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Special Education
The district implements different service levels for students in
accordance with the Individualized Education Plans (IEP)
developed by the student’s IEP Team. The Individuals with
Disabilities Education Act (IDEA – 2004) requires schools to
provide special education and related services for students with
disabilities in the general education classroom to the most
extent possible. The district has embraced an inclusion model
whereby the licensed Special Education Teacher or the Licensed
Educational Assistant (under the supervision of the Special
Education Teacher) works in the general education classroom. The
General Education Teacher and the Special Education Teacher
collaborate to meet the needs of the student with a disability.
SCHOOL AGE CHILDREN AND YOUTH - AGES 5-21
Minimum Services: The child's special learning needs do not
require a basic modification of the regular curriculum although
special instructional techniques or materials may be necessary.
Program emphasis is on a resource teacher providing consultation
and assistance to the regular teacher, monitoring each student's
progress and making recommendations for program alterations and
strategy changes when necessary. (The students spends 90% or
more of the day .in the regular education classroom)
Moderate Services: The child's special learning needs do not
require a basic modification of the regular curriculum although
special instructional techniques or materials may be necessary
along with regularly scheduled intervention outside or within
the regular classroom. In any specific area where compensatory
skills must be taught, emphasis is on providing remediation or
special adaptive techniques which will help the student to
accommodate for his/her exceptionality and academic deficits.
(The student spends from 51% to 90% of the day in the general
education classroom.)
Extensive Services: The child's special learning needs are such
that the content, methods, and pacing of the regular classroom
are inappropriate and must be modified. Assistance with adaptive
techniques may be necessary before the child can function in a
regular classroom setting. (The student spends less than 49% of
the school day in the general education classroom.)
Maximum Services: The child's special learning needs are such
that they require extensive modification of instructional
content, instructional methods, and the provision of a highly
structure learning environment. Academic achievement and/or
social development may be significantly behind the chronological
peer group. The child requires extensive training in the
acquisition of adaptive or compensatory skills. (The student
spends up to a full day in a special education setting or the
student is under the age of 5 before September 1 of the school
year.)
Homebound or Hospital Based Services: The child has a health
impairment or condition which is such that placement outside the
school setting would be in the best interests of the child and
the child requires interim special education in a home or
hospital based setting.
Minimal Services for Speech: The child's special learning needs
do not require a basic modification of the regular curriculum
although special instructional techniques or materials may be
necessary. Program emphasis is on a related services provider
providing consultation and assistance to the regular teacher,
monitoring each student's progress and making recommendations
for program alterations and strategy changes when necessary.
Moderate Services for Speech, Occupational Therapy or Physical
Therapy: The child's special learning needs do not require a
basic modification of the regular curriculum although special
instructional techniques or materials may be necessary along
with regularly scheduled interventions outside or within the
regular classroom. In any specific area where compensatory
skills must be taught, emphasis is on providing remediation or
special adaptive techniques which will help the student to
accommodate for his/her exceptionality and academic deficits.
Extended School Year: The purpose of extended school year (ESY)
is to prevent or slow severe skill regression caused by an
interruption of special education services during the summer
months. The purpose is not to enhance the present level of
educational performance exhibited by students with disabilities
at the end of the regular school year. The need for ESY is based
on a construct of skill regression and a student's limited
capacity for recoupment.
CHILDREN AGES 3-5
Mainstream Model means services are provided through Headstart
program designed for serving non-developmentally disabled
children with appropriate modifications or related services
provided thorough special education.
Homebased Model means educational programming is provided to the
child and family in the home or care environment by a case
manager on a regularly scheduled basis. Emphasis is on providing
the parents or primary care giver wit appropriate instructional
techniques and materials to meet the child's developmental
needs. A portion of the instruction shall be devoted to parent
training. Homebased services are provided when mainstream
services or centerbased services are inappropriate, unavailable
or there are an insufficient number of children to establish a
centerbased program.
Centerbased Model means educational, developmental, related and
habilitation services are provided at a community or school site
for developmentally disabled preschool children.
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