Special Education

ACADEMIC SUPPORT (KINDERGARTEN THROUGH GRADE 4)

These services are provided primarily to students whose primary disability limits their ability to learn at the same rate as their non disabled peers. The services are designed to help them grow academically.  School District 197 has Academic Support in all five of its elementary buildings for students requiring special education services less than 60% of their school day.

Examples of services provided:

• Clinical instruction in reading, math, writing language, or organization
• Curriculum support and modification for grades K-12
• Intensive academic support and monitoring for secondary students

BEHAVIORAL SUPPORT (KINDERGARTEN THROUGH GRADE 4)

These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in school.  The program is designed to help them grow academically and socially.  District 197 has Behavior Support in all five of its elementary buildings for students requiring special education services less than 60% of their school day.

Examples of services provided:

• Consultation with regular classroom teachers on ways to help the students adjust successfully 
• Behavior management programs for individuals and groups of students
• Cooperative efforts with family and community mental health agencies 
• Referral to mental health agencies 

SPEECH-LANGUAGE SERVICES (KINDERGARTEN THROUGH GRADE 4)

These services are available to students who have a speech and/or language disability or other related disabilities that limit their ability to communicate with others. Speech-language pathology services are provided for students who have communication problems with articulation (saying speech sounds), language understanding and use, stuttering, and voice quality.  School District 197 has Speech-Language Services in all five of its elementary buildings.

Examples of services provided:

• Evaluation 
• Consultation with classroom teachers, parents, medical community 
• Individual or group therapy 

TYPES OF RELATED SPECIAL EDUCATION SERVICES (KINDERGARTEN THROUGH GRADE 4)

Related Services are provided to students from birth through age 21 throughout all schools.  Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational curriculum. This assistance is aimed at developing functional school skills, providing specialized or modified training in the use of adaptive materials and assistive technology, and teaching compensatory techniques when needed.

Related services can not be provided as a stand alone service. Related service staff may assist administrators, general education staff, and parents by providing information, demonstration, and/or instruction in the areas of environmental design modification (safety) and transdisciplinary implementation of various therapy-designed methods/approaches. They may also be a liaison between the medical and educational community. 

DEVELOPMENTAL ADAPTED PHYSICAL EDUCATION (DAPE)

DAPE activities are designed for students with disabilities (ages 3-21) who qualify for these services. Activities include: 

• Physical Fitness
• Gross Motor development- building physical and movement abilities
• Fundamental gross motor skills-rolling, crawling, walking, running, jumping, striking, throwing, catching, striking, twisting, tumbling, etc.
• Aquatics
• Dance
• Individual and group games
• Appropriate sport activities

OCCUPATIONAL THERAPY

Occupational Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, fine motor/self-help skill development, sensory processing, and assistive technology. Educational occupational therapy in used in conjunction and coordination with other primary education services. Outcomes of occupational therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program. Outcomes must be “related” to goals and objectives developed in the IEP by the primary service providers.

PHYSICAL THERAPY

Physical Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, gross motor skill development, functional mobility, positioning, and environmental adaptations. Educational physical therapy is used in conjunction and coordination with other primary education services. Outcomes of physical therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program as indicated on the IEP.

PSYCHOLOGICAL SERVICES

Psychological services are available to all students and in all buildings. The extent of those services is dependent on the primary needs of the building and the amount of psychological time allocated to that building. Most services are provided to students who have been identified with special needs or are considered to be “high risk” for such services.

CENTER-BASED PROGRAMS

School District 197 has established Center Based Programs for students with disabilities who spend 60% or more of their time in the special education setting for their special education instruction. The emphasis of center based programs is to provide individualized instruction in the areas of behavior, reading, math, and written language.  Instructional formats may include one-to one, small group, some inclusion in the general education setting, and paraprofessional support.  Related Services (Speech/Language and Occupational Therapy) are provided and collaborate in the classroom.

