SPECIAL EDUCATION
SERVICES & SPECIFIC INSTRUCTION IN SPECIAL EDUCATION
Through collaborate planning, consultation, accommodation, specific instruction and inclusive learning experiences, the Martha's Vineyard Regional High School (MVRHS) provides a continuum of educational services and access to specialized and individualized services for children with disabilities. Specific courses in core curriculum areas are listed with those curriculum areas.
Students who elect courses from the Special Education Department Are:
Competent learners whose academic goals are to:
Responsible individuals whose civic goals are to:
Complex thinkers whose social goals are to:
RESOURCE SKILLS
5 Credits Full Year Unweighted
Prerequisite: Recommendation of the Special Education Team and parental approval as indicated in the Individual Educational Plan.
The student and their Support Service Team, with parental agreement, determine the focus of the student's time in the resource room class based on their individual vision for her/him. Specific services provided may include the teaching of self-advocacy, learning, study, test-taking, self-determination, and/or organizational strategies. All of these strategies are taught so students may apply them in all of their general education classes to become more successful and independent in their learning, and to achieve annual goals set forth in their IEP. Skills of self-advocacy are also taught to students to assist in their successful independence.
READING RESOURCE SKILLS
5 Credits Full Year Unweighted
Prerequisite: Recommendation of the Special Education Team and parental approval as indicated in the Individual Educational Plan, when a student has shown deficits in decoding, spelling, and/or fluency despite average cognitive ability.
Reading skill improvement is the focus for this resource class, with the consideration of the individual student’s particular educational needs. Services may include instruction in word comprehension, word attack skills, reading and oral comprehension, and spelling strategies. Students will participate in The Wilson Reading System for a portion of class time, and then practice what they have learned for the remaining class time.
ACTIVITIES OF DAILY LIVING
5 Credits Full Year Unweighted
Prerequisite: Recommendation of the Special Education Team and parental approval as indicated in the Individual Educational Plan.
Individualized instruction is provided to students in basic academic skills, pre-vocational, vocational, leisure and recreational opportunities. Activities will center on students’ preparation into the world of work, responsibilities of family life and decision making related to independent living. Self-awareness, achievement, development of values, respect and appreciation of differences among people provide a focus on this course.
PRACTICAL LIFE SKILLS
5 Credits Full Year Unweighted
Prerequisite: Recommendation of the Special Education Team and parental approval as indicated in the Individual Educational Plan.
Individualized instruction is provided in basic academic skills, pre-vocational, vocational, leisure and recreational opportunities. Activities will center on students’ personal hygiene, functional communication skills expressive and receptive (verbal and/or nonverbal) basic skill training in practical math skills, proper dining skills, functional mobility, social skill development and social integration.
CTE DEVELOPMENT SKILLS/COMMUNITY SKILLS
Credits – Varied to number of blocks per 10-day cycle Unweighted
Prerequisite: Recommendation of the Special Education Team and parental approval as indicated in the Individual Educational Plan.
CTE Development Skills provides student with pre-CTE and CTE training which emphasizes the development of the employment skills needed to prepare for community employment sampling, employment support, and employment.
SPEECH, COMMUNICATION, LANGUAGE & HEARING IMPAIRED SERVICES
Credit Assigned Full Year Unweighted
Prerequisite: Recommendation of the Special Education Team and parental approval as indicated in the Individual Educational Plan.
Individual Speech and Language Services include individualized educational program for students who have communication impairment. Offerings include the teaching of American Sign Language, speech therapy and basic communication skills.
504 ACCOMMODATION AND INCLUSION SERVICES
Prerequisite: Recommendation of the Child Study Team and parental approval as
indicated on the Individual Accommodation 504 Plan.
Inclusion Services accommodations may be provided in mainstream classes and will be provided through an Individualized Accommodation Plan as determined and developed by the Child Study Team. Section 504 of the Rehabilitation Act of 1973 “No otherwise qualified individual with a disability…shall solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” 29 U.S.C. § 794(a).
A person is considered to be a “disabled person” under Section 504 when he/she “has a physical or mental impairment which substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such an impairment.” 29 U.S.C. § 706(8) (B).
The benefits of least restrictive placement and collaborative efforts form the rationale for inclusion program development. Collaboration, supported access, and innovative utilization of resources provide the basis for an accommodation plan intended to protect a student’s civil rights.