|About Special Ed:
Programs and Services
Following the individual student evaluation, a variety of recommendations are possible. The alternatives include:
- No Special Education Services — The student would remain in the regular class and receive regular instruction/accommodations.
- In-Class Supplementary Instructional Services — The student would remain in the regular class and receive supplementary instructional services in core academic areas as appropriate, or materials provided to the regular classroom teacher by academic specialists.
- Resource Programs — The student remains in his/her regular classroom for part of the day and is also scheduled to work with the special education teacher for a period of time for remediation in core academic areas as appropriate.
- Self-contained Programs — Based on the nature and/or severity of a student's disability(-ies), he/she may benefit from spending the majority of the day with a special education teacher.
Self-contained Programs — PV schools offer specialized programs for students with significant cognitive, academic, adaptive, communicative, and/or sensory-motor impairments. These self-contained classrooms are designed to meet the needs of each student through a consultative team approach, which may include the special education teacher, school psychologist, speech/language pathologist, occupational (OT) and physical therapists (PT), adaptive PE teacher, nurse, paraeducators, and administrator. Hearing, vision and orientation-mobility specialists are also part of the team when students present with these areas of need. As outlined in their Individual Education Program (IEP), students are instructed using a variety of multisensory strategies, behavior management techniques, and academic programs. Related services such as speech, OT and PT are provided for eligible students.
Self-contained programs include:
> Autism Self-Contained
Students identified for these classrooms demonstrate characteristics of Autism. Specialized programs are available on general education campuses across the district and are designed to meet individual needs of identified students. Programming focus includes communication, socialization, and sensory integration. Students’ cognitive, academic, and adaptive needs are also addressed and managed by the special education team. Instruction for these programs includes a variety of research-based strategies.
> Cognitive Impairment
Students identified for these classrooms have varying levels of cognitive and adaptive delays. Programming focuses on individual strengths and needs to enhance learning potential. In addition, related services are provided for eligible students with communicative, sensory/motor, and medical issues. These programs are on general education campuses to maximize participation in mainstream activities and instruction.
> Communication Disorders
Students identified for these classrooms have average cognitive ability and language-based learning disabilities as the primary need area. Students demonstrate severe difficulty in understanding and/or in using spoken and/or written language. These difficulties must exist in the child’s native language and inhibit adequate academic progress. The focus in these classrooms, which are on regular school campuses, is to address language-based learning disorders through a variety of instructional techniques and materials.
> Emotional Disabilities (ED)
Students identified for these classrooms have emotional / behavioral needs that are the primary area of deficit. Classrooms are highly structured and use positive behavioral supports to encourage appropriate school behavior. Social skills are taught directly, both in the classroom and within small groups. For ED classrooms on regular school campuses, students attend special area classes/electives and lunch/recess with regular education students, as appropriate. Roadrunner School is a separate facility for students with more significant emotional / behavioral needs.
> Specific Learning Disabilities
Students identified for these classrooms have cognitive abilities measured within the average range but whose academic skills are significantly below their grade / age peers, despite a history of educational interventions in less restrictive settings. Lessons are prepared according to ability levels. Students are mainstreamed with grade / age peers in all areas where they can be successful.
> Serving Unique Needs (SUN Kids) Preschool
Students identified for these programs are three and four year olds, and five-year-old children not yet eligible for kindergarten. Students are identified with special needs in the areas of cognition, language, fine and gross motor, behavior, self-help, and sensory motor development. Programs include generalized cross-categorical programs, as well as highly structured programs for students with Autism and with Visual Impairments. Classes are taught by certified early childhood/special education teachers. Licensed professionals (Speech, OT, PT) provide related services within the classroom. Developmentally appropriate, child-initiated activities focus on children acquiring skills through active engagement with their environment. The program includes children who have been identified with special needs AND children who are developing typically. Typically developing preschoolers are accepted as peer models and pay tuition. > Visit SUN Kids Preschool website
> Uniquely Gifted (UG) for grades 1 - 6
First — sixth grade students identified for these classrooms have been identified as intellectually gifted based on results of an individually administered cognitive test, and who also have been identified with a disability as determined by Federal special education guidelines. The UG program provides a balance of activities that strengthen areas of need while challenging each student’s intellectual potential. Students are mainstreamed with grade/age peers in all areas in which they can be successful. Students who meet district Honors criteria and who demonstrate comparable skills may also be eligible for participation in the regular education Honors classroom. > Visit Uniquely Gifted page