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San Dieguito Union High School District

Engaged, Inspired, Prepared
快速链接 & 资源
董事会会议
董事会会议
董事会的政策
董事会的政策
招生
招生
员工开始
员工开始
远程学习
办公室的位置
目录
目录

Continuum of Supports and Services

相关服务

相关服务由IEP规定的合格专家/服务提供者提供给学生.  A service provider may work with a student individually, in groups, and/or through consult.  服务提供者是一个IEP团队成员,为学生的目标领域提供支持,具体到他们的专业领域. The following are areas provided by SDUHSD:

·         Adaptive 体育课 (APE)

·         Assistive 技术 (AT)

·         Audiological Services (AS)

·         Counseling and Guidance (CG)

·         Deaf/Hard of Hearing (DHH)

·卫生服务

·         Occupational Therapy (OT)

·         Orientation and Mobility (O/M)

·         Physical Therapy (PT)

·         Speech and Language Therapy (S/L)

·         运输 Services

·         视觉 Impairment Services (VI)

·         和易性

 

Targeted Academic Instruction - TAI ELA, TAI 数学 or TAI Executive Funtioning

Targeted Academic Instruction (for ELA, 数学, 或执行功能)是由高素质的教育专家在小组环境中教授的课程,他在特殊教育环境中提供教学和课程,提供高度适应的支持和教学节奏的灵活性. 学生将受到挑战,并有机会在他们的学术技能(在ELA, 数学 or Executive Funtioning). 在这门课上, 学生将获得与相应学术需求和加州州立标准相关的IEP目标的有针对性的支持. 学生将有机会在通识教育课程中将这些以IEP目标为重点的技能应用于他们的相关工作, with support from an education specialist.

 

注册TAI课程的目的是支持特定学科领域的有针对性的学术目标.g. 数学或语言艺术). 参加TAI执行功能课程的学生将受到挑战,并有机会在执行功能特定的IEP目标中成长, which includes (但不限于): attention, 情绪调节, 灵活性, 抑制控制, 初始化, 组织, 规划, 自我监控, and strategies to support self advocacy and working memory.

 

学习学院

学习学院 支持 are available at all school sites (with the exception of Sunset and C.O.A.S.T. 学院). The 学习学院 provides students who require it, 获得“家庭”环境,以及在上学期间必要的时间/地点增加成人支持. IEP团队可能会考虑为受益于通识教育课程和指导的特殊教育学生提供这些支持, 但需要专门的支持,以便进入这些环境,并从他们的教育中受益. The specialized 支持 are tailored to address substantial needs in skill areas including, 但不限于, 行为, 语用学, 执行能力, self-regulation and transition.

 

海边的准备. 程序

Mission Statement: Empowering students to grow emotionally, 社会, 行为, and academically by providing a safe, 结构化, 支持性的环境,积极地教授生活技能,从而提高适应能力, 自我价值, 独立, and school and life success.

 

海边的准备 is a highly-supported 程序 located at both SDA and PTMS, 对于那些从通识教育课程和指导中受益,但需要强化治疗和/或行为支持才能从教育中受益的特殊教育学生,IEP团队可能会考虑这种方法. The specialized 支持 are tailored to address significant social-emotional, mental 健康 and 行为al needs while supporting academic and transition skills. 海边预科课程的学生可以通过基础水平的小组或个人直接指导,以及大学预科水平的独立在线课程,在他们高度支持的治疗环境中接受课程. Embedded 程序 支持 include: 结构化 routines, positive reinforcement systems, social-emotional learning activities, 行为 intervention and therapeutic mental 健康 services. 海边的准备 students will mainstream into the general education setting to the maximum extent possible and appropriate; individualization is determined based on each student’s needs. Placement in the 海边的准备 程序 is an IEP team decision.
 
修改程序
修改 项目 are highly-supportive settings (available at LCC, tph energy, OCMS和CVMS)可以由IEP团队考虑,适用于有中度到重度教育需求的特殊教育学生,他们需要在特殊教育(基础和/或基于功能技能的课程)和普通教育设置的混合中提供个性化和修改的课程. 经过修改的课程设置的学生将在最大程度上进入通识教育设置的主流. 这些学生需要一个专门的小组环境或个性化的支持,以便从他们的教育计划中受益. Specialized 支持 are tailored to address substantial needs in the skill areas including, 但不限于, foundational and/or functional academics, 行为, 语用学, 健康, 社区连接, 职业/职业, 社会/人际关系, 娱乐/休闲, and 独立生活; individualization is determined based on each student’s needs. Student placement in these 项目 are an IEP team decision.
 

基本的学者

Content area 课程 (available at LCC, tph energy, OCMS and CVMS) taught in a highly-supported, 由教育专家提供修改后的课程和教学,以满足学生的需求. 成人与学生的比例很小,以便在小组中进行个性化教学. The curriculum delivered is standards based, but modified in order to meet individual student needs; they do not meet diploma credit requirements. Student placement in these 课程 are an IEP team decision.
 
功能的学者
Content area 课程 (available at LCC, tph energy, OCMS and CVMS) taught in a highly-supported, 由教育专家提供修改后的课程和教学,以满足学生的需求. 这些班级的人员配备增加,促进了非常小的成人与学生比例,以高度个性化和以1:1或非常小的小组授课. 所提供的课程以标准为基础,但高度修改,重点是功能技能,主要由每个学生的个人IEP目标驱动. These 课程 do not meet diploma credit requirements. Student placement in these 课程 are an IEP team decision.
 
访问课程
“访问” 课程 是为那些需要修改课程才能参加通识教育课堂的学生准备的吗. 这个经过修改的通识教育课程允许学生进入通识教育教室,以促进包容性, make progress on individual IEP and/or transition goals, and develop everyday skills that are valuable for their future (social skills, managing large group settings, working in cooperative groups, 积极的同伴建模, 等). These are essential skills needed to increase 独立. 任何“入门”课程的目的都是为需要修改课程的学生提供包容性的机会,使他们能够与典型的同龄人一起进入通识教育环境和课程.

 

C.O.A.S.T. Academy is a highly-supportive 程序 located at the Requeza Educational Center, IEP团队可能会考虑为处于过渡年龄(大约18-22岁)的残疾学生(没有获得高中文凭,但参加了四年高中教育)提供哪些服务. 这些学生继续受益于高度个性化和修改的专业课程,混合了特殊教育和以社区为基础的设置. The specialized curriculum focuses on student needs in the skill areas including, 但不限于, 独立生活, 职业/职业, 娱乐/休闲, and social and interpersonal and 社区连接; individualization is determined based on each student's needs.