Charlotte-Mecklenburg Schools is responsible for locating, identifying, and evaluating students with disabilities who are enrolled in a school within the district.
Parents of children ages three to twenty-one years may suspect delays in the development of academic, speech-language, readiness, motor, social-behavior, and self-help skills. Concerned parents can contact the students' home school or the Exceptional Children Program at 980-343-6960 or firstname.lastname@example.org to request an evaluation for services consideration.
Students may contact their school or the Exceptional Children Program once they reach age 18, the age of majority in the State of North Carolina, because the ability to make educational decisions and procedural safeguards transfers to them at that time (unless a guardian has been appointed to represent the student).
For more information, please view our Child Find FAQ at the bottom of this page.
Charlotte-Mecklenburg Schools provides special education and related services according to the federal mandates of the Individual with Disabilities Act and the regulations of the North Carolina Public School Law, Article 9.
Child Find Video Overview
Child Find FAQ/Preguntas frecuentes de Búsqueda de Niños
Project ChildFind/Proyect Búsqueda de Niños
Referral Meeting/La Reunión de Recomendación
Eligibility Meeting/La Reunión de Elegibilidad
Reevaluation Determination/La Determinación de una Nueva Evaluación
IEP Meeting/La Reunión del Programa de Educación Individualizado (IEP)
Programs and Services
The Public Schools of North Carolina, Exceptional Children Division provides local educational agencies with detailed procedures for the delivery of special education services. These rules and regulations are detailed in Policies Governing Services For Children With Disabilities.Services are provided under the following areas of eligibility:
Autism Spectrum Disorder
Serious Emotional Disability
Other Health Impairment
Specific Learning Disability
Traumatic Brain Injury
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.