Special education is individually designed to meet the unique needs of students with disabilities. Special education, however, is a part of the whole; it's success depends, in part, on the quality, philosophy and diversity of the total educational program for meeting the needs of all students. Today, special education cannot be viewed in isolation from general education.
Cross-Categorical programs permit students with different areas of disability to be combined for delivery of services. Pursuant to the IEP, it may be appropriate for a special education teacher who is not licensed in the child's area/s of disability to provide particular services or instruction to a particular child. All services and placements are based on the IEP, and the IEP represents a legally binding commitment of services. The teacher should have a license in Intellectual Disabilities (ID), Specific Learning Disabilities (SLD), Emotional Behavior Disabilities (EBD), or Cross-Categorical.
Refer to the PI 34 Teacher Education Program Approval and Licenses, Subchapter VII, for specific information on the individual and Cross-Categorical Licenses.
Options for Determining Case Loads in Special Education contains the Statewide Caseload Formula and the Statewide Caseload Number Charts. These are designed as starting points to guide discussions about caseload determination if the LEA chooses to use one of these models for problem solving.