Specialized Academic Instruction (Supported Inclusion Model): Adapting the content, methodology, and delivery of instruction to ensure access to the general education curriculum with appropriate staff and services.
Pull-out: Small group class taught by a Highly Qualified special educator. Core (or general education) curricula with supplemental materials to deliver and differentiate instruction. These courses do not meet the California A-G requirements for college readiness at the high school level.
Specialized Academic Instruction (Self-contained-Moderate): Adapting the content, methodology, and delivery of instruction to ensure access to the general education curriculum in a self-contained classroom.
Specialized Academic Instruction-Moderate/Severe: Emphasizes communication, mobility, life skills, and specialized health care on an individualized basis.
Alternative Programs: Emphasizes social/emotional and behavior management systems to assist the student to participate in the core curriculum as an alternative to a non-public school.
Non-public School: Non-public schools are privately operated, publicly funded schools that specialize in providing educational services for students with needs so exceptional that they cannot be met in a public school setting.
Preschool Assessment Center (PAC): Provides required assessments for students transitioning from Inland Regional Center (IRC) prior to their third birthday to the district, school-based specialized academic instruction, and/or related services, if needed.
Adult Transition Program (ATP): includes opportunities in district programs and in addition serves 18-22-year-olds with severe handicaps, as they transition into adulthood. This includes community-based instruction opportunities.
Speech/Language Services: Part-time instruction and services provided to students with disabilities to enhance the development of speech and/or language skills. Services may include assessment, direct individual and/or small group instruction, monitoring of and instruction on the use of assistive communication devices, consultation and collaboration with special education personnel, and communication with parents.
Mental Health Services:
Psychological Counseling: Services provided by a credentialed or licensed psychologist pursuant to an IEP.
Behavior Intervention Services: A systematic implementation of procedures designed to promote lasting, positive changes in the student‟s behavior resulting in greater access to a variety of community settings, social contacts, public events, and placement in the LRE.
Individual/Group Counseling: Counseling in a group or one-to-one setting, provided by a qualified individual pursuant to an IEP.
Adapted Physical Education: A physical education program designed and taught by a credentialed APE specialist to meet the individual developmental and physical needs of students with disabilities. Services may include assessment, direct instruction, and/or consultation/collaboration with special education personnel.
School-based Occupational Therapy: provides children with various needs with positive, fun activities to improve their cognitive, physical, and motor skills and enhance their self-esteem and sense of accomplishment with the school based model.
Low Incidence Services
Deaf/Hard of Hearing: develops effective communications systems for the pupil while developing academic, social, and emotional skills.
Orthopedically Impaired: reflects the core curriculum as presented in the regular classroom with modifications dictated by the individual's physical limitations.
Visually Impaired (VI) Itinerant: Itinerant teaching services may include direct instruction to students who are visually impaired, adaptations to regular and/or individualized curriculum materials into large print or Braille, monitoring of low incidence materials, and equipment, consultation, and collaboration with regular and special education personnel.
Assistive Technology: Assistive technology is the technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible. Assistive technology can include mobility devices such as walkers and wheelchairs, as well as hardware, software, and peripherals that assist people with disabilities in accessing computers or other information technologies. For example, people with limited hand function may use a keyboard with large keys or a special mouse to operate a computer, people who are blind may use software that reads text on the screen in a computer-generated voice, people with low vision may use software that enlarges screen content, people who are deaf may use a TTY (text telephone), or people with speech impairments may use a device that speaks out loud as they enter text via a keyboard.
Orientation and Mobility: Individualized instruction in basic travel techniques which may include pre-cane skills and use of the long cane for students who are visually impaired. These services are provided in a variety of environments, including the classroom, school site, residential and commercial areas.
Nursing Services: May include assessment; consultation with parents, teachers, and other staff members; training of support personnel (e.g., instructional aides) and certificated staff in specialized physical health care needs and procedures; monitoring medications and health status of individual students; consultation regarding adaptations/modifications to the regular or special education program; and/or direct services to students with disabilities; consultation with physicians.
Job Coaching: provides work experience, and employment skills, for secondary students with disabilities.
Extended School Year (ESY): serves eligible students as determined by the IEP team to maintain critical skills through summer.
Community Based Instruction:provided at every comprehensive high school campus and at our Adult Transition Program (ATP).
Intensive Individual Services: support aide is used when students have severe medical/safety concerns.
Applied Behavior Analysis (ABA): is an intensive behavior modification treatment program sometimes utilized with young children who have a diagnosis of autism. Research indicates that an ABA program is most likely to be effective with children who begin a program prior to 5-6 years of age. The intent of the early intensive ABA program is to help young children with a diagnosis of autism achieve more independent functioning. The objectives of the program typically focus on developing each child’s skills in the areas of imitation, attention, compliance, and generalization.
Verbal Behavior Associates (VBA): LEUSD’s contracted agency for ABA supervision.
Transportation: Busing for students who require access to their special education services.