Students with significant cognitive disabilities are educated in a variety of settings depending on their individual needs as outlined in the student’s IEP. Students with fewer needs may be successful in some general education classes with support from an ESE teacher. Some students are successful in a varying exceptionality (VE) resource setting where they receive special education alongside peers diagnosed with other disabling conditions. Other students require a full time VE setting that provides a full day of special education services for students with an emphasis on developing functional and academic skills in an environment with small student to staff ratios. Services are provided in a variety of settings including general education and special education classrooms, community environments, and job training sites.
All performance and transition areas are addressed based on student needs as outlined in the student’s Individualized Education Plan (IEP). Adaptations to the general education curriculum are made and a modified curriculum based on the Access Points is provided to students as needed.
Service Delivery Model:
An IEP is written and the least restrictive environment appropriate for that student is implemented.
Each classroom receives staffing consisting of one certified special education teacher and one or two support staff. Related services such as speech-language therapy, occupational therapy, physical therapy, specially designed or adaptive physical education and additional supports including educational paraprofessionals and/or nursing services are provided based on student needs as documented on the IEP.
For students to qualify for placement in a program that serves students with significant cognitive disabilities, they must have a current IEP that indicates that they meet criteria for the disability designation of Intellectual Disabilities based on Rule 6A-6.03011.