Special Education Staff

 Eric Gladfelter, Director of Pupil Services               ext. 4009
 Katie Kane, Secretary to the Director of Pupil Services         ext. 4026
 Amy Glascott, School Psychologist
Tinicum Elementary
Palisades Middle School
Palisades High School
ext. 1008
 Hillary Strong, School Psychologist
Durham Nockamixon Elementary
Springfield Elementary
Palisades High School          
ext. 3007
Palisades High School 
 Erin Tolson , Emotional Support & Cyber Center Teacher ext.  2445
 Alanna Davis, Learning Support Teacher ext.  2332
 Patti Ivins, Learning Support Teacher       ext.  2322
 Cory Murphy, Learning Support Teacher   
 ext.  2651    
 Jeanne Olliver, Learning Support Teacher    ext.  2419
 Palisades Middle School 
 Colleen Kaufman, Intensive Support Teacher          ext.  1115
 Brandy Decembrino, Learning Support Teacher    ext.  1209
 Mary Louise Evans, Learning Support Teacher ext.  1309
 Pam Flesher, Learning Support Teacher ext.  1207
 Jeffrey Opp, Learning Support Teacher ext.  1122
 Amy Smith, Learning Support Teacher ext.  9306
 Durham Nockamixon Elementary 
 Marcia Cianni, Learning Support Teacher ext.  3209
 Kirsten Godiksen, Learning Support Teacher ext.  3208
 Springfield Elementary 
 Jade Scholl, Learning Support Teacher ext.  6308
 Casey Vanderlely, Learning Support Teacher ext. 
 Tinicum Elementary 
 Erin Sanders, Learning Support Teacher    ext.  7302
 Heather Wentz, Learning Support Teacher ext.  7203



The Palisades School District provides special education and related services to resident children with disabilities who are ages three through twenty-one. This notice describes (1) the types of disabilities that might qualify the child for such programs and services, (2) the special education programs and related services that are available, (3) the process by which the public schools screen and evaluate such students to determine eligibility, and (4) the special rights that pertain to such children and their parents or legal guardians.

For further information of the rights of parents and children, provision of services, evaluation and screening (including purpose, time and location), you may contact in writing the person listed above or any building principal.

In compliance with state and federal law, the Palisades School District will provide to each protected handicapped student without discrimination or cost to the student or family, those related aids, services or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student's abilities. In order to qualify as a protected handicapped student the child must be of school age with a physical or mental disability which substantially limits or prohibits participation in or access to an aspect of the school program. 

These services and protections for 'protected handicapped students' are distinct from those applicable to all eligible or exceptional students enrolled (or seeking enrollment) in special education programs. For further information on the evaluation procedures and provision of services to protect handicapped students, contact your child's counselor at the school.


 Annual Public Notice of Special Education Services and Programs, Services for Gifted Students, and Services for Protected Handicapped Students - click here
 (Revised May 20, 2009)

Inclusion Philosophy Statement

The Palisades School District is committed to providing inclusive educational programs and services that respect the rights and dignity of all participants within the educational community. Inclusive programming is considered to be a process that requires planning, collaboration, dedication, provision of reasonable resources, acceptance of diversity, and flexibility in the delivery of services. Our efforts are devoted to meaningfully educating all students in the least restrictive environment.

Inclusion means providing all students with minimal to significant disabilities with meaningful educational programming in the regular education environment to the maximum extent possible. Educational barriers will be minimized by providing the appropriate supports and services, allowing the student to achieve individual goals and objectives as an active participant of the class.

The benefits of inclusive educational programming to both regular education and special education students include:

- acceptance and greater self-esteem.

- physical, social and academic skill growth.

- acceptance of individual differences.

- learning through peer teaching/tutoring.

- modeling, mentoring and nurturing others.