Special Education Department

FTCES Special Education

 Patrick Field-Principal  Juliet Rusak-Director of Special Education  Marielle Martino -School Psychologist  Ann Yost -Special Education Secretary  Tish Strupczewski -Learning Support K-2  Laura Capper -Learning Support 3-5  Matt Kocher -Learning Support 5-7  Speech and Language Therapist  Physical Therapist  Occupational Therapist

 Acronyms  There are several acronyms that are used in Special Education.  Ask a teacher or administrator if you are unsure of an acronym that may have been used in discussion by a staff member. ▪ Grab a handout on your way out.

What is the Franklin Towne Special Education Population?

 A learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculation.  Information can be found: ▪

 Speech/Language impairment refers to problems in communication that affect a child’s ability to talk, understand, read and write. Disorders may range from a few speech sound errors to a total loss of ability to understand and use language.  Information can be found: ▪

 There are 4 types of ADHD:  Predominantly Hyperactive/ Impulsive  Predominately Inattentive  Combined Type  Not Otherwise Specified  Attention Deficit Disorder/Attention Deficient Hyperactivity Disorder is a neurological disorder in which individuals display developmentally-inappropriate behaviors including poor attention skills and impulsivity. Children with ADHD may experience difficulty in the areas of social skills and self esteem.  Information can be found: ▪

 Oppositional Defiant Disorder (ODD) is a recurrent pattern of negative, defiant, disobedient, and hostile behavior toward authority figures.  Click the link below for strategies to use for students with ODD.  Information can be found: ▪

Questions?

 Inclusive practices…  Through the implementation of inclusive practices, supplementary aids and services needed to access the general education curriculum are brought to the child, rather than sending the child out of the general education classroom to receive special education services. Adaptations and modifications to the general education curriculum and activities are provided to ensure the student is receiving instruction appropriate to his/her needs.  Small group instruction…  Reading and math groups that provide reinforcement activities adjacent to the classroom lessons. These groups range from one a week to three times a week based on the needs of the student.  Learning support classrooms…  Small group settings that provide instruction in either reading or math with approximately 8-10 students.  This service is provided to the students who benefit from intensive small group instruction. Specially designed instruction within the general education classroom does not meet the need of the student.

 Speech and Language Therapy  Articulation disorders  Language Delays  Occupational Therapy  Fine motor skills ▪ Handwriting, sensory needs  Physical Therapy  Gross motor skills ▪ Balance, running, jumping

What is provided for a student with a disability?

 An Individualized Education Plan (IEP) is a federally mandated written statement of a child’s current level of educational performance and of the child’s individualized plan of instruction, including goals, specific services to be received, the staff members who will carry out the services, the standards and timelines for evaluating progress, and the amount and degree to which the child will participate with typically developing peers.  IEP goals are aligned with Pennsylvania state standards.  IEP’s are updated annually, but may be amended at any needed time.

 A 504 plan spells out accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers, and might include such things as blood sugar monitoring, an extra set of textbooks, specialized seating, or a peanut-free lunch environment.  504’s are updated annually, but can be amended as needed.  General Education teachers are mandated to follow the accommodations to ensure that a child with a medical condition is not excluded from participating in the curriculum.

Franklin Towne Charter Elementary School compared to other schools

 Inclusive practices  Speech Therapy, Occupational Therapy, Physical Therapy  CSAP process  Learning Support Teachers a part of the CSAP process  Differentiated Instruction  Full time school psychologist  Team based approach to concerns OTHER SCHOOLS  Title 1 pull out support  CORA services  ELWYN services  “Textbook” learning  Shared psychologist with several other schools FTCES

Questions?