Instructional Services


A number of classroom and instructional setting options are available to ensure that students are receiving services in the least restrictive environment. These options include: inclusion, content mastery, resource, and self-contained classrooms.

Inclusion Support

Inclusion is the educational practice of educating children with disabilities in classrooms with children without disabilities.  Students receiving inclusion support receive instruction in the general education classroom with accommodations and supports. 

Content Mastery Labs

The content mastery program is designed to assist students who qualify for special education in achieving their maximum potential in a general education course.  Students receive instruction in the general education classroom and then may go to the content mastery lab to complete independent student work. The content mastery lab follows a problem solving model, constantly analyzing student performance in mainstream, and addressing student need with different instructional strategies.

Resource Classrooms

Resource rooms are classrooms where students receive specialized instruction in an individualized or small group setting.  Students are “pulled out” of the general education classroom for a portion of their class time.  A child receiving this type of support would receive some instruction from special education staff and some instruction in the general education classroom with accommodations and/or modifications.

Self-contained Classrooms

Self-contained classrooms are classrooms specifically designed for children with disabilities.  These classrooms are usually recommended for children with more severe disabilities who may have more difficulty participating in general education programs.

Least Restrictive Environment (LRE)

The provision of Least Restrictive Environment is a requirement under the Individuals with Disabilities Education Act (IDEA) ensuring that students identified for special education services are educated with their non-disabled peers to the greatest extent that they may make education progress. 

Other instructional services include, but are not limited to:

Speech Language Pathology Services

Certified Speech Language Pathologists provide services to students who have been identified through the evaluation process as having a disability in speech and/or language. Services are provided in both general and special education settings.  The Speech/Language Pathologist employs individual and group speech therapy models, as well as communication labs, to assist students with speech and language disorders. 

Visual Impairment Service For Students (VI)

Itinerant VI Certified Teachers provide consultative and/or direct services for students with visual impairments. These teachers travel to the students’ assigned schools or educational settings to provide consultative services and/or direct instruction. Programming adaptations and modifications are made available in the students’ learning environment. Specific skills training, unique to the visual impairment, is assured, (e.g. Braille, large print, low vision aides, tactile and recorded materials, assistive technology, and daily living skills.)

Evaluation information and recommendations from the Orientation and Mobility Specialist may be included in the IEP. Training in orientation and mobility may be provided if approved by the ARD/IEP committee. An Orientation and Mobility specialist is a human services professional who specializes in helping the visually impaired acclimate to their physical environment. Training in O&M may be provided if a student qualifies for VI eligibility and is approved by the ARD/IEP committee.


Extended School Year (ESY)

ESY is provided during the summer for students with disabilities when the need is determined through the ARD/IEP committee. Students who may need educational programming beyond the regular school year are those who demonstrate a pattern of significant regression combined with excessive time for recoupment when an extended break in service occurs.

It is the responsibility of the IEP committee on an annual basis to review data gathered and determine services needed during ESY.

Homebound Services (HB)

Homebound services provide instruction to eligible students who are at home or in a hospital setting. Students served through homebound have a medical condition or extended illness that prevents attendance in school for at least four weeks, as documented by a physician licensed to practice in the U.S. Instruction may also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year, as documented by a licensed physician. These services are determined by an ARD/IEP Committee decision. When services are provided in a private setting, such as a home, there must be an adult other than the student and the teacher present in the home.

Vocational Services (VAC)

Vocational training is provided to students in a variety of classes and settings. Classes provided are:

Occupational Skills Development: This class provides opportunities to experience free enterprise by operating on-campus businesses (e.g. school store, die cutting, copy services, etc.).

Vocational Adjustment Class (VAC):
Supported Employment: Students participate in paid employment with the support of a job coach.

Work Program: Students earn high school credit while participating in full or part-time employment with work progress monitored by the VAC teacher and employer.

Vocational Adjustment Class: Vocational classes allow students to earn high school credit while participating in full or part-time employment; progress is monitored by the VAC teacher and includes classroom instruction that supports students enrolled in the program.

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