SPECIAL EDUCATION PROGRAMS AND SERVICES

Under Pennsylvania and federal laws, a student with a disability has a right to special education and related services that are in conformity with an Individualized Education Program (IEP). The IEP is based on evaluation information and includes measurable annual goals and objectives that are designed to meet the needs of the individual student. The IEP will describe the programs and services that will be provided to address the obstacles that might keep a student with a disability from full and active participation in school and society. There are three basic kinds of intervention efforts:

• Preventive Interventions: Intervening to keep potential or minor problems from becoming a significant disability.
• Remedial Interventions: Eliminating the effects of the disability through instruction.
• Compensatory Interventions: Teaching the use of skills or devices that enable successful functioning in spite of the disability.

Supplemental studies are formed around the learning needs of the students whose programs are determined by their Individualized Education Program (IEP). Special Education Programs include the following:

• Autistic Support – services for students with the disability of autism and whose primary identified need is to learn functional skills for independent work and living.
• Blind and Visually Impaired Support – services for eligible students who are visually impaired, including blindness.
• Deaf or Hard of Hearing Impaired Support – services for eligible students with deafness or hearing impairment.
• Emotional Support – services for eligible students whose primary identified need is social, emotional, and behavioral support.
• Life Skills Support – services for eligible students whose primary identified need is to learn functional skills for independent work and living.
• Learning Support – services for eligible students whose primary identified need is academic learning (such as reading, math, and writing skills).
• Multiple Disabilities Support – services for eligible students with multiple disabilities.
• Physical Support – services for eligible students whose primary need is orthopedic or other health impairment. 
• Speech and Language Support – services for eligible students with speech or language impairment.

In all programs, the students shall participate in the core, general education curriculum to the maximum extent appropriate, which may be adapted or modified. Eligible students may also be provided instruction through supplemental and intervention curricula. The level of instruction is geared to the ability and needs of the student through the Individualized Education Plan (IEP). This plan is reviewed annually and revised as needed.

Transition planning begins at least at age 14. The IEP team will decide what kinds of courses will prepare the student for life after high school. At age 16, or sooner, the IEP team (including the student) will plan transition activities to prepare the student for post-high school experiences. Discussions during transition planning include: college or post-high school training; the world of work; living arrangements; and recreation or leisure activities. This transition planning includes consideration of the types of courses the student will take during high school. Early planning encourages a coordinated effort between the present and future goals.

Students are encouraged to prepare for a post-high school education, whether it is college or a trade/technical school. Students who are considering college are encouraged to take the PSAT and SAT assessments, with or without accommodations. Some students may elect a vocational curriculum and attend Lehigh Career and Technical Institute (LCTI). LCTI offers a full range of programs, which may include the Occupational Transition Program.

All students receiving special education services are guaranteed the right for the opportunity to earn a high school diploma. To be awarded a diploma, the eligible student must successfully complete all required courses and credits as a general education student, a graduation project, and meet performance standards on assessments. An IEP team may determine that an eligible student will graduate through the IEP process.