Continuum of services

Continuum and description of services for students with identified special needs

Inclusive Education
“Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen.” These services are provided within the classroom setting during academic times.  The general education teacher, special needs teacher and/or paraprofessional focus on the specific areas of difficulty for each student.

The curriculum encourages the teaching and assessing students of various abilities with diverse performance criteria.  This allows for the implementation of a variety of strategies taught throughout the curriculum.  This individualized special instruction is designed with the intention to enhance the student’s ability to apply the skills already learned independently, so that the student will be successful in an inclusion setting in the future. Students who require more intensive small group or individual practice may be pulled out to work on these skills.

ASD “Achieve Success Daily”: Students identified as having an autism spectrum disorder (ASD) are included as much as possible with their general education peers. These students require varying amounts of intervention for their specific executive, behavioral, language, and social skills. Some students require intensive instruction and may be in a separate setting for a period of time during the day as determined by the TEAM.

Futures: Students identified as having a developmental delay, intellectual impairment or related disabilities are included as much as possible with their general education peers. These students require varying amounts of intervention for their specific cognitive skills. The Futures Functional Learning Skills program prepares students to be independent members of their home, workplaces, and communities.  Some students require intensive instruction and may be in a separate setting for a period of time during the day as determined by the TEAM.

Strive: Students identified as having an emotional impairment or related disabilities are included as much as possible with their general education peers. These students require varying amounts of intervention for their specific emotional, executive and social skills. Some students require intensive instruction and may be in a separate setting for a period of time during the day as determined by the TEAM.