Special Education Services

Our district programs are specifically designed to meet the instructional needs of students ages birth to 21, who have learning and/or other disabling conditions. We look forward to helping your child achieve.

Our Model for Achievement

All Bremerton schools, grades K-12, follow an inclusion model for teaching students with special needs. This model helps students learn in traditional classroom settings, surrounded by their peers. Every effort is also made to keep students at their home school.

All Bremerton schools, grades K-12, provide a full continuum of services dependent upon student need, from least to most support. This model helps students learn in traditional classroom settings, surrounded by their peers. Every effort is also made to keep students at their home school.

By recognizing each child's differences, we can provide the instruction and support services needed to help make sure that every child achieves. To assist with this, we provide Occupational Therapy (OT), Speech Language Pathology (SLP), Physical Therapy (PT), and Psychological Services at every school.

Bremerton High School offers a strong transitional work experience program to help special needs students develop skills needed to find employment after graduation.

Our staff is committed to helping these students have a positive experience in school. Our Selective Swim program and an annual trip to Corey's Day on the Farm are designed to enrich student learning. This program is teacher- directed and participation is not mandatory.

Please contact us at if you need additional help or to find out more about the services we offer.

Learn about the Referral Process

Special Education Services Team

Kelsey McCreary
Director of Special Education & Early Learning

Erin Wallace-Shephard
Office Coordinator

Allison Aukland
Data Technician

Wendy Merrill
Special Education Clerical Assistant

Questions? Need help?

For questions or assistance, or to request IEP records, please contact the Special Services team by email or call 360-473-1008.

Special Education Referral

Parents, district staff, public agencies, or other people with information about a student can request a special education evaluation (also called a “special education referral”). Any written request for evaluation is valid. Districts may follow up a verbal, email, or other written request to complete the Special Education Referral Form, but may not require the referrer to complete the form prior to considering the student for evaluation. It is important to note that the 25-day timeline described below starts as soon as a written request is received, whether or not this form is used.

Process

Once the district receives a written request for evaluation in any form/format, they have 25 school days to review information about the student, including school and medical records and information from the parent(s), and decide whether to evaluate the student for special education eligibility. If the district decides to evaluate, it must obtain written and informed consent from the parent(s) prior to beginning the initial evaluation.

Forms & Resources

Special Education Policies & Procedures

Policy 2161
Special Education and Related Services for Eligible Students
2161P
Special Education and Related Services for Eligible Students
Policy 3246
Restraint & isolation
3246P
Isolation & Restraint
Special Education Procedural Manual
Revised: November 21, 2017
Procedural Safeguards
Parent and Student Rights (Procedural Safeguards)

504 Accommodations

Section 504 is part of the federal Rehabilitation Act of 1973, which was enacted by Congress to combat discrimination against individuals with disabilities in services, programs and activities.
Section 504 and the Americans with Disabilities Act (ADA) provide specific protections for “qualified individuals with a disability.” There are three categories that may qualify someone as an “individual with a disability.” These are:
1. A person who has a physical or mental impairment which substantially limits one or more major life activities;
2. A person who has a record of such an impairment; or
3. A person who is regarded as having such impairment.
Most of the student situations that schools encounter involve students with actual current impairments that substantially limit a major life activity. These students may need specific services and accommodations in order to access the school program, but it may occasionally also be true that an eligible child under Section 504 is not in need of any interventions at the present time.

If you would like more information regarding possible 504 accommodations, please contact John Welsh at 360-473-1012 or email john.welsh@bremertonschools.org.