are directed to meet the emotional and behavioral needs of students. This program relies on collaborative efforts involving school, home, andcommunity resources.
Hearing and Vision Support
Services for students with the disability of deafness or hearing impairment, who require services to address needs primarily in the areas of reading, communication, accessing public and private accommodations, or use of assistive technologies designed for individuals with deafness or hearing impairment. For these students, the IEP must include a communication plan to address the language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode; and assistive technology devices and services.
Learning Support
Services for students with a disability who require services primarily in the areas of reading, writing, mathematics, or speaking or listening skills related to academic performance. Academic instruction and supports are provided to students who may require modifications and accommodations within the regular education curriculum. When necessary, support services in addition to, or in place of, the regular education curriculum will be provided.
Life Skills Support
Services for students with a disability who require services primarily in the areas of academic, functional, or vocational skills necessary for independent living.
Multiple Disabilities Support
Services for students with more than one disability, the result of which is severe impairment requiring services primarily in the areas of academic, functional, or vocational skills necessary for independent living.
Physical Support
Services for students with a physical disability who require services primarily in the areas of functional motor skill development, including adaptive physical education or use of assistive technologies designed to provide or facilitate the development of functional motor capacity or skills.These supports enable students with physical disabilities to access and benefit from appropriate educational curriculum.
Speech and Language Support
Services for students with speech and language impairments who require services primarily in the areas of communication or use of assistive technologies designed to provide or facilitate the development of communication capacity or skills. A speech and language pathologist designs and implements programs to improve students’ abilities to understand language and/or communicate.
Vision Support
Services for students with the disability of visual impairment including blindness, who require services to address needs primarily in the areas of accessing print and other visually-presented materials, orientation and mobility, accessing public and private accommodations, or use of assistive technologies designed for individuals with visual impairments or blindness. For students who are blind or visually impaired, the IEP must include a description of the instruction in Braille and the use of Braille unless the IEP team determines, after the evaluation of the child’s reading and writing needs, and appropriate reading and writing media, the extent to which Braille will be taught and used for the student’s learning materials.
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