Welcome to the
Office of Exceptional Children

The Dover Area School District is an equal opportunity institution.  It will not discriminate based on race, color, national origin, sex, age, or disability in admission to its programs, services, or activities, in access to them, in the treatment of individuals, or any aspect of its operations, including its employment practices, as required by Title VI, Title IX, and Section 504. The lack of English skills shall not be a barrier to admission or participation in the district's activities and programs. The district offers CTE programs in Business, STEM, Visual Communications, and Agriculture. For information regarding civil rights or grievance procedure, contact Dr. Troy Wiesting, Title IX Coordinator, twiestling@doversd.org or 717-292-8066. For information regarding Section 504, contact Mrs. Katherine Guyer, Director of Exceptional Children, kguyer@doversd.org, or 717-292-3671.

The Office of Exceptional Children provides students, families and schools with the supports and assistance to ensure success for every student. Our mission is to provide our students with a continuum of high quality education and related services that meets their unique needs and ensures that they gain the knowledge, skills and abilities necessary to go to college, pursue 21st Century careers, and become independent and productive citizens.

It is our department’s vision that all students receive a full continuum of services and a rigorous, high quality education that prepares them for success in college, careers, community life, and independent living.

Therefore, in Office of Exceptional Children, we believe all students must:

  • Have access to equal and appropriate educational opportunities in safe, orderly general education settings in schools as close to home as possible;
  • Be welcomed and respected as members of the school community; and,
  • Be provided high quality, rigorous and relevant instruction.

Attention Parents/Guardians, Former Students, Eligible (Adult) Students:

Special Education records which have been collected by the Dover Area School District (DASD) related to the identification, evaluation, educational placement, or the provision of Special Education in the district, must be maintained under state and federal laws for a period of six years after Special Education services have ended for the student.  Special education services end when the student no longer is eligible for services, graduates, or completes his or her educational program at age. 

After six (6) years, the records are no longer useful to the district and will be destroyed. However, they may be useful to the parent/guardian or former student in applying for Social Security benefits, rehabilitation services, college entrance, etc.  The parent/guardian or eligible (adult) student may request a copy of the records in writing or in person at the following address:

101 Edgeway Road

Dover, PA 17315

(717) 292-3671 x80114

Upcoming Events

Department Events

Department Events
Last Month Previous May 2022 Next Next Month
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31        

Department News

Subscribe to RSS Feed for Department News

PDF DocumentTalking To Your Child During COVID-19
PDF DocumentConsiderations for Teaching Social Skills

General Learn at Home Resources

PDF DocumentLife Skills Lessons for Remote Learning
PDF DocumentParent-Child Snapshots - Older Children (Spanish)
PDF DocumentParent-Child Snapshots - Younger Children (Spanish)
PDF DocumentParent-Child-Snapshots-Older-Children
PDF DocumentParent-Child-Snapshots-Younger-Children
External Link
External Link
External Link
External Link
External Link

iPad Accessibility Features

External Linkhttps://www.imore.com/accessibility-iphone-ipad
External Link


External Linkhttps://www.additudemag.com

Introduction to Autism Initiative

External Linkhttps://s3.amazonaws.com/pattan-live/frameweld-workshop/media/4f5e004c0c1c44d876000125/4fd9fbdb8b03320c6700003c/540601698b03325c568b4567/2014/09/02/540601698b03325c568b4567.mp4
External Linkhttps://www.pattan.net/Disabilities/Autism/COVID-19/Supports-for-Families

Behavior Management and Autism

External Linkhttps://www.pattan.net/videos/aba-supports-training-guide-behavior-management
External Linkhttps://www.pattan.net/getattachment/Multi-Tiered-System-of-Support/Behavior/COVID-19/Supports-for-Educators-1/3_27_20-SEL-Resources-for-Families.pdf?lang=en-US

Blind/Visually Impaired

External Linkhttps://www.pattan.net/Disabilities/Blind-Visual-Impairment/COVID-19/Supports-for-Educators-1

Deaf/Hard of Hearing

External Linkhttps://www.pattan.net/Disabilities/Deaf-and-Hard-of-Hearing/COVID-19/Supports-for-Educators-1

Supporting Check In and Check Out (CICO) at Home

External Linkhttps://www.pattan.net/videos/what-families-need-to-know-to-support-check-in-che

Mental Health Disorders in Youth

External Linkhttps://www.pattan.net/videos/4-mental-health-challenges-and-disorders-in-youth

Project Max

External Linkhttps://www.pattan.net/videos/project-max-parent-video
External Link

Intellectual Disability

External Linkhttps://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1
External Link
External Linkhttps://www.youtube.com/watch?v=0XXqr_ZSsMg

Specific Learning Disabilities

External Linkhttps://www.youtube.com/watch?v=ov0W3IhxlMM

Please contact Ms. Katherine Guyer (contact information on left side of this page) with any questions.

