Related Services Currently Provided to Eligible Students
For students with special education needs who also require related services, the district will provide or arrange for the provision of support services, which have been determined to be developmental or corrective in nature. The IEP Team has agreed that these services are required to assist the student in benefiting from special education support and /or to assist the student in accessing the general curriculum. Related services provided in the Scituate Public Schools include the following, but are not limited to:
- Speech and Language Therapy
- Psychological Consultation – to the Team
- Therapeutic Interventions
- Physical Therapy
- Occupational Therapy
- Early Identification/Intervention for Children with Disabilities
- Orientation and Mobility Training
- Teacher of the Visually Impaired consultation
- Parent Training
- Special Transportation
- Applied Behavior Analysis
- BCBA Consultation
- Assistive Technology consultation and devices as required
- Adapted Physical Education
High School Co-Teaching
Co-teaching is currently offered at the high school in specific classes. The high school grade 10 team will be trained in the new co-teaching team model in the 2015 school year to complete our three year vision of team co-teaching in the Scituate Public Schools grades 4-10. In this program children on IEPs who need support are integrated with children who are not on IEPs. Two classroom teachers, a general educator and a special educator, instruct the class. In this program students are provided with additional scaffolding and increased individualization due to the support of two teachers.
The Academic Strategies program provides specialized instruction to eligible students who require varying degrees of skill development and academic support. The goal of Academic Strategies is to assist students to become independent learners in the regular education setting. Students are fully enrolled in mainstream classes and attend Academic Strategy sessions as a component of their schedule.
Students attending Academic Strategy sessions receive small group remedial instruction. The time spent in Academic Strategy sessions varies for each student. Areas of emphasis are reading comprehension, written expression, mathematics, and study skills such as note taking, outlining, report writing and test preparation.
As part of the Academic Strategy program special education staff offers support in many regular education classrooms. By participating in mainstream classrooms, Academic Strategy staff is better able to provide specific curriculum support in the Academic Strategy sessions.
The Scituate High School iExcel Program enrolls a population of special education students from Scituate and neighboring South Shore school systems whose intellectual and autism spectrum disabilities present them with unique challenges in preparing for adult life. The program curriculum includes; functional academics, pre-vocational experiences that are specific to the vocational training in the community and job placements, and social skills. Students move gradually to increasingly independent vocational opportunities in the community beginning with job coaches and moving to more independence on the job site. Link to our Program Presentation Video -https://www.youtube.com/watch?v=8iRDNQNCH5Y
High School Therapeutic Program
Students will work on individual academic and social/ emotional IEP goals. Academics will be based off the high school curriculum. The use of the natural setting in the high school and activities to reinforce the social and emotional skills of the students is implemented. The program staffing includes one special education teacher, one paraprofessional and one Therapeutic School Psychologist. The program will be for students in grades 9-12 who receive special education services related to an emotional or behavioral disability.
High School iAchieve Program
This program is staffed with one special education teacher. The students enrolled within this program are students for whom a possible Fifth Year of studies may be necessary to support them in receiving their high school diploma. Some of the students may be considered by the Team as vocationally bound along with receiving their academic classes with supports.