Special Education Services

The Natrona County School District is considered a leader in providing special education throughout Wyoming and the Rocky Mountain region. Operating on the philosophy of “success for one student at a time,” the district values diversity and believes that every child can learn and that all people have a fundamental right to be valued, accepted, and safe.

The district believes:
• Appropriate educational services within a full continuum of placement options in the school and community allow for responsible inclusion based on individual student needs.
• Parents are encouraged to become full and equal partners in planning for their child’s education.
• Educators and parents have the responsibility to challenge all students by setting high expectations and increasing options for students.

Natrona County School District supports responsible inclusion, and our programs have served as a model for other districts in the state.


Theodore Hanson
Asst. Director of Special Education

Tammie Bertelson
Special Education Director

Lori Cetak
Instructional Strategist

Nancy Johnson
District Coordinators

Ann Price
Administrative Specialist

Identifying a student's needs

All children should have a developmental screen before the age of 5. Developmental screenings give parents information about their child's developmental progress, refer for further testing if needed, and share information and ideas about parenting. Developmental screenings are offered through the Child Development Center of Natrona County.

The Child Development Center of Natrona County also offers developmental evaluations for children. For children ages birth to 3, evaluations determine if a child shows a delay in learning, motor, communication, social/emotional, or adaptive skills and if he/she is eligible for early intervention services. From 3 to school age, evaluations determine if a child is eligible for preschool special education and/or related therapy services. Some indicators of the need for a screening may include:
* Having trouble seeing people and objects
* Having trouble hearing voices and other sounds, or remaining unusually quiet for long periods of time
* Having difficulty talking and pronouncing words properly
* Moving with difficulty when crawling, walking, or running
* Learning slowly or having difficulty understanding
* Having trouble playing with other children or getting along with adults
* Having other special health problems.

Once in school, children who are identified as needing special education services will have an individualized education plan, which identifies needs, goals, progress, accommodations, and other services. For more information about plan elements, refer to the IEP Guide file.

Related Links