Special Education Program Descriptions

Unless otherwise indicated by the student’s IEP (Individualized Education Plan), students with special needs are included in regular education classes for all specials, cycles, electives, lunch, and recess.  All classified children have access to technology/assistive technology (i.e., Computer, Alpha Smart, NEO, augmentative communication systems, Read Out Loud, Write Out Loud, Co-Writer,  Photo Story, TI Calculators, Video Clips, Power Points, Star Board, Books on Tape, Type to Learn, LCD Projector, ELMO, Math Pad, etc.) and therapies (occupational therapy, physical therapy, speech therapy) as needed and identified within the student’s IEP.

Preschool Disabilities

The half-day preschool disabilities program is comprised of self-contained classes designed to serve students between the ages of three to five with a variety of disabilities or developmental delays.  The program uses a multi-sensory approach with a strong emphasis on language and social skills development.  The Creative Curriculum, a child-centered, developmentally appropriate, early childhood curriculum is implemented within this program.  Ongoing consultations are provided by the district’s behaviorist.

The full-day preschool disabilities program is comprised of a self-contained class designed to accommodate the needs of students between the ages of three to five who may be identified as having an autistic spectrum disorder and/or who require intensive services to include an Applied Behavior Analysis and/or an Applied Verbal Behavior approach to instruction (based upon BF Skinner’s analysis of verbal behavior).  The program utilizes research-based instructional and therapeutic strategies including ABA/AVB, sensory diets, Wilbarger Brushing Protocol, errorless teaching, sign language, Picture Exchange Communication Strategy (PECS), ABLLS, and various behavioral interventions.  In addition, the Creative Curriculum, a child-centered, developmentally appropriate early childhood curriculum is implemented within this program. Ongoing consultations are provided by the district’s behaviorist.

Transitional Kindergarten

The transitional kindergarten, which is not a State mandated program option, operates as a self-contained classroom for students who are age-appropriate for a kindergarten program, but who require some minimal instructional interventions from a special education teacher in order to fully access the kindergarten curriculum.  Upon completion of this program, students may move on to a regular education kindergarten program or an array of options for first grade programming, including regular education or special education, depending upon the needs of the student and as dictated through the child’s IEP.  This option provides students with an additional year of maturation and development, which could potentially serve to limit the degree of special education interventions that might be required in later grades.

Autism

The autism program is comprised of self-contained classes designed to support students in grades K through 8 who generally have been identified as having an autistic spectrum disorder and who require intensive services to include Applied Behavior Analysis and/or an Applied Verbal Behavior approach to instruction.  The program utilizes research-based instructional and therapeutic strategies including ABA/AVB, sensory diets,  errorless teaching,  Picture Exchange Communication Strategy (PECS), ABLLS-R (Partington, 2006), Handwriting Without Tears, Listening Therapy, Social Skills Training, Edmark Reading Program, community based instruction, and various behavioral interventions.  Ongoing consultations are provided by the district’s behaviorist.  Mainstreaming is available as appropriate and dictated by the students’ IEPs. The Autism classes also incorporate appropriate modifications in science and social studies for the success of each student, while following the core curriculum content standards for the student's grade level. 

Behavioral Disabilities

The behavioral disabilities program is comprised of self-contained classes designed to support students in grades K through 8 whose behavior or emotional needs are currently impeding learning.  Specialized instructional and therapeutic strategies include Project Read, sensory diets, and group counseling.  The program emphasizes academic and social skills development and is supported by strong behavior modification strategies and social/emotional support within the classroom setting.  Consultations are available by the district’s behaviorist.  Mainstreaming is available as appropriate and dictated by the students’ IEPs. The BD classes also incorporate appropriate modifications in science and social studies for the success of each student, while following the core curriculum content standards for the student's grade level. 

Learning and/or Language Disabilities

The learning and/or language disabilities program is comprised of self-contained classes designed to support students in grades K through 8 who demonstrate difficulties in understanding or using language, spoken or written, that may interfere in the student’s ability to listen, think, speak, read, write, spell, or to do mathematical calculations.  This academic program emphasizes reading comprehension, oral expression, listening comprehension; written expression, reading fluency, mathematical calculation, and mathematical problems solving.  Specialized instructional/therapeutic strategies include the use of a multi-sensory approach, Project Read, Social Skills Training, Touch Math, Basal Readers, and an FM Phonic Ear System.  The LLD classes also incorporate appropriate modifications in science and social studies for the success of each student, while following the core curriculum content standards for the student's grade level.

Multiple Disabilities

The multiple disabilities program is comprised of self-contained classes designed to support students in grades K through 8 who have two or more disabling conditions that create significant educational needs and/or interfere with the learning process.  This program is structured to meet the individual learning needs of each student with an emphasis on the development of social and life skills in addition to academics and language development.  Specialized instructional/therapeutic strategies include the use of multi-sensory strategies, sign language, pre-vocational training, community based instruction, Handwriting Without Tears, First Strokes, an Alert Program for self-regulation of behavior “How Does Your Engine Run?”, Social Skills Training, the Listening Program, and an FM Phonic Ear System.

Resource Program (Pull-Out Replacement Resource or In-Class Support)

The resource programs are designed to support students in grades 1 through 8 who require more intensive instruction than can be provided within a more typical general education setting.  Resource programs offer individual and small-group instruction/support in either a general education class (in-class support) or in a pull-out classroom (replacement resource).  Within these settings and in accordance with each student’s IEP, students are provided with modifications and/or accommodations to the instructional strategies and/or testing procedure or are provided with other specialized instruction to improve the students’ opportunity to access the general education curriculum (NJ Core Curriculum Content Standards). 

Full Inclusion

The Full Inclusion model, which is not a State mandated program option, is only offered in select schools and grade levels throughout the district and operates with a regular and special education teacher within a regular education classroom throughout the school day.  This option provides students with the additional opportunity to access the regular assistance of a special education teacher during science and social studies in addition to language arts and math.

Reference:New Jersey Administrative Code, Title 6A, Chapter 14, Special Education (August 2, 2006)