1. Diana Dinzey Educational Placement

2. General Education Paraprofessional Residential Treatment Center Alternative H.S Self Contained Resource Room I nclusion Home School Collaborative Team Teaching Gifted Talented

3. General Education General education is taught by a general education teacher. The goal is to provide a common foundation and learning experience to all students. The students are taught the curriculum with no supportive services. General education enhances the students’ ability to acquire a base of knowledge; think critically, understand the physical world (scientific concepts), develop the mathematically and quantitative skills, and learn how to communicate effectively (written, oral, and symbolic form.

4. Paraprofessional The role of the paraprofessional is to support the education of students with disabilities. As part of special education services, Paraprofessionals provide inclusive educational opportunities to students with a spectrum of disabilities. Paraprofessionals offer essential one to one instruction, behavioral management support, personal care assistance, and instructional support. In addition, Paraprofessionals monitor and attend to the child and collect essential data about the child’s needs and progress.

5. Residential Treatment Center Children’s residential services encompass a variety of programs serving children with the most serious emotional needs and disabilities. These programs provide long term extended care that provide a variety of interventions intended to enhance school success, improve family functioning, and enable each child to contribute to their community. Services can range from counseling, therapy and educational services. The goal is to increase their knowledge and skills, and attend classes designed specifically for them by their team of teachers and therapists.

6. Alternative High Schools Strive to serve the population of students who are not experiencing success in the traditional schools. Alternative High Schools have certain distinguishing characteristics: Small size, close student-teacher relationship, student decision-making, diverse curriculum, peer guidance & parental involvement. This type of school is intended to accommodate students who are considered at risk of failing academically (these students are referred as at-risk students), for one or more of any several reasons such as challenging behavior; or a school with special remedial programs for students with emotional disabilities.

7. Resource Room The resource room is the least restrictive of the special education models. Children are removed from the classroom for a portion of the school day for special services. Resource room can be a "center" for children of varying disabilities. Students in the resource room are served in a variety of ways without any particular attention to their labels. This approach is used for a variety of reasons, including the opportunity for students to get support from different teachers and the opportunity for special teachers to work with one another in a team- teaching atmosphere. The resource room approach is also economical because materials, equipment, and other support can be located in one area.

8. Collaborative Team Teaching Collaborative Team Teaching is an instructional practice that includes a general education teacher and learning specialist who combine efforts to provide support and enrichment to all students. Both are responsible for instructional planning and delivery, student achievement, assessment, and discipline. Models of CTT Co-Teaching : Faculty plans presentations closely together, so their presentations complement one another. They also may comment on one another’s presentations, and on course material. They sometimes co-present. Alternate Teaching: Faculty jointly plan instruction, but only one presents material, with the other responding at any time. / The faculty change roles throughout the course, even within each topical unit. Lead and Support: One faculty member leads in presentations and another specializes in organizing and facilitating small groups. Rotational Teaching: While designing the course together, faculty individually develops student projects and/or clusters of assignments that will complement one another.

9. Inclusion Inclusive classroom is an educational placement that promotes a significant effort to encourage disabled students to successfully transition into the general education classroom. In the past, the disabled were discriminated against and the majority was not able to receive an education. Inclusive education is about the education of all children in mainstream schools and classrooms and the recent drive toward inclusive education is about more than disability or ‘special educational needs’. IDEA (1997) supports and promotes that all children regardless of their strength or weakness become part of the school community.

10. Home School Homeschooling is the education of children at home, typically by parents but sometimes by tutors, rather than in a formal setting of public or private school. Homeschooling is a legal option in many places for parents to provide their children with a learning environment as an alternative to publicly-provided schools. Parents cite numerous reasons as motivations to home school, including better academic test results, poor public school environment, improved character/morality development, and objections to what is taught locally in public school. It is also an alternative for families living in isolated rural locations or living temporarily abroad.

11. Self Contained Unlike standard classrooms with a large number of peers, self-contained classrooms are typically smaller settings with a fewer number of students. Created to help foster enhanced support for students with special needs or specific difficulties, self-contained rooms are generally comprised of about ten students with unique struggles who are most commonly instructed by a lead teacher with a certification in special education. A self-contained classroom is generally designed to provide struggling students with specialized support and interventions.

12. Gifted Talented. Gifted and Talented programs provide challenging standards-based instructional practices and highly engaging learning opportunities to children with exceptional capacity or creative talent. Gifted and talented programs are district- based and begin in either kindergarten or first grade, depending on the district or borough. Just as you adapt to the needs of disabled students, working with gifted students can require classroom and curriculum modifications. Students receive a variety of enrichment and acceleration experiences that meet their advanced learning needs. The teacher knows how to relate higher disciplinary knowledge to other subject areas.