2022-2025 Special Education Plan


Annual Public Notice to Parents

All Public Schools provide no-cost evaluations and appropriate programs to all students eligible for special education, gifted, and Chapter 15/Section 504 services. Services are made available to children that meet the eligibility requirements for special education, gifted, and/or Chapter 15/Section 504 services.

It is the responsibility of the school districts and charter schools to ensure that all children residing in the Commonwealth, who are in need of Special Education and related services, are identified, located, and evaluated. A federal law called the Individuals with Disabilities Education Act (IDEA 2004) as amended in 2004 requires this annual child find notice.


Lincoln Intermediate Unit #12 provides services for children who are developmentally delayed between the ages of three years and school age. Programs are available in a number of settings throughout the three county area. These services are available at no cost to parents. Available services include classroom instructional services, physical therapy, occupational therapy, and speech and language therapy. If you have a child whom you think is eligible for services, please contact LIU #12 Preschool Office at (717) 624-6475.

Screening for preschool children is available each month at The York Learning Center (York 717- 718-5902), the LIU Central Office (New Oxford 717-624-6490), and the Franklin Learning Center (Chambersburg 717-263-1732). To schedule an appointment for a screening and/or evaluation call one of the numbers listed above.

Developmental delay is defined as a child who is less than the age of beginners and at least 3 years of age is considered to have a developmental delay when one of the following exists: (i) The child’s score, on a developmental assessment device, on an assessment instrument which yields a score in months, indicates that the child is delayed by 25% of the child’s chronological age in one or more developmental areas. (ii) The child is delayed in one or more of the developmental areas, as documented by test performance of 1.5 standard deviations below the mean on standardized tests. Developmental areas include cognitive, communicative, physical, social/emotional and self-help.

If a parent suspects their child may have a disability and be in need of special education services, an evaluation process is available at no cost through the school district or charter school in the parent live. This request for an evaluation should be made in writing to the contact person identified at the end of this notice. If a parent makes an oral request for an evaluation, the school district or charter school shall provide the parent with a form for that purpose. Pre-Referral Team, Child-Study Team, or Instruction Support Team (IST) activities may not serve as a barrier to the right of a parent to request an evaluation.

The evaluation process results in a written evaluation report. This report specifies a student’s eligibility for special education based on the presence of a disability and the need for specially designed instruction.

Every public school including charter schools have a procedure in place by which parents can request a special education evaluation. For information about the school district’s procedures applicabletoyourchild,contacttheschool,whichyourchildattends. Telephonenumbersand addresses for the school districts may be found at the end of this notice.


School entities cannot proceed with an evaluation or with the initial provision of special education and related services, without the informed written consent of the parents.

Individualized Education Program (IEP)

If, after an evaluation, your child is found to have a disability and to need special education, the public school will develop, with parent participation, an IEP. An IEP is a written document that specifically describes the services your child needs. The child’s parent, the regular education teacher, the special education teacher, and representative of the school’s special education program will be present at the IEP team meeting. If the IEP meeting follows the first evaluation of your child, the school may not proceed with delivery of special education services until the parent provides consent in a NOREP.

Notice of Recommended Educational Placement/Prior Written Notice (NOREP/PWN)

The LEA must notify you in writing whenever it proposes or refuses to initiate or to change the identification, evaluation, educational program or placement of a child or whenever it refuses to initiate or make a change in the identification, evaluation, educational program or placement requested by a parent.


Students who are not eligible to receive special education services may qualify as protected handicapped students and therefore be protected by other federal and state laws intended to prevent discrimination. The school district or charter school must ensure that protected handicapped students have equal opportunity to participate in the school program and extracurricular activities to the maximum extent appropriate for each individual student. Section 504 covers qualified students with disabilities who attend schools receiving federal financial assistance. To be protected under Chapter 15/Section 504, a student must be determined to: 1) have a physical or mental impairment that substantially limits one or more major life activities; 2) have a record of such impairment, or 3) be regarded as having such impairment. Chapter 15/Section 504 require that school districts or charter schools provide a free and 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.

For further information on the evaluation procedures and provision of services to protected handicapped students under Chapter 15/Section 504, parents should contact the school district of residence or charter school.


While gifted is not included as one of the disabilities categories under the IDEA 2004, the Pennsylvania State Board of Education’s regulations as set forth in Chapter 16, Special Education for Gifted Students, provide that gifted students are considered to be children with exceptionalities and are in need of specially designed instruction.

