This document discusses supporting students with special needs through collaboration between general education programs and special education teams. It outlines a continuum of supports including instructional settings that provide inclusion or spend time in special education. The goals are to increase achievement, maximize access to curriculum, and engage collaboration. Teachers are asked to envision supporting the whole child and ways special education could help enhance learning, social-emotional development, and professional development. The special education department pledges to support student achievement, be responsive, differentiate support, and provide targeted professional development.
3. Goals
• Increase academic achievement
• Maximize student access to curriculum
• Engage in collaboration between Special
Education Team and general education
programs
• Respond to campus needs
4. Teaching and Learning Continuum of
Supports
Special
Education
Team
Campus and
Students
General
Education
Support
Systems
5. Access to LRE and FAPE
Instructional Setting Instructional Setting
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Students are fully
included.
Students spend 60% or
more of their school
day in the special
education setting.
8. Think-Write-Share
• In considering your vision for supporting the
whole child, how could the special education
department provide assistance?
– Enhance academic learning
– Enhance social and emotional learning
– Enhance professional development
9. The Special Education Department
Pledges to …
• Support campus learning communities to
impact student achievement
• Respond to campus needs in a timely manner
• Differentiate support for teachers and
students based on need
• Provide targeted professional development
based on campus need and feedback
Notas del editor
Special Education Department includes coordinators, behavior specialists, curriculum specialists, administrative supervisors, etc.
General education support systems includes social emotional learning, Response to Intervention Team and others
Handout of Spectrum of Services for Social, Emotional or Behavioral Supports
Talking points: student can access any level of support needed based on least restrictive environment required to make progress on student goals, add IDEA law, the greater the number the greater the need for specialized support.
Looking at the whole child with a focus on academic achievement and access to general education curriculum, including access to peers without disabilities.
Campuses design support for students based on strengths and needs of individual students, identified through assessment. Incorporate information from Life Skills program and SBS program with examples/scenarios. Incorporate information regarding inclusion for the secondary piece.
What do you think belongs in the center of all of the circles? Academics.
