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Special Education In compliance with federal and state laws, Dauphin County Technical School provides to all students with a disability, a free and appropriate program of special education. For definition purposes, the phrase "student with disability" refers to students who are deemed eligible as required by the state regulation (22PA. CODE CHS.14 and 342.) The Special Education program at DCTS serves students with widely varied needs and abilities. Students' educational programs are individualized as needed by their academic, emotional, and/or physical abilities. As much as possible, students participate in the programs and activities of the regular school setting. Various levels of adaptation are used: from accommodations within the regular education classrooms to small group instruction in special education classrooms. Students are assigned a primary special education teacher to oversee their educational program, according to their type and level of needs. This teacher completes the necessary paperwork, oversees student scheduling and placement, and is the main communication link between the school, the student, and the student's parent(s)/guardian(s). To become eligible for the Special Education class, a student must have been approved by the IEP planning process. The special education process is designed to address the learning needs of students as determined through an evaluation process. If a need for special education services is found, the school and parent work together to develop an appropriate program of education. The appropriate program is defined through development of an Individualized Educational Program (IEP). Mainstreaming/Inclusion for Students with a Learning Disability Most students with LD receive the majority of their education in the general education classroom. However, a continuum of school services should be available to meet each individual student's needs. Support in the general education classroom can exist in the form of a special educator serving as a consultant to the general educator. Students may also receive services in the resource room. The Individualized Education Program team determines where a student with learning disabilities will receive special education services. Memory Some people with LD have weaknesses in working memory also. They have a difficult time processing information so that it can be stored in long-term memory. For example, some students with learning disabilities will "study" by staring at notes or reading vocabulary words over and over again, which are ineffective learning strategies. Consequently, difficulties in working memory can lead to difficulties in long-term memory when a person needs to search for and retrieve knowledge in a timely, organized manner. Metacognition Individuals with LD may also have deficits in metacognition, the awareness of how one thinks and the monitoring of one's thinking. Research suggests that many individuals with LD do not know many effective cognitive strategies for acquiring, processing, storing, and demonstrating understanding of information. Weaknesses in metacognition then affect their understanding of when, where, and why their known strategies are important, as well as their proficiency in selecting and monitoring the use of strategies (Mercer, 1997). Social and Behavioral Characteristics Students with LD may demonstrate social or behavioral challenges as well. Some exhibit fewer socially acceptable behaviors than peers, are unable to predict consequences for behaviors, misinterpret social cues, or are less likely to adapt their behavior to different social situations. They are sometimes neglected or rejected by peers. Coupled with academic weaknesses, this experience can lead to lowered self-perceptions of competence or worth among older individuals with LD. Others who have LD have difficulty sitting at a desk for long periods of time in order to attend to classroom tasks and may develop social or behavioral problems in response to their frustration with learning tasks. Criteria for Competency Based Instruction for Students with Developmental Disabilities Mainstream professional thought today conceptualizes it as a statement about an individual's present level of functioning, with two primary features:
Intelligence may be thought of as one's overall mental ability, one's capacity to problem-solve and learn. Assessment of intellectual functioning has remained controversial for over a century, ever since Alfred Binet developed the first version of what has come to be known as IQ tests. These tests typically include a range of items that assess one's general knowledge, vocabulary, problem-solving skills, and reasoning ability. The level of support the individual requires in order to function successfully in society. This system includes the following two levels:
