Department of Special Education, Counseling, & Psychological Services

Children with disabilities deserve to be in an inclusive classroom, not isolated in a school's back hall where expectations are lowered. It has been described as, "Mainstreaming is inviting a child in to visit, while inclusion is belonging." Inclusion

Resource Rooms Resource rooms are classrooms where a special education program can be delivered to a student with a disability. It is for the student who qualifies for either a special class or regular class placement but needs some special instruction in an individualized or small group setting for a portion of the day.

How Does the Process Work? The Head of Special Education Department conducts an intake interview with parents to know everything about the child’s history followed by an investigation through structured observations, summative assessments, past school reports, and parents’ and teachers’ views.

Standardized Assessments are also administered to determine the student’s disability and academic grade level. An IEP meeting is held at the beginning of the year to discuss the student’s case with every person dealing with that student and an IEP document is released after nearly two weeks from the IEP meeting.

IEP Document IEP stands for “Individualized Educational Program”. The IEP document contains a thorough description of the student’s social background and present level of education performance. It includes the number of sessions approved for the student in both general education classroom and resource room. The IEP document also lists the accommodations and modifications approved for the student.

IEP Objectives or Annual Goals According to each student’s needs, a set of short-term objectives or annual goals for each subject is issued. IEP objectives should be SMART! S – Specific M – Measurable A – Attainable R – Realistic T – Timely

What Makes Inclusion Work?

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