Different Options for Special Needs at School

Children—like all people—come in all shapes and sizes, and the same can be said of children with special needs. Whether academic, social/behavioral or twice exceptional, special needs children come under the protection of the federal Individuals with Disabilities Education Act (IDEA), which guides states in providing appropriate services to children and communicating with families.

IEPs

IEPs, Individualized Education Programs, help professionals establish and meet the unique needs of special needs students. Initially developed through a comprehensive assessment process conducted with the input of the child’s medical professionals, school professionals and parents, IEPs are reviewed annually when the parent, student, teachers and administration work together to make decisions regarding the student’s current and future educational program. These may include such services as one-on-one and/or small group instruction and co-taught classes in the general education classroom.  A student might also receive speech/language services, occupational therapy, counseling and social skills training, depending upon his unique needs.

One-on-One Instruction

Many students with IEPs receive one-on-one instruction to work on individual goals with a paraprofessional or special education teacher. During this time, students can also get assistance with general education coursework and assessments. Paraprofessionals work with students during a study time or by pulling them out of the regular classroom to provide specialized academic attention based on students’ individual needs.

Small Group Instruction

Small group instruction is composed solely of IEP students.  For example, all students are required to develop reading skills.  Special Education offers a basic reading class that follows the same curriculum as the general education class but might use different versions of the text to accommodate a student’s reading level or may alter the curriculum in other ways to meet a student’s need. 

Co-taught Classes

Many students are served in the general education environment but still receive support through a co-teaching model, the least restrictive placement.  In a co-teaching model, a special education teacher is present in the classroom and may participate in instruction, but generally is there to offer support to students such as clarifying directions, reading assignments aloud, re-teaching a particular concept and monitoring behavior.

Modifications

According to Jeff Braden, Special Education Department Chair at Liberty North High School, students receive accommodations and modifications to the IEP based on identified disabilities.  “If a student with a reading disability is taking a science test, he may have the science test read aloud.  The rationale behind this is to test the student’s knowledge of science, not his ability to read.  Another example might be offering a student with Autism or ADHD extended time to complete tests or assignments due to issues related to her disability.” Through modifications, students are able to show what they know and can do with less inhibition from a disability.

504 Plans

Students with special social and emotional needs, disorders such as ADD or physical limitations often find their unique needs met with a 504 Plan. These students do not require specialized instruction but have other circumstances, identified under law, limiting their performance in a classroom.  One student, after a psychiatric diagnosis of ADHD and Anxiety Disorder, received a list of accommodations including preferential seating, ability to take tests in the hallway and extended test time to reduce anxiety. To support his emotional stability, his 504 also includes social-behavioral accommodations such as being provided opportunities to be a helper to teachers and office staff, creating a greater sense of acceptance and self-worth.

Twice Exceptional

Most do not consider gifted students when discussing special needs, but gifted instruction is under the direction of state-monitored special education programs. Within the gifted population, there are those who are twice exceptional – intellectually gifted students with learning disabilities. According to Dawn Beckley of the University of Connecticut, “These learning disabled gifted and talented students … need remediation activities. At the same time, they also require opportunities to promote their own individual strengths and talents in one or more domains in which they have previously displayed their superior abilities.” By hiring certified gifted teachers who have conducted graduate-level work and research in the field of gifted education, districts ensure that the needs of their gifted and twice-exceptional students are met.

Parents as Support

Parents need to be very active in the IEP or 504 process and play an important role by providing information regarding students’ current needs, as well as future plans.  Braden says, “Beyond the annual IEP meeting, I have personally found it very helpful when parents communicate often with me as case manager, as well as with their student’s other teachers.” By attending annual IEP and 504 meetings, sharing insights that only parents have, working with the child at home and supporting the teachers at school, parents can help ensure compensation methods are in place so students can work around their disabilities. Working together, school professionals and parents can ensure children’s personal needs and interests are met, creating quality education for special needs children.

Kimberly Brownlee is a gifted instructor at Liberty North High School. She has one son in gifted education, one who benefits from a 504 and one enjoying the mainstream classroom.