Special education services are available to students from ages 3 through 21 who have been diagnosed with disabilities and require specialized instruction in order to make effective progress in accessing curriculum. Individualized special education programs (IEPs) are cooperatively developed by the student's individual planning team lead by a TEAM chairperson, which includes parents, teachers, administrators and, when appropriate, a speech and language pathologist, occupational therapist, school psychologist, and/or other specialists. These TEAMs make every effort to provide the appropriate special education program to children in a setting as close to a regular classroom as possible.
Many times the Special Education process can seem confusing to parents with new language, rules, expectations and forms. If, at any time, you have a question or concern regarding your child's progress or IEP do not hesitate to contact the Special Education TEAM Chairperson for your child's school. Their primary role is to assist parents and staff in, and through, the Special Education process. You may also contact the Special Education office at 508-943-6888 or via email at firstname.lastname@example.org.
Cover content more effectively to support mastery of learning
Access to the general education curriculum, [preventing increasing “gaps” in what students miss while in the special education classroom”]
More instructional support
Learning from peers
More opportunities for social interactions Increased respect and understanding for all students
Instructional Delivery Models
One Teaching, One Observing One teacher leads instruction while the other teacher gathers data, observes classroom behaviors, etc.
Station Teaching Students are broken into three or more heterogeneous or homogeneous groups. Teachers can provide direct instruction at a station or monitor multiple stations. The small groups rotate around the stations.
Parallel Teaching Students are divided into two homogeneous groups. Each group is led by a co-teacher. Each group receives the same content but through differentiated instruction
Alternative Teaching Based on previous assessments, both teachers will decide which students are at-risk. One teacher works with the at-risk group while the other continues to provide accelerated instruction.
One Teaching, One Assisting As one teacher leads the whole class, the other teacher provides supports, answers questions, monitors student behavior, etc.
Teaming While team teaching, co-teachers should act as “one brain in two bodies”. For example, both teachers may facilitate a discussion while performing different roles such as writing on the board emphasizing key points.