Speech therapy services can be provided in a general education setting or a pull-out setting. Generally, if the student is able to have his/her IEP goals met in the general education setting then this is where the services would occur. Occasionally, when a student requires a smaller, quieter setting, pull-out services may be necessary. (All campuses)
In Class Support
In Class Support is a service delivery model where the special education teacher and the general education teacher share a classroom. The general education teacher is the content specialist while the special education teacher is the specialist in modifying and adapting the classroom to fit the needs of the students in special education. Students do not leave the classroom unless the lesson requires a small group alternative lesson that cannot be delivered within the classroom.
Preschool Program for Children with Disabilities (PPCD)
PPCD is designed to provide instruction to students age 3-5 who are in need of special education services in addition to speech therapy. The services are provided in a general education setting with typically developing 3-4 yr. olds or in a Kinder setting. (Howard)
Beginning Early Language and Literacy (BELLS)
B.E.L.L.S. is designed to provide intensive language development for students who have moderate to severe expressive language disorders and/or articulation/phonology disorders. Provided in a typical preschool setting designed to expose young children to a preschool environment and vocabulary, children learn along side their typically developing peers. (Howard)
The resource room is designed to pull students from their general education setting to work on academic areas such as reading, writing and math. Resource rooms are designed to work with students who fall below grade level and need intensive teaching in a smaller group to learn. (All campuses)
Vocational Adjustment Class
VAC is an option for high school students who are work eligible (16 or older). The student's successful employment experience counts toward the credits for graduation. Generally students who are in the VAC program will be eligible for graduation because they have the required minimum amount of credits and were able to demonstrate that they were employable as opposed to graduating by credits and mastery of the state assessment. (High School only)
Alternative Classroom for Education (ACE)
The ACE program is designed for students who have significant emotional/behavioral concerns that require constant supervision and cueing of the behavior as well as intensive teaching of social skills. Students are served in a general education and classroomt. (All campuses)
Student Support Teams (SST)
The Student Support Team is designed to help build a network of support for students who require extensive academic and functional skill assistance. The assistance is provided in a pull-out classroom. Special education teachers, as well as instructional assistants, help to support the students in the general education classroom. The students referred to the Student Support Team have cognitive deficits that require extensive cueing of both behavior (social skills) and academic instruction. (Woodridge, Cambridge, Junior School, High School, and off campus Alamo Heights Connects & '09 Academy)
Related services are services that are required in order for the student to benefit from their special education instruction. They are added on to the services already provided in special education. Related services include but are not limited to: transportation, occupational therapy, physical therapy, counseling, health services, and psychological services. The related service provider determines the need for the service and then piggybacks on to the IEP goals that require the service in order for the student to benefit from instruction. For example: The occupational therapist assists with a fine motor objective in the IEP by providing exercises for the student to increase fine motor skills. (All campuses)
The A,B,C Class
The goal of the Acquiring Basic Concepts Class, or the ABC Class, is to learn basic linguistic concepts. In a language-rich environment, students learn early-language skills such as following directions, understanding and answering questions, as well as understanding morphological endings, such as past tense, plural, possessive markers, and comprehension of pronouns.
Through literacy and play, using all the sensory modalities, students improve their language skills. Research indicates this is crucial for future academic and social success. Activities include reviewing the calendar, reading books, doing crafts, having free-play, serving and eating snack together, and discussing age-appropriate topics.