Currently, School District 197 has the following center based programs available in their K-4 buildings (descriptions below):

• Autism Resource Room (Moreland Elementary)
• Developmental Cognitive Disabilities Resource Room (Mendota Elementary and Moreland Elementary)
• Emotional Behavior Disabilities Resource Room (Pilot Knob Elementary)

AUTISM RESOURCE ROOM (MORELAND ELEMENTARY)

The elementary Autism Resource Room program is designed to meet the needs of students with ASD who have demonstrated difficulty in less restrictive settings or students coming out of the early childhood ASD program who have not yet mastered the skills necessary for a more typical placement. Not all elementary students with ASD in the District are placed in this specialized program.  Many students with ASD are successful in their home school environment with special education supports and services. Students in the elementary ASD classroom at Moreland typically demonstrate significant deficits in the areas of social skills, interpersonal communication, academic achievement, sensory-motor regulation and self-help skills. All students in the elementary Autism Resource Room at Moreland programs participate in activities with non disabled peers to the extent that the interactions are of benefit. Curriculum and instruction in the elementary Autism Resource Room at Moreland focuses on individualized academics as well as the development of social, communication, self-help and sensory motor skills.

DEVELOPMENTAL COGNITIVE DISABILITIES RESOURCE ROOM (MENDOTA AND MORELAND)

The elementary Developmental Cognitive Disabilities Resource Room program is designed to meet the needs of students with mild to moderate and severe developmental cognitive delays as well as medically fragile students and students with multiple impairments (e.g., physically impaired and developmentally delayed). Curriculum and instruction in these classrooms are focused on functional academic skills (skills for daily living) as well as social skills; interpersonal communication; self-care skills; recreation and leisure skills.  All students in the elementary Developmental Cognitive Disabilities Resource Room programs participate in activities with non disabled peers to the extent that it is appropriate.

EMOTIONAL BEHAVIOR DISABILITIES RESOURCE ROOM (PILOT KNOB)

Children and youth identified with emotional/behavioral disorders have had experiences that result in a sense of disengagement with their school, home, and community. Their perspective becomes one of discouragement. The goal of the Emotional Behavior Disabilities Resource Room is to create environments that reclaim children and youth to assist them in the development of a perspective of courage, which results in successful participation in their environments.

District 197’s Emotional Behavior Disabilities Resource Room is designed for K-4 students with emotional or behavior disorders and/or neurologically-based disorders that result in serious behavior problems. Most of the students in the Emotional Behavior Disabilities Resource Room also have academic challenges that inhibit their success in the general education setting. Students are considered for placement in the Emotional Behavior Disabilities Resource Room when they have had significant difficulty in less restrictive environments.  All of the students in the program participate in activities with non-disabled peers to extent that the contact is of benefit. Curriculum and instruction focuses on individualized academics as well as the development of social, communication, recreation and self-help skills. The goal is to teach students the skills they will need to successfully return to the general education classroom. The program is not designed to meet the needs of severely aggressive. Other placement options are available for students who demonstrate a consistent pattern of severely aggressive behavior.

 

ACADEMIC SUPPORT (GRADES 5 through 8)

These services are provided primarily to students whose primary disability limits their ability to learn at the same rate as their non disabled peers. The services are designed to help them grow academically.  School District 197 has Academic Support in both of its middle school buildings for students requiring special education services less than 60% of their school day.

Examples of services provided:

• Clinical instruction in reading, math, writing language, or organization
• Curriculum support and modification for grades K-12
• Intensive academic support and monitoring for secondary students

BEHAVIORAL SUPPORT (GRADES 5 through 8)

These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in school. The program is designed to help them grow academically and socially. District 197 has Behavior Support in both of its middle school buildings for students requiring special education services less than 60% of their school day.

Examples of services provided:

• Consultation with regular classroom teachers on ways to help the students adjust successfully 
• Behavior management programs for individuals and groups of students
• Cooperative efforts with family and community mental health agencies 
• Referral to mental health agencies 

SPEECH-LANGUAGE SERVICES (GRADES 5 through 8)

These services are available to students who have a speech and/or language disability or other related disabilities that limit their ability to communicate with others. Speech-language pathology services are provided for students who have communication problems with articulation (saying speech sounds), language understanding and use, stuttering, and voice quality.  School District 197 has Speech-Language Services in both of its middle school buildings.

Examples of services provided:

• Evaluation 
• Consultation with classroom teachers, parents, medical community 
• Individual or group therapy 

TYPES OF RELATED SPECIAL EDUCATION SERVICES (GRADES 5 through 8)

Related Services are provided to students from birth through age 21 throughout all schools. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational curriculum. This assistance is aimed at developing functional school skills, providing specialized or modified training in the use of adaptive materials and assistive technology, and teaching compensatory techniques when needed.

