Information on the test accommodations for elementary, middle, and high school classroom testing and Standards of Learning (SOL) assessments for students with an Individualized Education Program (IEP) or a 504 Plan.
2e learners have the ability to think, reason, and problem-solve at advanced levels, and they also have special learning needs. FCPS provides accommodations to ensure the success for 2e students--a unique group of learners.
Fairfax County Public Schools is committed to providing access to digital resources in a manner that respects and protects student privacy while maximizing learning opportunities for our students.
Our Special Education Instruction program is designed to meet the diverse needs of students with disabilities, ensuring they receive the support and resources necessary to thrive academically, socially, and emotionally.
Resources to support the development of students at home, including critical and creative thinking strategies, research in the field of advanced learners, and enrichment opportunities.
Some students with dyslexia may qualify for accommodations under Section 504. A 504 plan, developed for a qualified student, addresses the child’s unique disability-related needs.
When a student is not proficient in English and is experiencing significant reading difficulties, it is essential that we look closely to determine if the difficulty stems from English language development or from a true disability such as dyslexia that would require special education and related services.
One of the most common questions families have is how to get their child help when they suspect dyslexia or any other learning disorder. Assessments in FCPS start in the classroom and may include a referral to the Local Screening Committee. While these assessments do not diagnose dyslexia, they can document the presence of characteristics of dyslexia.
Guidance on expectations and best practices related to the determining quarter and final grades for report cards. Information about final exams is also included.
FCPS affirms the neurodiversity of all students through promoting positive self-concept, leveraging and nurturing strengths, and universally designing learning environments that center students’ lived experiences, abilities, and identities.