Special Education

Inclusion--Least Restrictive Environment

The Least Restrictive Environment (LRE) Support Facilitator Program (or Inclusion Program) is an itinerant teacher program which support students with moderate to severe challenges who are fully included in the general education classroom. LRE Support Facilitators are special education teachers with expertise in developing programs, which include curricular modifications, behavioral interventions, or assistance with social skills. This support may be direct, indirect, and/or technical support. Direct support involves assistance given to the student within the general education classroom; it includes co-teaching, teaming, modeling, or small group instruction. Indirect support occurs outside the classroom and is provided in order to coordinate the instructional program; it may include creating curricular modifications, co-planning with the general education teacher; collaborative team meeting; IEP preparation, or observations. In addition, technical support may be provided to schools or staff members for program development in moving students into LRE.

Designated Services

Designated instruction and services assist students with disabilities to benefit from their general education or special education program.

Resource Specialist Program (RSP)

A resource specialist program provides instruction and services to students with disabilities assigned to the general education classroom for the majority of the school day. The goal of the resource specialist program is to enable students with disabilities to succeed in the general education environment. The program provides assistance in a variety of ways depending on the needs of a particular student. 

PAL Program

The PAL Special Day Program serves 10 special education eligible children under kindergarten age (3-5 years old) with moderate to severe needs. The staff includes an early childhood special education teacher and two special education trainees/assistants.

Special Day Program

The special day program (SDP-Regular Curriculum) is a setting that serves pupils with moderate-to-severe disabilities which impact the student’s academic, non-academic, cognitive, and adaptive/daily living functioning. Students enrolled in SDP-Regular Curriculum programs are assigned to special education classroom teachers for a majority of a school day (more than 50%), and those minutes are counted as outside of the general education program. Whenever appropriate and feasible, students enrolled in the SDP-Regular Curriculum programs may be included/mainstreamed in general education classes or programs pursuant to their IEPs in order to provide opportunities to engage with typical peers in the least restrictive environment.

Speech and Language Services

Speech and language services: School based Speech Therapy supports the educational program for students who have a disorder in communication involving articulation, language, fluency and/or voice. Speech and Language Pathologists (SLP) work as members of a multidisciplinary team that serves children school-wide in the development of communication and language skills needed for school success. Delivery depends upon the assessed needs of the student (i.e. direct services, consultation, group services, parent training).

School-based language and speech (LAS) is a related service that supports the educational program for students who have a communication disorder which impacts their involvement and progress in the general education curriculum in one or more of the following areas:

• Articulation: The production of speech sounds significantly interferes with communication and attracts adverse attention
• Language: Inappropriate or inadequate acquisition in comprehension or expression of spoken language
• Fluency: Difficulties which result in the abnormal flow of verbal expression to such a degree that they adversely affect communication
• Voice: A voice that is characterized by persistent, defective vocal quality, pitch or loudness

Occupational Therapy

School Occupational Therapy (OT) is a support service to a student's special educational program emphasizing the importance of performance in the school environment.  School Occupational Therapy assesses and addresses the following underlying performance areas: postural stability, fine motor skills, visual perception, visual motor integration, sensory processing and self-care during the school day and social participation. Occupational Therapy services may include adaptation of a task or the environment and consists of a combination of direct intervention, consultation, and monitoring.

Adapted Physical Education

Adapted Physical Education (APE) for individuals with disabilities who have a significant motor deficit in one or more of the following areas: perceptual motor skills, locomotor skills, object control skills, physical fitness and adaptive behaviors that cannot safely and successfully participate in the general physical education program. APE has different service delivery models for students with varying disabilities. Service delivery models include direct/co-teaching, specially designed, collaboration and consultation. It is recommended that general and adapted physical educators use a collaborative, consultation, or co-teaching approach to provide the maximum amount of joint participation between disabled and non-disabled children.

Psychological Services

School psychologists are highly trained in both psychology and education. Their training emphasizes preparation in counseling and educational interventions, child development, learning, behavior, motivation, curriculum and instruction, assessment, and school law. They help children and youth succeed academically, socially, emotionally, and behaviorally. They tailor their services to the individual needs of each youth. To address social-emotional needs, they provide services to help them access the educational curriculum. They work collaboratively with school staff, parents and other professionals to create a safe, healthy, and supportive learning environment.

Dyslexia