Related services can not be provided as a stand alone service. Related service staff may assist administrators, general education staff, and parents by providing information, demonstration, and/or instruction in the areas of environmental design modification (safety) and transdisciplinary implementation of various therapy-designed methods/approaches. They may also be a liaison between the medical and educational community. 

DEVELOPMENTAL ADAPTED PHYSICAL EDUCATION (DAPE)

DAPE activities are designed for students with disabilities (ages 3-21) who qualify for these services. Activities include:

• Physical Fitness
• Gross Motor development- building physical and movement abilities
• Fundamental gross motor skills-rolling, crawling, walking, running, jumping, striking, throwing, catching, striking, twisting and turning are examples.
• Aquatics
• Dance
• Individual and group games
• Appropriate sport activities

OCCUPATIONAL THERAPY

Occupational Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, fine motor/self-help skill development, sensory processing, and assistive technology. Educational occupational therapy in used in conjunction and coordination with other primary education services. Outcomes of occupational therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program. Outcomes must be “related” to goals and objectives developed in the IEP by the primary service providers.

PHYSICAL THERAPY

Physical Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, gross motor skill development, functional mobility, positioning, and environmental adaptations. Educational physical therapy is used in conjunction and coordination with other primary education services. Outcomes of physical therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program as indicated on the IEP.

PSYCHOLOGICAL SERVICES

Psychological services are available to all students and in all buildings. The extent of those services is dependent on the primary needs of the building and the amount of psychological time allocated to that building. Most services are provided to students who have been identified with special needs or are considered to be “high risk” for such services.

CENTER-BASED PROGRAMS

School District 197 has established Center Based Programs for students with disabilities who spend 60% or more of their time in the special education setting for their special education instruction. The emphasis of center based programs is to provide individualized instruction in the areas of behavior, reading, math, and written language.  Instructional formats may include one-to one, small group, some inclusion in the general education setting, and paraprofessional support.  Related Services (Speech/Language and Occupational Therapy) are provided and collaborate in the classroom.

Currently, School District 197 has the following center based programs available in their 5-8 buildings (descriptions below):

• Autism Resource Room (Friendly Hills Middle School)
• Developmental Cognitive Disabilities Resource Room (Friendly Hills Middle School and Heritage Middle School)
• Emotional Behavior Disabilities Resource Room (Friendly Hills Middle School)

AUTISM RESOURCE ROOM (FRIENDLY HILLS MIDDLE SCHOOL)

 The middle school Autism Resource Room program is designed to meet the needs of students with ASD who have demonstrated difficulty in less restrictive settings or students coming out of the elementary ASD program who have not yet mastered the skills necessary for a more typical placement. Not all middle school students with ASD in the District are placed in this specialized program.  Many students with ASD are successful in their home school environment with special education supports and services. Students in the middle school ASD classroom at Friendly Hills typically demonstrate significant deficits in the areas of social skills, interpersonal communication, academic achievement, sensory-motor regulation and self-help skills. All students in the middle school Autism Resource Room at Friendly Hills program participate in activities with non disabled peers to the extent that the interactions are of benefit. Curriculum and instruction in the elementary Autism Resource Room at Friendly Hills focuses on individualized academics as well as the development of social, communication, self-help and sensory motor skills.

DEVELOPMENTAL COGNITIVE DISABILITIES RESOURCE ROOM (FRIENDLY HILLS MIDDLE SCHOOL AND HERITAGE ESTEM MAGNET SCHOOL)

The middle school Developmental Cognitive Disabilities Resource Room program is designed to meet the needs of students with mild to moderate and severe developmental cognitive delays as well as medically fragile students and students with multiple impairments (e.g., physically impaired and developmentally delayed). Curriculum and instruction in these classrooms are focused on functional academic skills (skills for daily living) as well as social skills; interpersonal communication; self-care skills; recreation and leisure skills.  All students in the middle school Developmental Cognitive Disabilities Resource Room programs participate in activities with non disabled peers to the extent that it is appropriate.

