Services Available to Special Education Students
REGULAR PROGRAM
The student receives whatever services are available to all
students. In addition, indirect services in the form of
consultation to the classroom teacher may be available from
instructional specialists, administrators, or other members of
the interdisciplinary team. Specific suggestions for certain
students may include modification of curriculum, individualizing
instruction or use of different materials and testing
modifications. Indirect services may also be provided through
in-service training. Regular program includes services to
declassified students.
CONSULTANT TEACHER
SERVICES [Use to support content and special areas.]
Direct consultant teacher services are specially designed
individualized or group instruction provided by a special
education teacher to support a student with a disability in the
regular education program.
Indirect consultant teacher services consist of consultation
provided by a special education teacher to regular education
teachers to assist them in modifying instructional materials or
methods to meet the needs of a disabled student enrolled in
their classes.
REGULAR CLASS PROGRAM
WITH RELATED SERVICES
While in regular education, the student with a disability may
receive related services per the IEP provided by appropriate
specialists. Related services, provided alone
or in conjunction with special education services, include:
consults and therapy in speech, occupational, physical therapy
and assistive technology; counseling; adaptive physical
education; blind/visually impaired services; job coaching;
transition services for students entering the workplace,
supported employment and college. The committee on Special
Education determines the type, location and frequency of related
services for every eligible student.
RESOURCE PROGRAM
The services in this program are provided directly to the
disabled student for the purpose of supplementing the regular or
special class programs. Primary instructions provided by the
regular classroom teacher. Resource ranges from supportive
services for specific instruction a minimum of three hours per
week to a maximum of 50% of each school day. Appropriate related
services may be provided also.
SPECIAL CLASS PROGRAM
Special class programs may be provided for students who need
primary instruction from a special education teacher for a
significant portion of their day or who need intensive,
coordinated case management for multiple or intense needs.
Social, physical and / or management needs can be addressed in a
special class setting also. Instruction by the special education
teacher may be provided in a separate special education room or
in the regular classroom, as indicated in the table below:
| 15:1 (15 students, 1 teacher) |
In-district classes at grades 6 -
12; curriculum is modified in depth, scope, pace and
presentation for credit-bearing courses; can be self-contained
or collaboratively taught with a regular education teacher and
students. |
| 12:1:1 (12 students, 1 teacher, 1 paraprofessional) (District) 12:1:2 |
Special classes for students whose management or learning needs interfere with the instructional process to the extent an additional adult is needed within the classroom. |
| 8:1:2
(8 students, 1 teacher, 2 paraprofessionals) (District) 9:1:4
|
Special class for students whose emotional or management needs are determined to be intensive and require a significant degree of individual attention and intervention. |
| 6:1:1
/ 6:1:3 (6 students, 1 teacher, 1-3 paraprofessionals) (External placements only) |
Special class for students whose management needs are determined to be highly intensive and require a high degree of individualized attention and intervention. |
| 12:1:4 (Max. of 12 students, 1 teacher plus 1 additional staff person per 3 students) (External placements only) |
Special class for students with severe multiple disabilities, whose programs consist primarily of rehabilitation, treatment and modified curriculum. |
SPECIAL DAY SCHOOL
PROGRAM
Similar to the full-time special class, this program is in a
special school serving only disabled students with intensive
needs. Students live at home.
RESIDENTIAL PROGRAM
Student needs intensive instructional programming extending
beyond the regular instructional day. Twenty-four hour-a-day
comprehensive services are provided in publicly or privately
supported residential settings.
HOMEBOUND INSTRUCTION
Individualized instruction provided on a limited basis as an
interim program for students with medical needs or pending a
more restrictive / specialized placement.
SPEECH-LANGUAGE
Services are offered through the Speech-Language Therapy program
to children with communication difficulties impacting social,
emotional, or educational growth. Eligibility for the program is
determined by a comprehensive speech-language evaluation
according to state and local guidelines.
ASSISTIVE TECHNOLOGY
Assistive technology services are provided to students with disabilities who need special supports to access their curriculum. The assistive technologist's role in the school setting includes:
- Assessing, recommending, monitoring and modifying assistive technology devices.
- Consulting with and training students, staff and families on the use of assistive technology.
- Providing students with ongoing training in current equipment, devices, hardware and software to meet their instructional needs.
COUNSELING/EVALUATIONS
School psychologists have specialized training in both
psychology and education, and utilize their training and skills
to provide assistance to educators, parents and students. School
psychologists tailor their services to the particular needs of
each child and each situation, and provide some of the following
services as needed.
- Consultation with school staff, families, and/or students
- Assessment to identify academic skills, learning aptitudes, personality and emotional development, social skills
- Interventions such as counseling, conflict resolution, development of learning and behavioral plans
- Prevention strategies to resolve learning, social, or behavioral difficulties
- Professional development in such areas as teaching/learning strategies, classroom management techniques, crisis management.
PHYSICAL THERAPY
Physical therapy is provided in the public school system to
students who are in need of these services in order to meet
their educational goals. Parents must obtain a doctor's
prescription to obtain physical therapy services in school. The
physical therapist's role in the school system includes the
following:
- Providing direct physical therapy services to students
- Consulting with and acting as liaison between teachers and school staff, students, and their families regarding physical therapy issues
- Assessing for, recommending, monitoring, and modifying equipment needed for students to meet educational goals
- Consulting with private physical therapists and other health care providers to ensure continuity in the management of physical therapy issues which assist a student in meeting educational goals.
OCCUPATIONAL THERAPY
Occupational therapy in the school setting is available as a
support service for students who need assistance in order to
benefit from their special education program or whose disability
qualifies them for services under Section 504. Parents must
obtain a doctor's prescription to obtain occupational therapy
services in school.
Functional areas addressed through occupational therapy include
the following:
- Self help
- Functional mobility
- Positioning
- Communication
- Sensory motor processing
- Fine and gross motor performance
- Life skills training
- Environmental adaptation for access and mobility.
Services may include the following:
- Screening/assessing to identify deficits
- Development of IEP goals/objectives
- Consultation with staff and parents for implementing the student's program
- Planning and implementing the IEP component related to occupational therapy goals/objectives.
TEACHER OF THE VISUALLY IMPAIRED
The program for students with visual impairment provides
specialized instruction and services required to meet the unique
educational needs of visually impaired students. The District
offers consultative and itinerant services as indicated by a
student's IEP. Some of these services include Braille
instruction, academic support, assistive technology training,
and orientation and mobility.
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