Early Childhood and Elementary Special Education Department (ECE)

Elementary Special Education Programs

The Elementary Special Education Program provides and oversees services for children grades kindergarten through fifth/sixth grade who experience a variety of disabilities.

 

Students eligible for special education must receive special education services in their "least restrictive environment." Under IDEA, school districts are required to maintain a full continuum of educational placement options for students.

 

The IEP team determines the educational placement for each student after thoughtful and careful dialogue regarding the functional and academic needs of the student.

 

 

Alaska State School for the Deaf and Hard of Hearing

Read the ASSDHH description here

 

Resource

The Elementary Resource program incorporates a variety of evidence-based teaching strategies and curricula options to facilitate academic instruction for students who have been identified for services by an IEP team. Inclusion opportunities utilizing the continuum of supports are available based on students needs.

 

Typically, resource students are included in the general education classrooms and receive special education support in the classroom or in a special education resource classroom for part of the day. Resource teams support students who need specially designed instruction so that students can access the general education curriculum. Resource teams may also provide intervention, supplemental, and replacement curriculum if deemed necessary by the team.

 

Separate Day School, Intensive Behavioral Support Services at Mount Iliamna

Children who require significant behavioral support and an individualized behavioral support plan may receive services in a specialized behavioral support classrooms located at Mount Iliamna. This setting promotes the acquisition of appropriate social/behavioral skills while working specifically on the individual student's needs. Children in this setting typically receive a variety of supports including counseling, social skill instruction, effective education as well as developmentally appropriate instruction in the major domains of early childhood education. Contact 907-742-0100.

 

Life Skills Classrooms

Life Skills (LS) incorporates a variety of evidence-based teaching strategies and curricula to support students in developing functional academic, social, and independent living skills. These students typically require continuous care throughout the day provided by special education staff.

  • Student curriculum is highly individualized and utilizes specialized curriculum for academic progress.
  • Self-help and adaptive living skills training are embedded throughout the day in various school and community settings.
  • Classrooms are set up using six elements of instruction. Students receive individualized adult support with functional academics.
    • Individualized Supports and Services
    • Systematic Instruction
    • Comprehensible Environment
    • Specialized Curriculum: Communication, Social Skills
    • Functional Approach to Problem Behavior
    • Family Involvement
  • Inclusion opportunities utilizing the continuum of supports are available based on students needs.
  • This self-contained regional program functions within a neighborhood school. Students could have the opportunities to access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
  • Students are typically working on alternate grade level expectations.
  • Students are typically on the non-diploma tract; most students take the Alternate Assessment annually.

 

Extended Resource Classrooms

Extended Resource Classroom (ERC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate academic instruction for students who are experiencing a significant delay in academic progress.

  • Inclusion opportunities utilizing the continuum of supports are available based on student's needs.
  • Typically students require direct instruction in all areas of academics to make appropriate progress.
  • Students may access the general education curriculum and supplemental curriculum is introduced on an individual basis and is monitored for individual success.
  • Social and behavioral skill instruction is integrated throughout the student's day
  • This self-contained regional program functions within a neighborhood school. Students access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
  • These students are typically on the diploma track; students take the Standards Based Assessments annually but may require several approved accommodations.

 

School-based Behavior Support Program

The School-based Behavior Support (SBBS) Program is a self-contained classroom located within a neighborhood school. The program is designed to provide students with significant behavioral challenges (as measured in part by their frequency, intensity, and duration) continual opportunities to engage in problem-solving and social skill development within the environment of a neighborhood school.

 

Typically, students will be at or near grade level academically and/or on the diploma track and have behaviors that significantly impede their learning or the learning of others.

 

The SBBS program focuses interventions on the social, emotional and behavioral needs of students while providing academic instruction to support the students' participation and progress in the general curriculum. Functional Behavior Assessments and Behavior Intervention Plans are individualized or amended to meet the needs of each student. As directed by their IEPs, students have access to typically-developing peers to the greatest extent possible.

 

Structured Learning Class

The highly Structured Learning Classroom (SLC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate communication and social skills while teaching grade-level expectations. Students may require adaptive living skill instruction.

  • Inclusion opportunities using the continuum of supports are available based on students needs.
  • Classrooms are set up using six elements of instruction. Students receive individualized adult support with academics.
    • Individualized Supports and Services
    • Systematic Instruction
    • Comprehensible (structured) Environment
    • Specialized Curriculum: Communication, Social Skills
    • Functional Approach to Problem Behavior
    • Family Involvement
  • Social and communication skill instruction is integrated throughout the student's day.
  • This self-contained regional program functions within a neighborhood school. Students may access art, music, PE, library, and health with supervision from paraprofessionals.
  • Core curriculum is introduced on an individual basis and is monitored for individual success.
  • Students are typically on the diploma track; students take the Standards Based Assessments annually.
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