South Carolina continues to make steady progress in advancing inclusive education for students with learning differences. Guided by federal mandates and strengthened by state-specific reforms, the state has expanded early intervention services, implemented structured literacy initiatives, and invested in family-centered support. However, persistent funding disparities, uneven district implementation, and shortages of qualified special education professionals remain key challenges.
This article explores South Carolina’s legal framework, specialized services, funding structures, and advocacy networks—highlighting both significant improvements and areas for continued growth.
Legal Framework: Federal Foundations with State Implementation
Individuals with Disabilities Education Act (IDEA). South Carolina enforces IDEA through the Office of Special Education Services (OSES) within the South Carolina Department of Education (SCDE). The law ensures all eligible students with disabilities receive a Free Appropriate Public Education (FAPE) tailored through Individualized Education Programs (IEPs). The SCDE monitors compliance, provides technical assistance to local education agencies (LEAs), and ensures due process protections for families.
Section 504 of the Rehabilitation Act & Americans with Disabilities Act (ADA). Students who do not qualify under IDEA may still receive accommodations under Section 504 plans to ensure equal access to education. Schools must provide reasonable adjustments to classroom instruction, testing, and school facilities to prevent discrimination on the basis of disability.
South Carolina Code of Laws – Title 59 (Education). Title 59, Chapter 33 establishes state-specific procedures for evaluation, identification, and service delivery. It emphasizes Least Restrictive Environment (LRE) placement and the right of parental participation in decision-making.
Read to Succeed Act & Dyslexia Law (2018). The Read to Succeed Act mandates evidence-based reading instruction and interventions, while the South Carolina Dyslexia Law requires that all students in kindergarten through second grade be screened for characteristics of dyslexia. Identified students must receive multisensory, structured literacy interventions delivered by trained educators.
Specialized Services: A Lifespan Approach to Support
Early Intervention – BabyNet (Birth to Age 3). Administered by the Department of Health and Human Services, BabyNet provides developmental evaluations and Individualized Family Service Plans (IFSPs) for infants and toddlers with delays or disabilities. The program prepares children for preschool special education services under IDEA Part B.
School-Age Services (Ages 3–21). Each public school district in South Carolina offers a continuum of special education programs, including inclusive classrooms, resource services, and self-contained classrooms when needed. Support services include speech-language therapy, occupational and physical therapy, counseling, behavioral interventions, and assistive technology.
IEPs and Transition Planning. IEPs are developed collaboratively by educators, parents, and specialists, with individualized goals addressing academic, behavioral, and functional needs. Beginning at age 13, transition plans are included to help students prepare for postsecondary education, employment, and independent living, supported through the state’s Office of Career and Technical Education (OCTE) and local partnerships with vocational programs.
Funding and Resource Allocation
South Carolina’s special education funding combines federal IDEA allocations, state appropriations, and local contributions. The state employs a weighted funding formula, providing additional funding based on the severity of a student’s disability category.
However, concerns remain about inconsistent district-level implementation and the adequacy of funding for high-cost services such as intensive behavioral supports and specialized assistive technology. Smaller and rural districts face particular strain in recruiting certified staff and maintaining compliance amid limited budgets.
Strengths and Persistent Challenges
Strengths.
Early Literacy Initiatives: Statewide dyslexia screening and structured literacy training have strengthened early identification of reading difficulties.
Strong Family Engagement: South Carolina law emphasizes parent involvement through procedural safeguards, dispute resolution, and mediation options.
Transition Support: Early transition planning helps bridge the gap between secondary education and adult services.
Challenges.
Workforce Shortages: Persistent vacancies exist in special education teaching, speech-language pathology, and school psychology—especially in rural areas.
Funding Limitations: Rural and low-income districts often lack sufficient resources to fully implement specialized programs.
Uneven Implementation: Differences in district capacity lead to inconsistencies in IEP quality and literacy intervention fidelity.
Advocacy Networks and Community Support.
South Carolina families and educators benefit from a growing network of advocacy and support organizations:
Family Connection of South Carolina: Provides training, peer mentorship, and guidance to families navigating the special education process.
Protection and Advocacy for People with Disabilities (P&A): Offers legal representation and advocacy to ensure schools comply with IDEA and Section 504.
SC Partnerships for Inclusion and Assistive Technology Resource Centers: Provide technical assistance and equipment lending to help schools integrate adaptive technologies.
University Centers and Teacher Preparation Programs: Institutions such as the University of South Carolina and Clemson University host training programs to expand the pipeline of qualified special educators.
Opportunities for Growth.
Increase Special Education Funding: Expanding state appropriations and revising the weighted funding formula could ensure equitable resources for high-need students.
Strengthen Educator Recruitment and Retention: Implementing loan forgiveness programs, competitive salaries, and professional mentoring can reduce turnover.
Expand Rural Access: Developing regional service cooperatives and teletherapy programs can bridge gaps in underserved communities.
Enhance Accountability: Consistent statewide monitoring and data transparency can improve program quality and ensure uniform implementation.
Support Inclusive Practices: Training for general education teachers on inclusive instruction and co-teaching can promote better outcomes for all learners.
Conclusion: Toward an Inclusive Future in South Carolina.
South Carolina’s special education system reflects a commitment to both equity and early intervention. From dyslexia screening laws to transition-focused IEPs, the state continues to strengthen the foundation for students with learning differences.
Yet, to achieve full inclusivity, South Carolina must address disparities in funding, professional shortages, and uneven program quality across districts. By expanding resources, investing in educators, and maintaining strong family partnerships, the state can continue its progress toward a future where every student—regardless of learning difference—can thrive and reach their full potential.