• Service Delivery Options for Special Needs Students


     
    An overview of service delivery models available to San Juan schools and their students
    Special Education Core Curriculum Delivery Systems and models offer a spectrum of choices for your students.

     
    Service Delivery Models

    The models described here are not the only configurations possible, nor are they exclusive. Many sites are using more than one model to meet their needs.

    Fully Integrated Model

    All students with special needs receive instruction in the regular program. They receive special education support through collaboration between the classroom teachers and the service providers, which can include team-teaching or the support of an instructional assistant. Using adapted curriculum materials and diverse teaching strategies, the resulting instructional program supports all of the students in the class. This model can be applied to single classes, grade levels, or entire schools.

    Learning Center/Tutorial Model

    All students receive instruction in the core curriculum, as in the fully integrated model, with tutoring and study skills practice in a learning center or a special education classroom staffed by special education teachers, support staff and instructional assistants. As in the fully integrated model, this plan is supported by collaboration between general education and special education teachers and allows for intensive help for all students at risk of failure.

    Partial Integration Model

    Students receive most instruction in the special education class with integration into general education classes as appropriate to each individual student. This is a variable model dependent upon the needs of the students enrolled in a particular class or program, and the nature of the general education programs on the campus. While collaboration, and even team-teaching, can be features of this model, they tend to be less extensive than in the tull-integration models described above.

    Self-Contained Classes

    Severely impaired students receive all instruction in the special education class and usually earn a Document of Completion at the end of their high school education. Mainstreaming for electives and extracurricular activities, or even additional classes, for purposes of socialization, may be features of this program.

    Center School

    Students receive instruction at Laurel Ruff, Ralph Richardson or La Vista Centers and are mainstreamed into nearby school/programs whenever possible.

    State Special Schools and Non-Public Schools

    In exceptional cases a student may be enrolled outside the San Juan District, to receive services of such a nature that they cannot be offered within the district.

    A variety of service delivery models enable a school to tailor its programs to its unique student population. Visitors are welcome to observe programs using different service delivery models. For more information about program planning, or to make arrangements to visit a model in action, contact your program specialist at the Special Education Field office at (916) 971-7525.

    Service Delivery Providers

    There is a wealth of expertise available to San Juan's schools. The special education department offers the services of the following specialists to all school sites, even those without specific programs, through the districts's Mentor program. Your program specialist can give you additional information.

    Resource Specialist

    The RSP teacher is assigned to one or more schools, and serves students whose learning needs can be met in the regular program, with modification and support. RSP teachers collaborate/team-teach in regular education classes, direct learning centers and teach special education classes. They also serve on Student Study Teams, and provide curricular and instructional support to the staff.

    Special Day Class Teachers

    SDC teachers offer instruction primarily in a self-contained classroom with a small class of students. They teach in all curriculum areas, with modifications appropriate to their students. They also collaborate/team-teach with regular program teachers when their students are mainstreamed. The nature of their training and experience makes them a valuable resource for teachers adapting instructional strategies for at-risk students in the regular program.

    Designated Instructional Services

    These professionals meet with students in groups or individually to provide specialized services. They usually serve several school, operating "pull-out" programs. Lack of space makes it impossible to identify all of them. However, there are two who are responsible for large numbers of students, and are a regular presence at most school sites:

    Speech and Language Specialist

    This therapist works with students whose language/speech development interferes with educational progress. A therapist may work with students alone or in small groups, and may work directly with teachers, in classroom settings, collaborating and providing instruction to larger groups of students.

    Adapted Physical Education Teacher

    This physical education teacher has expertise in the health and movement needs of students with disabilities. The APE teachers develop therapeutic activity plans for gross and fine motor skills development. Thay are available for direct instruction and for collaboration with regular physical education teachers and other service providers.

    A Team Approach to Service Delivery

    Just as the Special Education staff members work together for the benefit of individuals with special needs, they are available to join a school planning team to extend and improve the educatonal programs on campus. We welcome the opportunity to participate!
Last Modified on August 13, 2014