Under Chapter 16, each school district shall conduct public awareness activities to inform the public of gifted education services and programs and the manner by which to request these services and programs. These awareness activities shall be designed to reach parents of students enrolled in the public schools and parent of children not enrolled in public schools.


Chapter 16 requires that each school district shall adopt and use a system to locate and identify all students that are residents of the school district who are thought to be gifted and in need of specially designed instruction. Each school district shall determine the student’s needs through a screening and evaluation process that meets the requirements of Chapter 16.

*Does not apply to Charter Schools.

Gifted Multidisciplinary Evaluation

For students who are potentially gifted students, the district will take the following steps:

  • Conduct the Gifted Multidisciplinary Evaluation
  • Compile a Gifted Written Report
  • Convene a Gifted Individualized Education program team meeting to determine whether the
  • student is gifted; and,
  • Develop a Gifted Individualized Education program if the student is a gifted student.

For students who are gifted and eligible for Special Education, it is not necessary for school districts to conduct separate screening and evaluations, develop separate IEPs, or use separate procedural safeguards processes to provide for a student’s needs as both a gifted and eligible for special education.


All school entities maintain educational records concerning children enrolled in public school, including students with disabilities. Educational records containing personally identifiable information about or related to children with disabilities are securely maintained, and not released without parent consent.

When educational records, other than those which must be maintained under applicable law, are no longer educationally relevant, the District must notify parents in writing, and may destroy the records, or at the request of a parent/guardian, must destroy the records.
Retention/Destruction of State Assessment Materials

In accordance with 34 CFR § 300.624, please be advised of the following retention/destruction schedule for the Pennsylvania Alternate System of Assessment (PASA), Pennsylvania System of School Assessment (PSSA), and Keystone Exam related materials:

  • PSSA, Keystone Exam, and PASA test booklets will be destroyed one year after student reports are delivered for the administration associated with the test booklets.
  • PSSA and Keystone Exam answer booklets and PASA media recordings will be destroyed three years after completion of the assessment.

Consent for Disclosure of Personally Identifiable Information

Parent consent must be obtained before personally identifiable information is released, except as permitted under Family Education Rights and Privacy Act (FERPA). The age of majority in Pennsylvania is 21. Each participating agency must protect the confidentiality of personally identifiable information at collection, storage, disclosure, and destruction stages. One official at each participating agency must assume responsibility for ensuring the confidentiality of any personally identifiable information. Each participating agency must maintain, for public inspection, a current listing of the names and positions of those employees within the agency who have access to personally identifiable information.

Complaints concerning alleged failure of a public school to comply with the confidentiality requirements of the Family Educational Rights and Privacy Act may be addressed to the United States Department of Education as follows:

Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, S.W. Washington, DC 20202-5920 Phone 1-800-872-5327

The address of these school districts, charter schools and intermediate unit are as follows:


Lincoln Intermediate Unit #12
P.O. Box 70, 65 Billerbeck Street, New Oxford, PA 17350 Telephone: 717-624-4616

The public schools, intermediate unit, and charter schools prohibit discrimination in employment, educational programs, and activities on the basis of race, national origin, color, creed, religion, sex, age, disability, veteran status, marital status, or because a person is a disabled veteran. No preschool, elementary or secondary school pupil enrolled in a school district, intermediate unit, or charter school shall be denied equal opportunity or equal access to participate in age and program appropriate instruction or activities due to race, color, handicap, creed, national origin, marital status, or financial hardship. 

Every Student Succeeds Act (ESSA)

The Every Student Succeeds Act (ESSA) requires Pennsylvania to ensure that the total number of students assessed in each subject using the PASA does not exceed one percent of the total number of all students in the state assessed on the statewide assessments. Each local educational agency (LEA) must complete and submit the PASA 1.0 Percent Participation Threshold Justification to BSE if it anticipates that more than 1.0 % of its students enrolled in grades 3-8 and 11 will be assessed using the PASA. A list of LEAs who anticipate exceeding the threshold will be made publicly available on the PDE website, in accordance with 34 CFR 200.6 (c)(3) regulations.  LEAs must also make the document publicly available upon request, removing any personally identifiable information. The Dover Area School District anticipates exceeding the 1.0 percent threshold for PASA participation for the 2019-20 testing cycle.  The necessary justification information has been submitted to the Bureau of Special Education.  Questions on the Dover Area School District’s participation rates should be directed to Ms. Katherine Guyer, Director of Exceptional Children, at 717-292-3671 x80114.


What is Secondary Transition?

Transition to High School

Dover Area High School

Post-Secondary Training or Education Resources