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Special Education Services

Special Ed

Special Education Continuum of Supports & Services

Related Services

Related services are provided to students by appropriately qualified specialist/service providers as specified by their IEP beginning at Preschool through Adult Transition.  A service provider may work with a student individually, in groups, and/or through consult. The service provider is an IEP team member who supports the student’s goal areas specific to their area of expertise. The following are areas provided by CUSD:

  • Adaptive Physical Education (APE)
  • Assistive Technology (AT)
  • Audiological Services (AS)
  • Counseling and Guidance (CG)
  • Deaf/Hard of Hearing (DHH)
  • Health Services
  • Occupational Therapy (OT)
  • Orientation and Mobility (O/M)
  • Physical Therapy (PT)
  • Specialized Academic Instruction (SAI)
  • Speech and Language Therapy (S/L)
  • Transportation Services
  • Visual Impairment Services (VI)
  • WorkAbility

Learning Centers for Academic Support

Located at all Sites

  • Elective credit course taught in a small-group environment by an Educational Specialist that supports IEP goals as well as a variety of other focused skill areas including, but not limited to, reading intervention, writing intervention, math intervention, study skills, organizational skills and transition skills.

Special Day Class for Foundational Skills

Located at Jefferson (K-1), Poinsettia (1-5), CHM, AOM, VMS and CHS

  • Content area courses taught in a highly-supported, small-group environment by an Educational Specialist that delivers modified curriculum (at least two years below grade level) and instruction tailored to meet the needs of the students. These courses do not meet diploma credit requirements.

Special Day Class for Social Emotional Academic Support (SEAS)

Located at CHE (K-5), CHM (6-8) and CHS (9-12)

  • SEAS stands for Social Emotional Academic Support. The SEAS program provides students with specialized academic instruction in a therapeutic setting order to work on academic, social, and behavioral goals that cannot be met within the general education setting due to a documented disability. While SEAS classrooms are self-contained, students are incorporated into the general education environment for activities that are considered appropriate (socialization, peer modeling, academics, etc.) based on each child’s Individualized Education Plan (IEP). The ultimate goal for a SEAS program is to intervene and provide social and emotional remediation that will allow a child to mainstream back into the general education setting for the majority of their school day.

 

The ASPIRE Special Day Class for students with Autism

Located at Kelly (K-5)

  • ASPIRE stands for Academic and Social Pragmatic Independence for Readiness in Education. The Kelly ASPIRE program provides specialized academic instruction in order to work on academic, social, and behavioral goals that cannot be met within the general education setting due to a documented disability. The program is specifically designed to consist of an array of researched based supports such as ABA, visual supports, communication strategies, and behavioral techniques to address the needs of students educationally classified with Autism as well as other students with related needs determined to benefit from the program.  While the Kelly classrooms are self-contained, the program functions to provide a continuum of support to incorporate each student into the general education environment for activities that are considered appropriate (socialization, peer modeling, academics, etc.) based on each child’s Individualized Education Plan (IEP). The ultimate goal for the program is to intervene and provide social, behavioral, and pragmatic remediation that will allow a child to mainstream back into the general education setting for the majority of their school day.

Special Day Class for Students with Autism

Located at Hope (K-5)

Hope

  • The Hope Autism program provides a highly structured, visual, and language enriched educational environment to support the academic, social, behavioral, functional, and language growth of students educationally classified with Autism as well as other students identified with related needs determined benefit from the program.  The Hope Autism classrooms incorporate, as appropriate to each student, research-based methodologies, including ABA, Discrete Trial Training (DTT), Pivotal Response Training (PRT), visual supports, communication strategies and behavioral techniques which have proven to be effective for teaching students with Autism. The program offers a highly individualized, modified, functional and academic-skill based curriculum delivered primarily in the special education setting, with mainstreaming into the general education setting to the maximum extent appropriate. These students necessitate an increased amount of individualized or very small group support in order to benefit from their education. The ultimate goal for a the program is to provide support that maximizes students independence in their Least Restrictive Environment (LRE).


 

Functional Life Skills

Located at Kelly (K-5), VMS (6-8) and CHS (9-12)

  • Functional Life Skills (FLS) is a highly-supportive program that may be considered by an IEP team for moderate/severe special education students who benefit from a highly individualized, modified, functional-skill based curriculum delivered primarily in the special education (Functional) setting, with mainstreaming into the general education setting to the maximum extent appropriate. These students necessitate an increased amount of 1:1 or very small group supports in order to benefit from their education. The specialized supports are tailored to addressed significant needs in the skill areas including, but not limited to, functional/applied academics, behavior, pragmatics, health/medical, community connections, career/vocational, recreation/leisure and social/interpersonal; individualization is determined based on each student's needs.

Preschool

Located at Buena Vista

  • Preschool program classes provide structured, small group, individualized instruction, with reverse mainstreaming opportunities for social interaction with typically developing peers. Preschool specialized academic instruction targets student needs across domains to include; pre-academics, communication development, social/emotional/behavioral functioning, gross motor and fine motor development, adaptive/daily living skills, and health/medical needs. In addition to targeted individualized instruction, preschool students receive general preschool curriculum exposure/education.

 

Adult Transition Program (ATP)

Located at Bressi Ranch and Carlsbad Village Boys and Girls Club

  • ATP is a highly-supportive program that may be considered by an IEP team for special education, transition-age youth (approximate ages 18-22) who have not received a high school diploma, but have participated in four years of high school. These students continue to benefit from a highly individualized and modified specialized curriculum delivered in a mixture of both special education and community based settings. The specialized curriculum focuses on student needs in the skill areas including, but not limited to the following four areas:

  • Education

  • Employment

  • Training

  • Independent Living Skills

Individualization is determined based on each student's needs