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Transition
Services assists
students with disabilities in making an effective
transition from school to post secondary education,
vocational training, integrated employment (including
supported employment), continuing and adult education,
adult services, independent living, and community
participation. Students may receive an array of
services including but not limited to: transition
planning, instruction geared to post secondary
school outcomes, career education/guidance, social
skills/self-advocacy instruction, technology education
courses, in-school and community internships, on-the-job
training an independent living skills instruction
Secondary Intensive Reading
Intervention implements
specific reading intervention strategies in reading
and writing
based on student
need. Instructional programs and strategies assist
students in the development of surface level (phonological
awareness, decoding, word recognition, reading fluency)
skills as well as meaning level (vocabulary, responsive
comprehension) skills, utilizing assistive technology
to reinforce instruction, develop reading and writing
skills and provide accommodations for curricular
access.
Extended School Year (ESY) is
a program to provide continued support during the
summer for selected
students.
Eligibility for ESY is determined by the IEP team.
A student who is eligible for ESY has demonstrated
needs that prevent them from receiving some benefit
from educational program during the regular school
year without ESY services.
Learning and Academic
Disabilities (LAD) serve students who require special services
primarily
as a result
of a learning disability which significantly impacts
academic achievement. Students in grades K-2 may
have a diagnostic component to their program, at
this developmental
stage the specific nature of the learning problems
may not have been yet defined.
The Elementary Learning
Centers (ELC) serve
multiple-needs children in Grades K-5. The types
of disabilities
served include learning disabilities and language,
emotional,
visual, hearing, and orthopedic impairments. Students
are served either in programs located in 11 elementary
schools or in the Carl Sandburg Center.
The Secondary
Learning Centers (LC) are
designed to meet the needs of academically challenged
learning
disabled secondary students. Students receive
special education instruction for several class periods
and are integrated into the general education
program
whenever
possible.
Emotional Disabilities
(ED) provide
a continuum of placements and services for students
with
emotional disabilities depending on individual
student needs.
This continuum includes self-contained classes
at
the elementary and secondary levels as well
as more restrictive
programs at Bridge, Mark Twain, and the Regional
Institute for Children and Adolescents (RICA).
The
Bridge Program provides
an intensive program for adolescents and young
adults with emotional
disabilities. The program's focus is on academic
skill development
and on altering behaviors that interfere
with academic learning.
Autism - This program serves
children from ages 2 1/2 to 21 who have a diagnosis
of
autism and
whose
needs
cannot be met in less restrictive programs.
Located in regular schools across the county,
classes
provide a low teacher/student ratio and
a highly structured
individual curriculum emphasizing language
and communication, behavior management,
and functional
skills. Mainstreaming
and related services are provided according
to individual needs.
Learning for Independence
(LFI) emphasize individualized
student learning in school
and community sites.
These classes serve students with mild
to moderate mental
retardation and/or multiple disabilities.
These students learn functional life
skills and basic
academics
in the context of general school environments
and in community
settings. The students are often included
in general education learning environments
with
adapted curriculum.
School/Community Based
(SCB) serves students
with mild/moderate to severe and profound
disabilities. The
program emphasizes individualized instruction in
regular schools and
real community and work environments.
The school/community-based program
model includes the following components: (a)
Age-Appropriate Classes; (b) Heterogeneous
Groupings; (c)
Planned
Peer Interactions;
(d) Individualized Instruction; (e)
Transition.
Longview is
a special center for students three to twenty one
years of age
with severe to profound
disabilities
and/or retardation. Staff help students
maximize their potential by building
on strengths.
Students receive
instruction to develop skills in
areas of academics, communication, mobility,
self-
help, socialization
and job preparation.
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