Background

This high-level review evaluates Lunenburg County Public Schools’ (LCPS) ADA/Section 504 posture using publicly available information on the district website. The review focused on core program elements (policy visibility, request/grievance pathways, coordinator roles) and practical implementation signals (accommodations, interpreter processes, advisory structures). The goal is to identify existing frameworks, surface key gaps, and outline pragmatic steps to strengthen compliance, communication, and transparency.

Summary of Findings

Lunenburg County Public Schools provides clear contact information for Special Education and Student Services, and it includes a page for Parent and Student Resources describing instructional support programs. However, several foundational accessibility elements appear absent from public view: there is no ADA or web accessibility statement, no published grievance procedure, no identified ADA Coordinator, and no posted ADA Transition Plan.

While the district demonstrates caring engagement through special education contacts and parent information, there is no centralized page or policy framework outlining accessibility expectations, rights, and responsibilities under Title II. Without these artifacts, families and staff lack a clear path for requesting accommodations, resolving access issues, or understanding accessibility standards.