Pupil Services

Students Requiring Special Services

Under federal and state statutes, children requiring special education are those children who have one or more of the following disabilities, which adversely affect their educational performance and who require specially designed instruction: autistic, deaf-blind, hearing impaired, learning disabled, intellectually disabled, multi-handicapped, orthopedically impaired, other health impaired, emotionally disturbed, speech/language impaired, visually impaired/blind, traumatic brain injury, or developmentally delayed (infants and preschool age).

Special education is available to preschool children who have attained the age of three years and whose degree and type of disability, based on an evaluation by the Planning and Placement Team, is such that the absence of special education will impair the child's educational development to the extent that it is unlikely that the child will be able to make satisfactory educational progress when the child attains school age.

Under state statutes, school districts are required to identify gifted and talented students. However, programming for such students is optional and left to the discretion of each local board of education.

The term special education means specially designed instruction, special classes, programs and services, at no cost to parents, to meet the unique needs of a child with a disability.

Attention Deficit / Hyperactivity Disorder

Autism Society of Connecticut

Brain Injury Alliance of Connecticut

Connecticut Autism Spectrum Resource Center

Learning Disabilities Association of America

National Down Syndrome Society

The ARC of Connecticut

Connecticut State Agency Resources

Department of Developmental Services

Bureau of Rehabilitation Services (BRS)

Eligibility Services

CT 211 Benefits Navigatorprovides a screening tool to help you find what supports you may be eligible to receive.

Department of Social Services



The Litchfield Public Schools are committed to safe and friendly environments for all students. The administrators and staff embrace a philosophy "If it's Mean, Intervene!" knowing that, despite our programming, sometimes mean behaviors do occur within our school communities. We recognize it is important to correct these behaviors even when they do not fit the State of Connecticut's much stricter definition of bullying. Mean behaviors which go unchecked, and which clearly violate our provisions for a safe school climate, may ultimately damage the perpetrator, the victim, and the bystander. Below you will find a detail of the Safe School Climate Plan approved by the Board of Education. In addition, you may be interested in these following important documents, the first two of which can help you discuss Bullying or Sexual Harassment in family-friendly terms with your children.

Bullying in Schools: A Parent's Guide

Sexual Harassment in Schools: A Parent's Guide

#5131.2 Bullying Behavior in Schools

#5131.2 Regulation: Bullying Behavior in Schools

Sexual Harassment

Providing information about sexual Harassment is intended to help us work together to both protect our children and to introduce the subject of sexual Harassment to our children in an age-appropriate way. It is our legal obligation as a school district to educate our students on the definition, types, effects, and protections against sexual harassment. The brochure attached below is designed to help you discuss the topic with your children.

Sexual Harassment in Schools: A Parent's Guide

Please contact us if you have any questions.
Julie Haggard Director of Pupil Services Picture

Julie G. Haggard
Director of Pupil Services

Sherri Irwin
Pupil Services Assistant