Students being served through the Resource Program usually need help with academics and/or speech/language support. Some students may be pulled from their classroom to deliver specialized content, while others remain in classroom while a special education teacher and general education teacher collaborate to meet the student’s needs.
Affective Needs (AN) Program
The Affective Needs program serves students who need intensive, individualized academic and social-emotional supports for students experiencing significant social, emotional, and/or behavioral difficulties.
Significant Support Needs Programs
Significant Support Needs (SSN) programs serve students who have cognitive, developmental, physical or orthopedic disabilities, including Traumatic Brain Injuries.
Related services are determined by evaluation data and information gathered by the IEP. These services are provided to help students access the general curriculum. Individual service providers serve a variety of schools within Academy District 20. Related services may include the following:
Students can receive speech services for articulation, voice, fluency and/or language development. This can be provided in a variety of settings including direct services, in-class support or through a pull-out (removal from class) delivery model.
Statewide Augmentative Alternative Assessment Communication (SWAAAC)
Students can receive alternative technologies to communicate and learn in the classroom as determined through the SWAAAC evaluation and the IEP committee. Technologies may include computer software or communication devices.
If students are identified with a vision loss, they may be able to receive services to support their learning in the classroom. These can be provided in a variety of settings including some direct services or through in-class support and may include Braille instruction, modified materials or technologies.
Occupational Therapy or Physical Therapy (OT/PT)
Students with significant fine and/or gross motor deficits may qualify for support to enable them to benefit from their educational environment. These may be provided in a variety of settings including some direct services or through in-class support. Students may receive writing or cutting devices, standers and/or various other fine or gross motor equipment to enable them to access instruction.
Deaf and Hard of Hearing Itinerant Services (DHH)
These related services can be provided for students who do not require center-based levels of support. Services can be provided in a variety of settings including in-class support, direct services or through a pull-out (removal from class) model.
The district creates collaborative partnerships with families and professionals to address the widely varying needs of children and youth with autism spectrum disorders. Our Autism Assessment and Training Team acts as an internal consultant to departments, schools and individuals within the district to provide support in assessment and program planning.