Special Education
Department Chair: Eileen Richards

We believe in the basic dignity of mankind and that all persons have worth and potential for learning. We believe that all students have an infinite capacity to learn, and that this capacity is best enhanced when students have a sense of importance and self-esteem. We believe that this potential for maximum learning is most effectively influenced on an individual basis, and that the more a person learns the more one develops the capacity to learn.

The school is obligated to all the young people in the community and, therefore, must be responsive to individual differences and provide programs to meet many different needs. It is, then, the function of the school to help students to reach their full potential as unique individuals, as responsible citizens, and as producers and consumers of goods and services based upon differing abilities and needs.The function of Special Education is to ensure that all individuals with exceptional needs are provided a free appropriate education in conjunction with special services that may be required so that they may reach their full potential. Special students must be educated in an environment which provides maximum interaction with non-handicapped students. A fair assessment of each student's learning needs must be the basis for placement in an Individual Educational Program designed to teach those basic skills and qualities of character necessary for a rewarding life in home and community.

I. Resource Program A. DESCRIPTION OF POPULATION SERVED:

Special Education pupils enrolled in the Resource Program have mild to moderately handicapping conditions in learning, communication and/or physical functioning. Specific skill deficits in reading, writing or computation may require individual or small group instruction in a special class, but the goal is to maintain these mildly handicapped students in regular classes. Specific support activities may be necessary to meet this goal. This support assistance may include but is not limited to a directed study hour, resource room availability on a pull-out basis, information and assistance to the regular teacher to meet the specific needs of the special student in the regular classroom, consultation with the student and parent, and the dissemination of instructional aides and equipment.

B. GOALS FOR RESOURCE STUDENTS:

• Resource students need to develop and improve basic academic skills in reading, writing, computation, and study skills.
  
• Resource students need to develop and use appropriate communication skills.
  
• Resource students need to develop respect for themselves and others.
  
• Resource Students need to understand the significance of the individual, the family, and society.
  
• Resource students need to develop vocational skills that will enable them to become independent, productive adults.
  
• Resource students need to develop coping skills that will enable them to integrate successfully and succeed in the regular school program and in the community.
  
• Resource students need to develop skills to use their time well and to budget it wisely.

II. Special Day Class Program/Hearing Impaired A. DESCRIPTION OF POPULATION SERVED: The Hearing Impaired Program is for students who are deaf or who have substantial reduction in hearing, which requires specialized instruction to enable them to function effectively in the home, school, and community. Insofar as possible, school programs for students with hearing impairments are substantially the same as those of non-handicapped pupils in the school, with the exception of those modifications necessary to enhance pupil achievement. Self-contained classroom instruction in all subjects is available as required for Hearing Impaired students. '

B. GOALS FOR HEARING IMPAIRED STUDENTS:

• Hearing Impaired students will be able to function effectively, both academically and socially, in the mainstream of society.
  
• Hearing Impaired students will maximize their potential for self-sufficiency.
  
• Hearing Impaired students will be aware of community resources which would enable them to maximize their potential for self-sufficiency.
  
• Hearing Impaired students will develop an awareness of and confidence in their vocational strengths.

III. Special Day Class/Seriously Emotionally Disturbed A. DESCRIPTION OF POPULATION SERVED: Seriously Emotionally Disturbed pupils display sustained severe personality dysfunctions that necessitate a protected learning environment. These students may display severe personality disorganization with disturbances in language, thought and educational performance.These students may require comprehensive care throughout the total range of their school experiences. However, every attempt will be made to integrate the seriously emotionally disturbed student into the mainstream of campus life. Students with a less severe handicap may be more appropriately served in a Resource Program.

B. GOALS FOR SERIOUSLY EMOTIONALLY DISTURBED STUDENTS:

• SED students need to increase appropriate social behaviors.
  
• SED students need to assume the normal activities of school, family life and community participation to the maximum extent possible.
  
• SED students need to function as independently and as productively as possible in the community.
  
• SED students need to improve attending behaviors.
  
• SED students need to improve communication skills.
  

IV. Special Day Class/Learning Handicapped A. DESCRIPTION OF POPULATION SERVED: Learning Handicapped Special Day Class students present moderate to severe learning, communication and/or physical disabilities, which preclude regular class participation for the majority of the school day. These students require comprehensive teacher supervision and instruction across the total range of their school experience.

B. GOALS FOR LEARNING HANDICAPPED STUDENTS:

• Learning Handicapped students need to maintain good physical and mental health.
  
• Learning Handicapped students need to fulfill their potential in reading, writing, and computations.
  
• Learning Handicapped students need to gain practical knowledge of the services and functions of government.
  
• Learning Handicapped students need to expand their awareness of the world of work.
  
• Learning Handicapped students need to explore occupational areas through job experiences and pre-vocational activities.
  
• Learning Handicapped students need to learn skills for independent living.
  
• Learning Handicapped students need to develop skills to use their leisure time productively.
  
• Learning Handicapped students are mainstreamed when appropriate.