Infant-Toddler Program (0-3 years) - The purpose of this early childhood special education program is to work with the families as a team to design activities that will support the child within the family unit. The needs of the family and the needs of the child are equally important when developing the goals within the family service plan. Early Childhood Non-Classroom Services operated by the SRESD may provide services to children birth to age 3 and their families. Services and activities are planned and provided within home and community based settings (e.g. play to learn groups) and / or a home based approach.

 

Early Childhood Special Education Program (ECSE) (3-6 years) - The specialized instruction in these classrooms is developmentally based and focuses on the intervention of individual developmental needs. Research based teaching methods drive the programming. Working as a team; teachers, families and related service providers develop individualized goals and objectives that will support the child and work to maximize his or her learning potential. Families are encouraged to participate in parent education activities throughout the year. The ECSE program operates in half-day sessions.

 

Emotionally Impaired (EI) - Programs for students with emotional impairments provide general education curriculum through specially designed instruction with a focus on changing behaviors which interfere with learning. It is anticipated that instruction will lead to high school graduation or a certificate of completion based on the student’s course of study as identified in the IEP. Local district or center-based programs are provided for students throughout the SRESD.

 

Hearing Impaired (HI) – As identified in the student’s IEP, classroom programs or services are provided to students with any type or degree of hearing loss that interferes with development or adversely affects educational performance. A medical evaluation is required by an otologist or otolaryngologist. Emphasis is placed on language development, educational skills, and social / emotional factors associated with the hearing impairment.

 

Cognitively Impaired (CI) - Classrooms for students with mild cognitive impairments provide an individualized curriculum based on extended grade level content expectations and functional living skills. It is anticipated that functionally based programs will lead to a certificate of completion rather than a high school diploma.

 

Moderate Cognitively Impaired (MoCI) - Classrooms for students with moderate cognitive impairments provide individualized programs based on the Supported Independence Curriculum (based on extended grade level content expectations and functional living skills). It is anticipated that functionally based programs will lead to a certificate of completion rather than a high school diploma.

 

Severely Cognitively Impaired (SCI) – This program serves students with severe cognitive impairments and severe multiple impairments. Classrooms offer a functional curriculum with an emphasis on language, dressing, eating, toileting, and walking using the Participation Curriculum (based on extended grade level content expectations and functional living skills). It is anticipated that this functionally based program will not lead to a high school diploma.