EMOTIONAL BEHAVIOR DISABILITIES RESOURCE ROOM (FRIENDLY HILLS)

Children and youth identified with emotional/behavioral disorders have had experiences that result in a sense of disengagement with their school, home, and community. Their perspective becomes one of discouragement. The goal of the Emotional Behavior Disabilities Resource Room is to create environments that reclaim children and youth to assist them in the development of a perspective of courage, which results in successful participation in their environments.

School District 197’s Emotional Behavior Disabilities Resource Room is designed for 5-8 students with emotional or behavior disorders and/or neurologically-based disorders that result in serious behavior problems. Most of the students in the Emotional Behavior Disabilities Resource Room also have academic challenges that inhibit their success in the general education setting. Students are considered for placement in the Emotional Behavior Disabilities Resource Room when they have had significant difficulty in less restrictive environments.  All of the students in the program participate in activities with non-disabled peers to extent that the contact is of benefit. Curriculum and instruction focuses on individualized academics as well as the development of social, communication, recreation and self-help skills. The goal is to teach students the skills they will need to successfully return to the general education classroom. The program is not designed to meet the needs of severely aggressive. Other placement options are available for students who demonstrate a consistent pattern of severely aggressive behavior.

 

ACADEMIC SUPPORT (GRADES 9 through 12)

These services are provided primarily to students whose primary disability limits their ability to learn at the same rate as their non disabled peers. The services are designed to help them grow academically.  School District 197 has Academic Support at Two Rivers High School for students requiring special education services less than 60% of their school day.

Examples of services provided:

• Clinical instruction in reading, math, writing language, or organization
• Curriculum support and modification for grades K-12
• Intensive academic support and monitoring for secondary students

BEHAVIORAL SUPPORT (GRADES 9 through 12)

These special education services are provided primarily to students whose emotional and/or behavioral disorders (E/BD) severely limit their ability to learn or relate to others in school.  The program is designed to help them grow academically and socially. District 197 has Behavior Support in Two Rivers High School for students requiring special education services less than 60% of their school day.

Examples of services provided:

• Consultation with regular classroom teachers on ways to help the students adjust successfully 
• Behavior management programs for individuals and groups of students
• Cooperative efforts with family and community mental health agencies 
• Referral to mental health agencies 

SPEECH-LANGUAGE SERVICES (GRADES 9 through 12)

These services are available to students who have a speech and/or language disability or other related disabilities that limit their ability to communicate with others. Speech-language pathology services are provided for students who have communication problems with articulation (saying speech sounds), language understanding and use, stuttering, and voice quality. School District 197 has Speech-Language Services at Two Rivers High School.

WORK-BASED LEARNING COORDINATOR & PROGRAM

The work-based learning program is designed to help students in special education to develop workplace skills, obtain knowledge of the work world, allow interaction with people of all ages and backgrounds and explore career paths. Entrance into the program is based on IEP team recommendations, and is available to students in grades 10 and up. Work sites may be paid or non-paid depending on the readiness of the student. Job coaches may accompany students to the work sites.

Examples of services provided:

• Evaluation 
• Consultation with classroom teachers, parents, medical community 
• Individual or group therapy 

TYPES OF RELATED SPECIAL EDUCATION SERVICES (GRADES 9 through 12)

Related Services are provided to students from birth through age 21 throughout all schools. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational curriculum. This assistance is aimed at developing functional school skills, providing specialized or modified training in the use of adaptive materials and assistive technology, and teaching compensatory techniques when needed.

Related services can not be provided as a stand alone service. Related service staff may assist administrators, general education staff, and parents by providing information, demonstration, and/or instruction in the areas of environmental design modification (safety) and transdisciplinary implementation of various therapy-designed methods/approaches. They may also be a liaison between the medical and educational community. 

DEVELOPMENTAL ADAPTED PHYSICAL EDUCATION (DAPE)

DAPE activities are designed for students with disabilities (ages 3-21) who qualify for these services. Activities include: 

• Physical Fitness
• Gross Motor development- building physical and movement abilities
• Fundamental gross motor skills-rolling, crawling, walking, running, jumping, striking, throwing, catching, striking, twisting and turning are examples.
• Aquatics
• Dance
• Individual and group games
• Appropriate sport activities

OCCUPATIONAL THERAPY

Occupational Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, fine motor/self-help skill development, sensory processing, and assistive technology. Educational occupational therapy in used in conjunction and coordination with other primary education services. Outcomes of occupational therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program. Outcomes must be “related” to goals and objectives developed in the IEP by the primary service providers.