Students receiving special education services should be provided with access to the general education curriculum, so that they can interact with and learn from and alongside typical classmates. This can be achieved through accommodations and modifications to the classroom's curriculum and instruction. Special attention should be given to the development of functional academic skills for these students. Functional academics refer to reading and mathematics skills that are used frequently in everyday life (e.g., reading signs or instructions, counting change, or taking measurements). As these individuals move to secondary education settings, the curriculum should take on a stronger career preparation and life skills emphasis. With appropriate preparations, even individuals with developmental disabilities can acquire vocational skills, and as adults can move into productive roles in the work place. It is increasingly expected that adults with developmental disabilities will work in inclusive work settings alongside typical workers with supports provided there as needed. The following course offerings are designed to meet the educational needs of the students in special education programs. Learning Support Itinerant The learning support itinerant program is designed for those students who are in the general education classroom but are performing below their academic potential and need an Individualized Education Program (IEP) for instruction. Each student will receive the support needed to progress in his/her general education classes as specified in their IEP. Scheduled attendance in Academic Instructional Support is based on the IEP team recommendation. Learning how to acquire, organize, store, and retrieve information will be stressed. Learning Support Resource The learning support resource program is designed for students who are performing below their academic potential and need a more intensified Individualized Education Program (IEP) of instruction. Each student will receive the support needed to progress in his/her classes as specified in their IEP. Direct instruction in language arts and mathematics will be offered. In academic instructional support, learning how to acquire, organize, store, and retrieve information will be stressed with emphasis on application of these skills in subject area courses. Direct Instruction: English
Prerequisites: Placement in appropriate Learning Support program and supporting IEP. In these courses, students will work to improve skills in the following areas: spelling, vocabulary, reading comprehension, grammar and usage, and writing. Additional topics of instruction include the language arts areas deemed appropriate to the individual needs of the student as specified in the IEP. Direct Instruction: Mathematics
Prerequisites: Placement in appropriate Learning Support program and supporting IEP. In these courses, students will be presented with the full range of concepts and skills across the mathematics curriculum. Classes will offer an approach that will build a solid foundation upon which to expand. The approach is systematic and continually reviews and reinforces concepts that lead to higher-order thinking skills. Instruction is skill-based. Direct Instruction: Science
Prerequisites: Placement in appropriate learning support program and supporting IEP. In these courses, students will be presented with the full range of concepts and skills across the science curriculum. Classes will mirror the general education curriculum. Direct Instruction: Social Studies
Prerequisites: Placement in appropriate learning support program and supporting IEP. In these courses, students will be presented with the full range of concepts and skills across the social studies curriculum. Classes will mirror the general education curriculum. Curriculum Based Instruction (CBI) The learning support part-time program provides courses for students requiring a very Individualized Educational Program (IEP) of instruction. A greater percent of their instructional program is provided in a special education classroom setting to provide instruction in a smaller class setting with modifications to instructional pace, drill and practice opportunities, instructional materials and assessment. Alignment with the general education curriculum will be supported as deemed appropriate according to the individual student's IEP. CBI: English
Prerequisites: Placement in appropriate Learning Support program and supporting IEP. In these courses, students will work to improve skills in the following areas: spelling, vocabulary, reading comprehension, grammar and usage, and writing. Additional topics of instruction include the language arts area deemed appropriate to the individual needs of the student as specified in the IEP. Basic everyday living skills in the areas of reading, writing and oral communication are emphasized. CBI: Mathematics
Prerequisites: Placement in appropriate Learning Support program and supporting IEP. In these courses, students will be presented with the full range of concepts and skills across the mathematics curriculum. Classes will offer an approach that will build a solid foundation upon which to expand. The approach is systematic and continually reviews and reinforces concepts that lead to higher-order thinking skills. Instruction is skill-based. Where appropriate, consumer applications including payroll, budgets, income tax, checking accounts, credit, installment buying, shopping and car purchases are emphasized. CBI: Science
Prerequisites: Placement in appropriate Learning Support program and supporting IEP. These courses stress major concepts of science and are designed to prepare students to live in a world that is greatly influenced by science. Where appropriate the courses will mirror the general education curriculum. Emphasis is placed on basic concept development and application of functional science skills. CBI: Social Studies
Prerequisites: Placement in appropriate Learning Support program and supporting IEP. These classes will focus on the history and geography of the United States, World Cultures, Economics and American Government. Other topics will include reading comprehension, problem solving, oral expression, writing, vocabulary development and understanding of basic human relations. Where appropriate, the general education courses will be mirrored.
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©2007 Dauphin County Technical School
6001 Locust Lane, Harrisburg PA 17109
717-652-3170