In order to be successful, some students may require a different classroom environment, lower student/teacher ratio, and smaller class size than are available within a general education classroom. Substantially separate classrooms are available for students on the autism spectrum, developmental/intellectual delays, moderate to severe cognitive impairments, learning disabilities and emotional disabilities.
Academics Program for Students With Specific Learning Disabilities
This program is designed specifically for children who have been diagnosed with a specific learning disability. Students who are performing significantly below grade level and are struggling to keep up with the demands of the general education curriculum may be recommended for this classroom. The class can consist of up to 12 students with a full time teacher and assistant. The goal for each student is to ensure maximum progress and success.
Students are taught using a structured, sequential, multisensory, systematic reading and language arts approach to instruction. Math, Science, Language Arts, History and Social Studies instruction is aligned with the Massachusetts Curriculum Frameworks. Instruction is tailored to the needs of individual students and specific learning styles. Student learning and understanding of the curriculum is closely monitored and instruction is modified appropriately. Special education teachers consult and collaborate with general education teachers and staff in order to provide integration with typical peers when appropriate.
Autism Spectrum Disorders Program
This program is designed for students diagnosed with Autism Spectrum Disorder (ASD). Students in ASD classrooms receive evidence-based programming that emphasizes safety, independence, social, functional, and academic skills. Students are provided with intensive empirically based instruction delivered throughout the day in various settings (one on one, one on two and small groups).
ASD classes provide intensive systematic use of applied behavioral teaching techniques and educational programming. The classrooms are comprised of a lead teacher and at least two assistants with a maximum of five students per classroom.
Related service providers consult with classroom staff and provide direct services to the students. All staff are trained in evidence-based practices that are designed to address the uneven patterns of development and deficit areas seen in students on the autism spectrum: social interaction, verbal and nonverbal communication, repetitive behaviors or interests, distractibility, difficulty organizing information, difficulty generalizing and maintaining what they learn, and sensory integration dysfunction.
All students are involved with typically-developing peers during lunch and recess, as well as in all school-based activities, field trips, assemblies etc. Students are integrated with typically-developing peers in general education classroom during academic and social activities as appropriate. Reverse inclusion, where typical peers come to the ASD classroom to interact and model behavior for the students, is also facilitated in this program and may occur 2-3 times per week. Students that are fully integrated with typical peers are supported by an ASD Inclusion Team. The IEP team provides ongoing assessment and identification of students who are ready for full inclusion.
Basic Skills Program (Developmental Delay)
The Basic Skills substantially separate program is designed to address the needs of students with mild to moderate cognitive and developmental delay across different domains (language, fine motor, gross motor, and intellectual delays). These classrooms are staffed with a certified special education teacher and a paraprofessional, serving no more than 12 students per classroom.
Students are taught using a modified curriculum that is aligned with the Massachusetts Curriculum Frameworks. Teachers utilize a multi-sensory approach to instruction and provide a positive approach to behavior management that focuses on rewarding appropriate behavior and functional social skills. Related service providers consult with classroom staff and provide direct services to the students.
All students are involved with typical peers during lunch and recess, as well as in all school based activities, field trips, assemblies etc. Students are integrated with typical developing peers in general education classrooms during academic and social activities as appropriate. Integration is carefully planned and monitored by the IEP team members.
Functional Academics Program (Moderate to Severe Intellectual Impairment)
The Functional Academics Program is a substantially separate classroom for 5th-8th grade students with moderate to severe Intellectual Impairment. The curriculum is aligned with the Massachusetts Curriculum Frameworks and taught at the student’s individual skill level.
Teachers utilize a multi-sensory approach to instruction and provide a positive approach to behavior management that focuses on rewarding appropriate behavior and functional social skills. Related service providers consult and provide direct services to the students. All students are involved with typical peers during lunch and recess, as well as in all school-based activities, field trips, assemblies etc.
Structured Academic Program (Emotionally Fragile)
The Structured Academic Program is designed to address the needs of students with emotional disabilities. These students are not able to effectively access the curriculum due to lack of appropriate behavioral skills. Students may have individual behavior intervention plans or group behavior plans. Classroom teachers and paraprofessionals work very closely with the behavioral specialists to develop, modify and review behavior plans. Different behavior interventions are used to address students’ needs using a multi-sensory approach, among others.
