Special Education Programs

Supported Education Program

The Supported Education program is designed to provide intermediate to intense instructional support to students who are educated primarily in the general education classroom in which the general education and special education teacher collaborate about the supports the student needs to be successful. Special education supports can be provided in small groups with same age peers within the general education classroom, as well as in a small group setting outside of the general education program. Students in the Supported Education program have needs that require special education services and supports for more than 60% of their day.

Low Incidence program

The Low Incidence program is an instructional program (educational support more that 50% of the day) designed to provide intense instructional support to students in a small, structured learning community. The program targets instruction in the areas of daily living skills and functional academics. Specific domains of instruction include functional academics, personal care, home living, social skills, communication skills, community-living skills, vocational skills, leisure/recreational skills, and health and safety skills. Students learn such skills in the classroom and school settings, and then work on generalizing those skills into natural environments (community settings, vocational settings, etc…). Intensive, direct, and systematic instructional practices are often utilized along with an alternative curriculum.

Emotional Disturbance Program

The Emotional Disturbance Program is designed for students with intermediate to intense emotional/behavioral concerns. Students in this program are primarily serviced in a small, structured learning community as well as the general education class or other special education settings. The program is designed to develop and reestablish appropriate pro-social behaviors that will successfully facilitate the students’ inclusion into the general education environment. The program provides behavioral support and the teaching of replacement behaviors so that the student is able to respond to challenging situations in an effective pro-social manner.

Cross Categorical Program

The Cross Categorical program is an instructional program designed to provide intermediate to intense instructional support to students primarily in a small structured learning community environment. Students in this program have the opportunity to participate with their same age peers in the general education classroom based on their needs. The students in the Cross Categorical program spend greater than 60% of their day in a small structured learning community.

Hearing Impaired

The Hearing Impaired Program is an educational program for children with hearing impairments, usually following three formats: Instructional, which provides educational support more than 50% of the time in special education, Resource, offering educational support less than 50% of the time in special education, or Consultation Services. Educational placement of children with hearing loss is determined by the extent of the loss and its impact on learning.

Coordinators

• John R. Jun

Early Childhood Center

The Valley View Early Childhood Center offers early childhood education for preschool age students (3 and 4 year olds). At this time, all the children attending the Center have some type of delay or special need. Each child has an Individual Education Plan (IEP) that is implemented at the center. Each classroom has 10 preschoolers with special needs in the morning session and 10 preschoolers with special needs in the afternoon session. Each teacher is certified in regular and special education with a 4 year degree. There are also two program assistants in each classroom. Speech and Language Pathologists, Occupational Therapists, and Physical Therapists are also available to meet the needs of the children.

Coordinators

• Donna Nylander

Resource program

The Resource program is designed to provide instructional support to students who are educated primarily in the general education classroom in which the general education and special education teacher collaborate about the supports the student needs to be successful. Special education supports can be provided in small groups with same age peers within the general education classroom, as well as in a small group setting outside of the general education program. Students in the Resource program spend less than 60% of their day with special education services and supports.

Health Services Coordinator

As Health Services Coordinator, I oversee the 20 District School health offices and the building nurses in those offices. I am the resource person for nursing and administrative staff regarding the area of current Illinois School Code as it applies to health. By serving as that resource person, I work with staff to ensure that immunization and health records of all students are in State compliance. I oversee and assist in the scheduling of mandated Vision and Hearing Screening programs. I ensure that there is a system in place for dealing with crisis medical situations. I may serve as a liaison between school staff, families, and health care providers. I support the nursing staff so that they are part of their individual building multidisciplinary team. Nursing staff then appropriately identifies those students with health care needs that may affect the educational process. I am responsible for the quality of delivery of acute, chronic, occasional, and emergency health care through ongoing staff development. I may work with nursing staff to identify, support, and establish plans of care for those students with significant health concerns to allow maximum participation in School programs. I am involved in the Home/Hospital Program for our students.