PHYSICAL THERAPY

Physical Therapy is a related special education service provided to students, their families, and staff in the areas of neuromuscular development, gross motor skill development, functional mobility, positioning, and environmental adaptations. Educational physical therapy is used in conjunction and coordination with other primary education services. Outcomes of physical therapy in the schools must have a direct impact on a student’s ability to benefit from the special education program as indicated on the IEP.

PSYCHOLOGICAL SERVICES

Psychological services are available to all students and in all buildings. The extent of those services is dependent on the primary needs of the building and the amount of psychological time allocated to that building. Most services are provided to students who have been identified with special needs or are considered to be “high risk” for such services.

CENTER-BASED PROGRAMS

School District 197 has established Center Based Programs for students with disabilities who spend 60% or more of their time in the special education setting for their special education instruction. The emphasis of center based programs is to provide individualized instruction in the areas of behavior, reading, math, and written language.  Instructional formats may include one-to one, small group, some inclusion in the general education setting, and paraprofessional support.  Related Services (Speech/Language and Occupational Therapy) are provided and collaborate in the classroom.

Currently, School District 197 has the following center based programs available at Two Rivers High School: 

• Autism Resource Room
• Developmental Cognitive Disabilities Resource Room
• Emotional Behavior Disabilities Resource Room

AUTISM RESOURCE ROOM

The high school Autism Resource Room program is designed to meet the needs of students with ASD who have demonstrated difficulty in less restrictive settings or students coming out of the middle school ASD program who have not yet mastered the skills necessary for a more typical placement. Not all high school students with ASD in the District are placed in this specialized program. Many students with ASD are successful in their home school environment with special education supports and services. Students in the high school ASD classroom at Two Rivers typically demonstrate significant deficits in the areas of social skills, interpersonal communication, academic achievement, sensory-motor regulation and self-help skills. All students in the high school Autism Resource Room at Two Rivers program participate in activities with non disabled peers to the extent that the interactions are of benefit. Curriculum and instruction in the high school Autism Resource Room at Two Rivers focuses on individualized academics as well as the development of social, communication, self-help and sensory motor skills.

DEVELOPMENTAL COGNITIVE DISABILITIES RESOURCE ROOM 

The high school Developmental Cognitive Disabilities Resource Room program is designed to meet the needs of students with mild to moderate and severe developmental cognitive delays as well as medically fragile students and students with multiple impairments (e.g., physically impaired and developmentally delayed). Curriculum and instruction in these classrooms are focused on functional academic skills (skills for daily living) as well as social skills; interpersonal communication; self-care skills; recreation and leisure skills.  All students in the high school Developmental Cognitive Disabilities Resource Room program participate in activities with non disabled peers to the extent that it is appropriate.

EMOTIONAL BEHAVIOR DISABILITIES RESOURCE ROOM

Children and youth identified with emotional/behavioral disorders have had experiences that result in a sense of disengagement with their school, home, and community. Their perspective becomes one of discouragement. The goal of the Emotional Behavior Disabilities Resource Room is to create environments that reclaim children and youth to assist them in the development of a perspective of courage, which results in successful participation in their environments.

School District 197’s Emotional Behavior Disabilities Resource Room is designed for 9-12 students with emotional or behavior disorders and/or neurologically-based disorders that result in serious behavior problems. Most of the students in the Emotional Behavior Disabilities Resource Room also have academic challenges that inhibit their success in the general education setting. Students are considered for placement in the Emotional Behavior Disabilities Resource Room when they have had significant difficulty in less restrictive environments.  All of the students in the program participate in activities with non-disabled peers to extent that the contact is of benefit. Curriculum and instruction focuses on individualized academics as well as the development of social, communication, recreation and self-help skills. The goal is to teach students the skills they will need to successfully return to the general education classroom. The program is not designed to meet the needs of severely aggressive. Other placement options are available for students who demonstrate a consistent pattern of severely aggressive behavior.