Special Education
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Berkeley County Schools believes that education is a right extended to all individuals with exceptionalities. All individuals with disabilities ages 3 through 21, including students who have been suspended or expelled from school, all gifted students in grades 1 through 8, and all exceptional gifted students in grades 9 through 12, have available a free appropriate public education (FAPE) which includes special education and related services in the least restrictive environment (LRE) to meet their unique special educational needs. This applies to all public agencies that provide special education and related services to our students.
Special Education Services
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Speech & Language Therapy
Speech and Language Therapy in the school setting can be either a primary special education service or a related special education service. Our therapists are required to follow an education model rather than a medical model, whereby therapy focuses on helping the students to be successful in school, to meet his or her instructional goals and objectives in the least restrictive environment. Therapy is geared to meet educational needs and the ability to communicate effectively with peers and staff at school.
Preschool Speech/Language Services
Berkeley County Schools provides speech/language services to children ages 3-5 prior to entering Kindergarten. If your child is enrolled in a Berkeley County Preschool Program contact your child’s teacher with your concerns. If you are concerned about your child’s speech development and they are not enrolled in a Berkeley County Preschool Program contact the speech-language pathologist in that building according to the chart below.
- If your child will attend Kindergarten at the following elementary schools then contact the speech-language pathologist at Bedington Elementary School.
- Marlowe
- Hedgesville Elementary
- Bedington Elementary
- Spring Mills Primary
- If your child will attend Kindergarten at the following elementary schools then contact the speech-language pathologist at Tuscarora Elementary School.
- Burke Street
- Winchester Ave.
- Tuscarora
- Opequon
- Berkeley Heights
- Rosemont
- If your child will attend Kindergarten at the following elementary schools then contact the speech-language pathologist at Valley View Elementary School.
- Back Creek Valley
- Gerrardstown
- Valley View
- Bunker Hill
- Inwood Primary
Speech/Language Services for School Age Students
If you are concerned about your child’s speech/language skills contact the speech-language pathologist at your child’s school.
Criteria for Meeting Eligibility for Speech/Language Services (WV Policy 2419)
Definition: The Individuals with Disabilities Education Act (IDEA) defines a speech or language impairment as a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance. (See Appendix for Documentation of Adverse Effects on Educational Performance for Students with Speech-Language Impairments) Communication disorders are also defined in the Diagnostic and Statistical Manual of Mental Disorders Fifth Addition (DSM-5) as follows:
- Language includes the form, function and use of a conventional system of symbols (i.e., spoken words, sign language, written words, pictures) in a rule-governed manner for communication.
- Speech is the expressive production of sounds and includes an individual’s articulation, fluency, voice and resonance quality.
- Communication includes any verbal or nonverbal behavior that influences the behavior, ideas or attitude of another individual.
- Assessments of speech-language and communication abilities must take into account the individuals cultural and language context, particularly for individuals growing up in bilingual environments.
- Standardized measures of language development and of nonverbal intellectual capacity must be relevant for the cultural and linguistic group (i.e., tests developed and standardized for one group may not provide appropriate norms for a different group.)
LANGUAGE DISORDER–Documentation which meets the following:
- Two or more procedures, at least one of which yields a standard score, were used to assess both expressive and receptive modalities.
- K-12 - Language abilities are substantially and quantifiably below those expected for the student’s chronological age and cognitive state of development, resulting in functional limitation in, social participation, academic achievement or occupational performance, individually or in any combination.
- PRESCHOOL: Language abilities had a negative impact on social-communicative interaction.
- Norm referenced language tests were administered which yield two subtest or total test scores with the following characteristics:
- 5 or more standard deviations (SD) below the mean;
- a language quotient/standard score of 78 (mean of 100);
- a stanine of two and/or a percentile of 8; and/or
- non-standardized/informal assessment indicates that the student has difficulty understanding and/or expressing ideas and/or concepts to such a degree that it interferes with the student’s social/educational progress
- Norm referenced language tests were administered which yield two subtest or total test scores with the following characteristics:
SPEECH SOUND DISORDER-Documentation which meets the following:
- At least two procedures were used to assess the student, one of which is a standardized measure.
- Application of developmental norms from diagnostic tests verifies that speech sounds may not develop without intervention.
- K-12:The student’s speech has a negative impact on academic, social and/or vocational functioning and one of the following characteristics exists:
- Two or more phonemic errors not expected at the student’s current age or developmental level were observed during direct testing and/or conversational speech; or
- Two or more phonological processes not expected at the student’s current age or developmental level were observed during direct testing and/or in conversational speech.
