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Special Education Programs

A full continuum of special education programs is provided by South River Public Schools to meet the needs of students that are classified as eligible for special education and related services. We are committed to ensuring program decisions are informed by data. Additionally, understanding the research related to placing students in more restrictive programs, we ensure that all students are placed in the least restrictive environment. The programs below represent some of the district’s program options:

In-class Resource (ICR) Program
The In-Class Resource Program is designed to provide support services to classified students in the general education setting. Two teachers, a certified special education teacher, and a content area general education teacher work collaboratively to instruct and assist students within the classroom environment. All students are expected to meet general education curricular requirements with individualized instructional strategies and modifications as set forth in the students’ IEPs.

Pull-out Resource - (POR) Program
The Pull-Out Resource Program is offered to students who experience difficulty with the rigor, pace and/or structure of general education academic subjects. Small group instruction is provided by a special education teacher who modify the general curriculum to meet the individual needs of students. Efforts are made to transition students into general education classes by teaching compensatory skills and strategies.

Learning and Language Disability (LLD) Program 
The LLD Program is a self-contained program designed to provide greater academic and social support in the core academic subjects using a modified curriculum guide. The curriculum is presented to students through specialized instructional strategies with an emphasis on language-based instruction. LLD classes are staffed by certified Special Education Teachers.

Multiple Disabilities (MD) Program
An MD Classroom is a self-contained program for students who learn their schoolwork in different ways. Learning occurs by teaching the students modified grade level curriculum according to what they know so far. This enables the teacher to introduce what the students are expected to learn next. Each student has their own Individual Education Plan which informs all concerned about strengths and weaknesses. This program focuses on both academic and functional-based programming for students to assist them in developing independence in the educational setting. MD classes are staffed by certified Special Education Teachers.

Autism (AUT) Program 
The Autism Spectrum Program prepares students to progress in their achievement and skills according to their individual needs in the areas of language pragmatics and communication, social interaction, academic coursework, functional life skills, and vocational skills. Academic course work is individualized for each student within the program. Utilizing a behavioral approach, the program tracks skill development through data collection.   AUT classes are staffed by certified Special Education Teachers.

Life Skills Programs
The Life Skills Program is designed for students with significant needs beyond High School.  There is also a strong focus on Community Based Instruction, job readiness, life skills and teaching independence. Life Skills classes are staffed by certified Special Education Teachers.

Preschool Disabilities Program  
The Preschool Disabilities Program is a full-day program that incorporates Tools of the Mind Curriculum and Applied Behavior Analysis (ABA) for students that are eligible for Special Education and Related Services. Preschool Disabilities classes are staffed by certified Special Education Teachers.

Integrated Preschool Program 
The Integrated Preschool Program is a program for three and four year olds that follows the Tools of the Mind Curriculum.  It is designed to bring preschoolers, with and without special needs, together in an integrated school setting for students that are eligible for Special Education and Related Services. 

Extended School Year (ESY)
Extended School Year (ESY) program provides individualized special education and related services beyond the normal school year, in accordance with student’s IEP. ESY services are provided if students are likely to experience significant regression in their skills during the summer break, and/or who will have a difficult time recouping lost skills after the break in September. The ESY program provides the same level of academic and therapeutic support that students receive during the regular school year. Students with moderate to severe disabilities and developmental/learning delays and students requiring additional enhanced independence skills before aging out of school typically benefit from ESY program services.

Eligibility for Special Education Programs
To determine if a student is eligible for special education services and programs, identified students must be evaluated by one of the district’s Child Study Teams.  Before any testing may begin, the parents must meet with the Child Study Team to determine the educational needs of the student and provide consent.  Initial Child Study Team evaluations may include a social history, an educational learning evaluation, and a psychological evaluation.  Other evaluations (neurological, psychiatric, speech, physical therapy, etc.) may also be appropriate.  After the evaluations are complete the results are shared with the parents.  Parents must then agree to permit their child to be classified as eligible for special education and/or related services.  A special education program may not commence for any child without initial parental consent for placement in a special education program.

Individual Education Programs (IEP’s) are formulated if a child is determined to be eligible for special education and/or related services.  A Child Study Team case manager is assigned to each special education student and monitors the student’s progress and the effectiveness of the Individual Education Program.  The IEP team, consisting of the parent, the student (if appropriate), general education teacher, special education teacher, and the Child Study Team case manager, at a minimum, meet for the annual review/revision of the educational program.  Students are required to be educated in the least restrictive environment to meet their educational needs.