SPECIAL EDUCATION PROGRAM PHILOSOPHY

The Special Education Department of The Norwich Free Academy believes that all students possess unique physical, cultural, linguistic, intellectual, and psychological characteristics. We support handicapped students in their right to a comprehensive, appropriate education in the least restrictive environment. Furthermore, we believe that a unified and coordinated system of educational opportunities designed to meet the needs of all students, benefits all students. The Special Education Department encourages the collaborative efforts of special educators, regular educators, administration, community agencies, and parents in addressing diverse student needs in the general education environment.

ALTERNATIVE CURRICULUM for EDUCATIONAL SUCCESS (ACES)

: Cranston building at night

Purpose

The ACES Program provides an environment for special education students in need of increased academic and social/emotional intervention. The emphasis is on students who have experienced significant deficiencies in overall school performance related to social and emotional maladjustment. The ACES program strives to integrate students into less restrictive settings and into the general education environment . School attendance, pro-social behavior, and task completion are priorities for students in this program. Appropriate opportunities for mainstreaming are supported and encouraged.

Description

The ACES program is composed of two teaching teams, a program director, and clinical support clustered in one wing of the Alumni Gymnasium Building. Special education students are referred to and placed in ACES through the PPT process. The degree to which an individual student is included in the program is specified in the IEP.The program offers core content coursework in English, Mathematics, Social Studies, and Science. Additionally, classes are offered in Career Education, Contemporary Concerns, and Independent Study. A behavior management system is utilized to improve student behavior as well as monitor, assess, and respond to overall school performance.

RESOURCE ROOM PROGRAM

: View of fountain and campus

PURPOSE

The Resource Room Program provides an educational environment for students who require a combination of special and regular education services. Students with identified specific learning disabilities and /or other health impairments (OHI) make up the majority of students receiving services in this program. the program goal is to provide students with the skills and competencies to be successful in the mainstream environment to the fullest extent appropriate.

DESCRIPTION

The Resource Room Program is composed of classrooms integrated throughout the NFA campus. Special education students are placed through the PPT process. The degree to which an individual student is included in the program is determined by the IEP. The program offers coursework in English, History, Science, and Mathematics. Academic support case coordination, and direct instruction are integral components of the Resource Room Program.
Content resource classes, within the four academic areas, parallel the mainstream curriculum or are geared to prepare students for the mainstream curriculum as appropriate to meet the individual needs as identified by the IEP.
Support provides time for academic review, organization, study skill development, and mainstream modification.

The Program for Academic and Community Education (PACE)

: Overhead view of NFA

Purpose

The PACE program is a skills-based program built for students with specific learning disabilities or other impairments who achieve significantly below grade level and have had long-term reliance on special education supports. The program goal is to provide essential academic and functional skills that will prepare students to be independent, active participants in the community. This includes functional life skills, the development and maintenance of social and emotional skills, and vocational education, all aiming to ensure independent success as adults.

Description

The PACE program is composed of three teachers/case managers, a teaching assistant, and a school psychologist, all housed in the Cranston Building. Special education students are referred to and placed in PACE through the Planning and Placement Team (PPT) process. The degree to which an individual student is included in the program is specified in the Individualized Education Plan (IEP). The program offers core content coursework in English, Mathematics, Social Studies, and Science. A Career Education class is offered to students in the 11th and 12th grades. Students are also typically enrolled in 2 hours of Support class with their designated case manager. PACE also incorporates a behavior plan called the School Success Plan (SSP). The SSP is an incentive program based on a points system, requiring students to work on four common goals and one personal goal. The SSP encourages a sense of accountability and self-monitoring essential to each student’s personal development.

INDEPENDENT LIVING SKILLS (ILS)& ACTIVITY BASED LIFE EDUCATION (ABLE) PROGRAMS

: Cranston Clock Tower

Purpose

The ABLE program, formerly in a separate physical space, has been blended with the Independent Living Skills Program, while maintaining its unique focus, to make a better use of resources and opportunities for students in both programs. ILS is designed to meet the needs of students identified through the PPT as needing a more functionally based program. ILS places emphasis on basic academic, daily living, personal/social, and occupational skills.

The program seeks to teach the necessary skills for its students to become independent or semi-independent members of society. Developing independence, self-confidence, and socially acceptable behaviors are critical for student to acquire for them to function in the community. Mainstreaming opportunities are utilized as appropriate for individual student needs. The academic component strives to relate the curriculum directly to community living and future work setting demands. Integration of students into mainstream classes is recommended when appropriate.

The philosophy of the ABLE program is to educate and meet the needs of students with a significant intellectual disability using a more functional, hands-on curriculum. The primary goal is to help students achieve their greatest level of independence and functioning in the community.

Family/school communication is crucial to the success of students in both programs. The reinforcement of student IEP goals through practical application at home and in the community will help that student make a successful transition to the world of work.

Program Description

The ILS and ABLE Programs are composed of two components: School based academic skill development and individualized work experience. The program components are addressed as follows.

1. School-based skill development: Students develop the academic and behavioral skills necessary to function in the community by utilizing real-life situations within the classroom and community.

2. Individualized Supervised Work Experience: Utilizing community and school-based work sites, students develop the specific job skills relevant to future career goals