- PRESCHOOL: The student’s speech has a negative impact on social-communicative interactions and one of the following characteristics:
- Multiple phonemic errors that significantly reduce the student’s speech intelligibility and are not expected at the student’s current age or developmental level were observed during direct testing and/or conversational speech.
- Two or more phonological processes that significantly reduce the student’s speech intelligibility and are not expected at the student’s current age or developmental level were observed during direct testing and/or in conversational speech.
CHILDHOOD-ONSET FLUENCY DISORDER (STUTTERING)-Documentation which meets the following:
- The student had a fluency rating of moderate or severe on the Suggested Guidelines for Stuttering Services or Suggested Guidelines for Stuttering Services for Preschool.
SOCIAL (PRAGMATIC) COMMUNICATION DISORDER–Documentation which meets the following:
- Assessment measures included norm referenced tests, multiple observations, checklists and structured tasks.
- Assessment procedures were used that are contextually based and involved multiple settings and communication partners.
- Assessment results indicate deficits in functional limitations in effective communication, social participation, social relationships, academic achievement and/or occupational performance, individually or in combination.
- Assessment results have eliminated the presence of restricted repetitive behaviors, interests and other activities related to the diagnosis of Autism.
VOICE DISORDER–Documentation which meets the following:
- The student has a voice production rating of moderate or severe on the Voice Rating Scale.
- The existence or absence of a structural or functional pathology has been verified by an otolaryngologist.
Speech and Language Therapy Staff
Lead SLP - Sara Martin
Jessica Alger, MA, CCC-SLP
Alix Albright, BS, SLPA
Mary Ellen Becker, MS, SLPA
Kristin Bennett, MS, CCC-SLP
Kelsey Blaine, MS, CCC-SLP
Rachel Burkhart, MS, CCC-SLP
Diana Clemmons, MS, CCC-SLP
Jennette Cosola, MA, CCC-SLP
Mary Cummings-Smith, MS, CCC-SLP
Irene Cunningham, BS, SLPA
Jillian Darby, MS, CCC-SLP
Magdalena DiFazio, BS, SLPA
Haley Eppinger, MS, CCC-SLP
Adanne Gibbs, MS, SLP-CF
Michaela Hartofelis, BS, SLPA
Carolyn Hill, BS, SLPA
Ashely Jenkins, MS, CCC-SLP
Katelyn Jones, MS, CCC-SLP
Laura Kaiser, MS, CCC-SLP
Nora Markland, MA, CCC-SLP
Sara Martin, MS, CCC-SLP
Misty Merkel, MS, CCC-SLP
Melissa Michael, MS, CCC-SLP
Rebecca Mills, MA, CCC-SLP
Theresa Morrison, MS, CCC-SLP
Mary Niggemyer, MS, CCC-SLP
Lynn M Olsen, MS, CCC-SLP
Trisha Palmer, MS, CCC-SLP
Melanie Place, MS, CCC-SLP
Lisa Price, MS, CCC-SLP
Cherie Roebuck, MS, SLP-CFY
Cameron Shelton, BS, SLPA
Linda Soos, MA, CCC-SLP
Michelle Stickel, MS, CCC-SLP
Tayler Stamey, MS, CCC-SLP
Chelsea Taylor, MS, CCC-SLP
Beth Young, BS, SLP
Kasey Wiggington, BA, SLPA - If your child will attend Kindergarten at the following elementary schools then contact the speech-language pathologist at Bedington Elementary School.
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Occupational & Physical Therapy
Occupational Therapy and Physical Therapy in the school setting are related services. Our therapists follow an educational model rather than a medical model, whereby therapy focuses on helping students to be successful in school, to meet his or her instructional goals and objectives in the least restrictive environment. Therapy is geared to meet educational needs. There must be a primary area of service for our therapists to provide a service (AU, BD, LD, MD, MM, etc.)
For new referrals, if you suspect that a student may need OT or PT, it will be necessary for you to contact the therapists directly. They will want to meet with you and the school team, to do some informal observations, and then consider evaluation. Please do not check fine motor or gross motor on the request to evaluate without first speaking with either: Kaitlin Guyer and Cali Vanderwijst OTR/L, Amanda Cole OTR/L, Nancy Shipper or Donna Lyons/PT. They can reached at the office of special education, 304-264-5055.
For students who have OT or PT currently on their IEPs, again you can call therapists directly if you have any questions. The therapists will contact you in the beginning of each school year to arrange a schedule of therapy times for current students.
Hearing Impaired
Teachers of the Deaf & Hard of Hearing
Nancy Townsend
Nathan Biedsynski
Jenna McCordHard of Hearing
Definition: Hard of hearing is impairment in hearing, whether permanent or fluctuating, that adversely affects a student’s educational performance but that is not included under the
definition of deafness.
