Course Catalog

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) is a Federal law which mandates a free and appropriate public education for students with disabilities.  Maine Special Education Regulations define a student with a disability as having one or more of the following diagnoses:  autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech and language impairment, traumatic brain injury, visual impairment including blindness.

Students with a disability are identified through a referral system and an Individual Education Program (IEP) process. Referrals may be made by  parents or teachers who have reason to believe that the student may have a disability which requires special education services.  Students may also refer themselves.  Parents are notified when a referral has been made, and parental consent is required before any special education evaluation or service is provided. 

Deering High School provides a continuum of special education placements in order to meet the needs of students with disabilities.  Supportive services such as physical therapy and occupational therapy are available whenever such services are required to assist a student with a disability to benefit from special education services.  Academic success, emotional growth, and life skills are the focus of the high school special education program, with the goal being a smooth transition from high school to the adult world. 

Any questions regarding special education can be directed to your child’s special education case manager, the school principal, or to the Director of Student Support Services.

 

STUDENT SUPPORT SERVICE CONTINUUM:

Case Management:
A case manager is a licensed teacher or related service provider who is a member of the IEP team and is responsible for coordinating instruction and related services for the student. The case manager will coordinate the delivery of special education services and will be the primary contact for the parent.

Academic Support:
Academic support is designed to help students succeed in their required academic courses by providing additional instructional time and subject-specific learning strategies for students who need the extra assistance. Academic support may also provide opportunities for students to work on homework and supplemental assignments to practice their academic skills. An academic support class is considered a companion course to a required academic course.

Behavioral Support:
Behavioral supports are provided for those students with a behavior plan or behavior goals and are outlined on their Individualized Education Plan. 

Consultation:
Consultation support is a means by which a special education teacher consults with a teacher of a student with an IEP about the abilities of the student, appropriate classroom materials, and strategies for working.

Instruction with Accommodations:
Instruction with accommodations are changes in assessment and/or instruction which do not fundamentally alter or lower a standard or performance indicator.  Students with Individualized Education Plans may benefit from accommodations tailored to their individual needs.

Modified Instruction:
Modified instruction is instruction that fundamentally alters the standard of a course, measurement topic, or test.  Modified instruction for individual learners is based on evidence that the student has been provided appropriately accommodated instruction and their progress and past achievement demonstrates the need for modified course requirements.  The team of educators responsible for the student’s Individualized Education Plan would determine the extent and breadth of modifications to a standard, specifying additional supports, reduction in quantity and/or complexity of learning targets, and extended timelines for completion.  

Practical Level Instruction (specially designed instruction in a special education setting):
Students with IEPs who are 3 or more grade levels behind in content areas receive small group direct instruction by a special educator in a special education setting.  Curriculum uses modified standards and learning targets from earlier grades, moving students toward grade level standards and targets when possible and appropriate. 

Functional Academics (specially designed instruction in a special education setting):
For students with moderate special needs who require functional academic curriculum that focuses on skills in math, reading, writing, science, and social studies needed to access the community around them.

Functional Life Skills (District Program):
The Functional Life Skills program teaches functional skills and activities for students ranging from ages 14-20 with severe and profound special needs.  To be functional, skills and/or activities must be appropriate for the learner’s chronological age, be taught and used at the appropriate time and place, and contribute to present and future independence of the learner.  Instruction is provided in school and non-school settings (such as neighborhood parks, stores, and the student’s own home), in order to teach the skills a person needs to be independent in those settings.  Areas of programming include vocational, community, domestic, leisure, educational, activities of daily living, communication, and social skills.  As students approach graduation, links are made with community based adult services to insure continuing support after high school. 

**Students with severe behavioral and significant safety needs requiring 2:1 or more Teacher/Student support are not appropriate for this program.  Currently, there are medically fragile students in the program who can be adversely impacted by the level and severity of students with behavioral and safety concerns.

 

RELATED SERVICES Per IEP (Individualized Education Plan):

Speech and Language Services
The speech therapist evaluates and provides therapy services to students with speech and language needs.  Students receive help for problems with articulation, receptive and expressive language, social language skills, fluency, hearing impairment, and augmentative communications.  Speech services, goals and objectives are outlined in the student’s IEP.

Occupational Therapy Services
Occupational therapists administer and interpret the tests and observations used to evaluate fine and gross motor control, sensory-motor integration levels, perceptual motor performance, neurodevelopmental status, and skills of daily living.  Evaluation data are used to identify and remediate specific physical, behavioral, and developmental needs that adversely impact an identified student’s ability to make adequate progress in school.  Occupational therapy services, goals and objectives are outlined in the student’s IEP and are integrated into educational and daily living activities whenever possible.

Physical Therapy Services
The physical therapist provides evaluation, consultation, and direct services to students who have physical handicaps, which interfere with functioning in the educational setting.  Areas of student need may include dependence in mobility, need for alternate or adapted positioning, or need for adaptive or prosthetic equipment. Physical therapy services, goals and objectives are outlined in the student’s IEP.

Social Work Services
Social workers provide a connection between school and home, network with community support services and consult with staff to clarify students’ needs. Social workers provide individual and small group counseling in addition to providing risk and substance abuse assessments. Social Workers also provide prevention efforts in the areas of suicide prevention, substance use and mental health issues. The Social Workers are very knowledgeable about community resources and crisis services in the community.

Psychological Services
District psychologists administer diagnostic evaluations, serve as behavior management consultants and lead social skills training groups.

 

Transition Planning per IEP (Individualized Education Plan)
Every student with an IEP  has a transition plan beginning at age 14.  This student centered plan identifies post high school goals and establishes yearly activities leading toward those goals.  Links are made with community support services, vocational planning resources, independent living resources and post high school educational opportunities.  This plan is the cornerstone of each IEP meeting and a focused reminder to students that there is a meaningful link between accomplishment in school and achieving life goals after high school.