Special Education Services

Special Education Services

Related Services (DIS)

Related Services are supportive services the student requires in order to benefit from his special education program. California calls such services Designated Instruction and Services (DIS). Examples of such DIS services include, but are not limited to, language and speech development and remediation, audiological services, orientation and mobility instruction, and adapted physical education.

Specialized Academic Instruction (SAI)

Education Specialists provide direct and/or indirect IEP driven special education instructional services to students who spend as much of their day as possible within the general education classroom. Instruction is provided by the special education teacher and/or the instructional aide as a pull out service in a separate class room or as a push in service within the general education classroom in collaboration with the regular education teacher.  Students complete work towards specific goals and objectives developed according to needs identified by specialist evaluations.

 Student Study Team (SST)

The SST is a group formed within the school to further examine a student’s academic, behavioral and social-emotional progress. The SST team can propose interventions for the student. The team usually consists of a teacher, administrator, and support personnel from the school. Sometimes a special education teacher will also participate to give his or her perspective. The student and parent are also a part of the team.

The SST meeting provides everyone with an opportunity to share concerns and develop a plan. Either a staff member or parent can make a referral. The interventions agreed upon will vary depending on the child's educational needs.

If you suspect your student has a disability, contact your school’s principal or counselor with your concerns. The referral to SST can be initiated by a parent, student, guardian, physician, teacher, or other appropriate individual.  At the SST, the team will help determine what the next step will be.  Sometimes, extra supports or interventions are the recommendation.  If extra supports or interventions are offered, the student’s progress will be monitored to see if there are improvements in the areas of concern.  Other times, students will be referred for an evaluation for Section 504 Accommodations, an Individual Health Service Plan, or Special Education eligibility.

The Student Study Team (SST) usually consists of a school administrator, counselor, School Psychologist, Special Education representative,  and general education teachers.

Least Restrictive Environment

Children with disabilities, to the greatest degree appropriate, are educated with children who are not disabled. This includes children attending their neighborhood school whenever possible. The following services describe a range of options in the continuum of services for students with disabilities here in the Burton Elementary School District.

Support within the general education program:

Accommodations - Changes in course content, teaching strategies, test presentation, location, timing, scheduling, student responses, or environmental structuring that do not substantially change the standard or expectation for student performance.

Modifications - Changes in course content, teaching strategies, standards, test presentation, location, timing, scheduling, expectations, student responses, or environmental structuring that do substantially change the standards or level of expectation for student performance.

 Inclusion - The provision of special education support within the general education classroom for students with moderate to severe disabilities who are included and educated in the general education classroom 100% of the school day.

Support outside the general education program:

Special Education Pullout - Special education services connected to content curriculum outside of the general education classroom for various periods of time depending on the needs of the child.

Learning Center - The provision of special education services through the use of a learning center, which is a location where specialized and targeted services are provided for specific students. (Woodlake Unified does not currently have a learning Center)

Special Day Program - Special education services provided in a separate classroom environment for the majority of the school day.  (Woodlake Unified offers only one Special Day class for grades 6-8). 

Settings          

Each student may require a different combination of services and settings, and when appropriate, a student's curriculum can be modified. The goal is to build programs around a student's needs rather than trying to fit the student into the programs. The following is a list of options from the least restrictive to the most restrictive environment:

  • General education classes: Whenever appropriate, students with disabilities will be educated in the general education classes. In addition, whenever possible, they will attend the school they would ordinarily attend if they were not in special education. 

  • General education classes with collaborative consultation: In order for students with disabilities to be appropriately educated in general education classes it may be necessary for their teacher to consult with special education personnel to receive guidance and support.

  • General education classes with designated instruction and services: Designated instruction and services assist students with disabilities to benefit from their general education program. Some examples of designated instructional services are language and speech services, adapted physical education, counseling and physical and occupational therapy.

  • General education classes and resource specialist program: A resource specialist program provides instruction and services to students with disabilities assigned to the general education classroom for the majority of the school day. The goal of the resource specialist program is to enable students with disabilities to succeed in the general education environment. The program provides assistance in a variety of ways depending on the needs of a particular student.

  • General education and special day class:
    Depending on their needs, students with disabilities may be educated in general education classes for part of the school day and special day classes for the other part of the school day.

  • Special day classes: Special day classes serve students who, because of their disabilities, cannot participate in general education classes for a majority of the school day. These classes are provided on general education sites. As appropriate, students enrolled in special day classes interact with their general education peers through academic, non-academic and extracurricular activities. 

  • Special schools/centers: Students are enrolled in special schools/centers when it determined that the nature and severity of their disabilities require more intensive educational instruction. As appropriate, students enrolled in special schools interact with their general education peers through academic, non-academic and extracurricular activities. 

  • Non-public schools: When no appropriate public education program is available, a student with disabilities may be placed in a non-public school under contract with the District.

  • Home or hospital: Students with a verified medical or emotional condition that prevents them from attending school may receive services on a temporary basis in the home or a hospital.

  • State residential schools: State residential schools provide comprehensive assessment and services for students with visual and/or hearing disabilities.