Eligibility Criteria for Hard of Hearing
An eligibility committee will determine that a student is eligible for special education services as a student who is hard of hearing when all of the following criteria are met:1. The student exhibits characteristics consistent with the definition and relies primarily on hearing to access spoken communication.
2. The student has been diagnosed by an otologist, otolaryngologist, or audiologist as having a hearing loss.
3. The student’s condition adversely affects educational performance.
4. The student needs special education.
Deafness
Definition: Deafness is a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects a student’s educational performance.Eligibility Criteria for Deafness
An eligibility committee will determine that a student is eligible for special education services as a student who is deaf when all of the following criteria are met:1. The student exhibits characteristics consistent with the definition and relies primarily on vision to access spoken communication.
2. The student has been diagnosed by an otologist, otolaryngologist, or audiologist as having a hearing loss.
3. The student’s condition adversely affects educational performance.
4. The student needs special education.Visually Impaired
Teachers of the Visually ImpairedMelanie Sipple
Katrina Stotler
Lindsey RamboDefinition: Blindness and low vision refers to impairment in vision that, even with correction, adversely affects a student’s educational performance. The term includes both partial sight and blindness and includes students ages three through twenty-one.
Eligibility Criteria for Blindness and Low Vision:
An eligibility committee will determine that a student is eligible for special education services as a student with blindness and low vision when all of the following criteria are met:
1. The student has a documented visual impairment, not primarily perceptual in nature, as determined by an optometrist, ophthalmologist or neurologist:
a. Measured acuity of 20/70 or less in the better eye with correction at distance or near;
b. Visual field restriction of twenty degrees or less in the better eye;
c. A deteriorating eye condition which will result in loss of visual efficiency (e.g., glaucoma, retinitis pigmentosa, or macular degeneration); or
d. A visual loss caused by a disturbance of the posterior visual pathway and/or cortex.
2. The student’s physical eye condition, even with correction, adversely affects educational performance.
3. The student needs special education. -
Child Find
If you suspect that your child may be experiencing learning difficulties, you may request a referral through your child’s school. This referral will be considered by the Student Assistance Team (SAT). Please contact your child’s school principal for more information. Please contact us at the address, fax or phone number included on this page.
To learn more review: Child Find Information Brochure
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Parent Engagement Resource Center (PERC)
The Parent Engagement Program believes that parents, schools, families, and communities working together can create meaningful partnerships that ultimately lead to significant gains across the board in student achievement.
What is Parent Engagement?
The research is clear that when schools and families support each other, students of all backgrounds and various abilities achieve at high levels. Parent engagement is an ongoing process that increases active participation, communication, and collaboration between parents, schools, and communities with the goal of educating the whole child to ensure student achievement and success.
To learn more review:PERC Information Brochure
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Understanding Alternate Diplomas
This brochure has been developed to assist the Individualized Education Program (IEP) Team to determine the type of diploma for which a student is eligible.
To learn more visit: https://wvde.state.wv.us/osp/Graduation/alternatediploma_brochure.pdf
Contact a Staff Member
- AU/BD, Homebound, Therapy, Crisis Management
- Bedington, Marlowe, Potomack
- Berkeley Heights, Orchard View, North Middle, South Middle
- Bunker Hill Inwood Primary Mill Creek Inter.
- Gerrardstown, Hedgesville Elementary, Tomahawk
- Hedgesville Middle, Hedgesville High, Musselman High, Spring Mills Middle, Spring Mills High
- Pikeside, Valley View, Musselman Middle
- Rosemont, Winchester Ave., Spring Mills Primary
- Tuscarora, Eagle School Intermediate, Opequon, Martinsburg High
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- Megan Abe
- Sarah Arena
- Patricia Barrett
- Christine Basel
- Nathan Biedzynski
- Katie Brining
- Melody Brown
- Amanda Cole
Contact Us
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401 S. Queen Street, Martinsburg, West Virginia
Phone 304.264.5055
FAX 304.264.5058
Office of Special Education Newsletter

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West Virginia Division of Rehabilitation Services
West Virginia Division of Rehabilitation Services (DRS) supports youth and adults with disabilities (ages 14 and up) on their path to live and work independently.
For your review
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At the request of Dr. Patrick Murphy, Superintendent, Berkeley County Schools, the Office of District and School Advancement (ODSA) conducted a special circumstance review of Berkeley County Schools, to obtain specific information regarding the delivery of special education services. The following is the information provided after the review.
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School Psychologist Assignments
Find the school psychologist at your school and learn how they can help you meet your student's goals.