Special Education Services
GENERAL EDUCATION
Specialized Academic Instruction (SAI) can be provided in a general education classroom to support students who require special education services to access the core curriculum. The Special Education Teacher and Instructional Assistants may provide special education services through consultation and/or collaboration with the general education teachers supporting their implementation of instructional strategies and accommodations in the general education classroom. SAI services can be provided in the general education classroom or in a separate setting for a predetermined amount of time to receive specialized academic instruction to address specific deficits. The special education staff delivers services and provides direct instruction in all areas of a student development based on individual needs.
Learning Center Services provide intensive specialized academic instruction and/or social, emotional, and behavioral supports for students in a general education classroom and/or separate setting. Students will receive core instruction in a general education class and will be pulled out for targeted specialized intensive intervention in individual and/or a small group. Students with behavioral needs are provided the appropriate support in the general education class including evidence-based practices and positive behavior supports based on applied behavior analysis and supported by general education and special education staff. Social skills instruction and communication skills are supported both in the general education classroom and in the learning center.
RELATED SERVICES
Related Services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.
Speech and Language Services are provided as a related service defined by the federal government in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Related services are described as ―such developmental, corrective and other supportive services as may be required to assist a child with a disability to benefit from special education. Speech and language services specifically address communication disorders such as stuttering, articulation, language or voice impairment that adversely affect a child’s educational performance. Speech and language services can also be identified as special education service if they are considered so under state and federal guidelines (34 C.F.R. 300.26[1] [2] [I]). The California Education Code, Section 56333, states ―A pupil shall be assessed as having a language or speech disorder which makes him or her eligible for special education and related services when he or she demonstrates difficulty understanding or using spoken language to such an extent that it adversely affects his or her educational performance and cannot be corrected without special education and related services.
SPECIAL DAY CLASS PROGRAMS
Autism Program (Elementary) is designed specifically for children who are significantly impacted by autism who demonstrate deficits in areas of communication, social skills, behavior, self-regulation, learning to learn skills, and adaptive skills. Principles of applied behavior analysis are the foundation for instruction. The program is highly structured and utilizes research-based strategies to provide intensive instruction to target areas of deficit to support the child’s development through a combination of a large group, small group, and individualized instruction. A collaborative approach is utilized with related service providers to ensure areas of need such as functional communication or fine/gross motor development are addressed daily and throughout all of the activities in the school day. If the student requires related services such as speech and language therapy, in addition to the direct service, service providers work collaboratively with the classroom teacher and staff to ensure that the child is working on targeted communication skills throughout the school day.
MOVE is a special day class program designed for students who have significant health, adaptive, cognitive, and mobility needs. The program utilizes a combination of an alternate curriculum and the MOVE (Mobility Opportunities Via Education/Experience) Curriculum to help students to reach their individual level of independence. Instruction is provided by a Special Education Teacher via meaningful activities based on each student’s individual needs and abilities, and ensures the students’ health needs are met. Simultaneously the Special Education Teacher and Instructional Assistants focus on the improvement of mobility skills to include sitting, standing, walking, and transitioning between these positions given the use of specialized equipment. The program focuses on building independence and inclusion in the school community.
Alternate Curriculum Program is designed for students who have significant needs across multiple areas of development including cognition, language, adaptive skills, gross and fine motor skills, behavior, and self-regulation. An alternate curriculum is utilized to provide instruction at each student’s learning level providing access to general education standards and development of functional life skills. Evidence-based practices are utilized to support a structured learning environment and daily classroom routines in whole class and small group instruction.
Learning Appropriate Behaviors (LAB) is designed to support students with emotional and behavioral needs significant enough to qualify a student for special education services. The program is in a self-contained setting environment located on a public school campus. The Special Education Teacher and Instructional Assistants provide a high level of social-emotional and behavioral support using a reinforcement schedule designed to increase positive behavior and appropriate social-skills. This program is provided for Beaumont USD by Riverside County Office of Education at the elementary and middle school levels and by Beaumont USD for high school students. The programs are supported by behavior specialists, counselors and therapists.
EARLY CHILDHOOD SPECIAL EDUCATION SERVICES
Beaumont offers early childhood special education programs for students ages 3 - 5. The program is designed to meet the developmental needs of each child eligible for special education services. The preschool teams will work closely with the family to provide quality interventions services by highly qualified personnel.
Speech and Language Services are provided at the preschool student's home school. Speech and language services specifically address communication disorders such as stuttering, articulation, language or voice impairment that adversely affect a child’s educational performance. A pupil shall be assessed as having a language or speech disorder which makes him or her eligible for special education and related services when he or she demonstrates difficulty understanding or using spoken language to such an extent that it adversely affects his or her educational performance and cannot be corrected without special education and related services.
GRASP (Giving Real Advantages to Special Preschoolers) Early Childhood Special Education (ECSE) Program is provided in a classroom setting designed to support students with speech and sound delays. Instruction is provided by a Specialized Education Teacher, in consultation and collaboration with a Speech-language Pathologist. Students may also require direct speech therapy services to address speech sound delays.
3-Day Language and Learning Early Childhood Special Education (ECSE) Program is a structured, language-rich classroom environment led by a Special Education Teacher and Instructional Assistants to support the development of communication and language skills. The Special Education Teacher and Instructional Assistants provide instruction using developmentally appropriate practices in both a whole group and small group format.
5-Day Mild/Moderate Early Childhood Special Education (ECSE) Program is a highly structured, language-rich classroom environment led by a Specialized Academic Teacher and with the support of Instructional Assistants to provide instruction in the areas of communication and language, adaptive skills, behavior, pre-academic, and play skills. Simultaneously the teacher and instructional assistants implement evidence-based supports to meet each child's needs.
5-Day Moderate/Severe/Medically Fragile Early Childhood Special Education (ECSE) Program is a highly supportive learning environment led by a Special Education Teacher along with Instructional Assistants to meet students’ needs across multiple areas of development including cognition, language, adaptive skills, gross and fine motor skills, behavior, and self-regulation. Students may also require specialized equipment or need support to address their medical needs.
5-Day Autism Early Childhood Special Education (ECSE) Program is designed specifically for preschool children who are significantly impacted by autism that demonstrate deficits in areas of communication, social skills, behavior, self-regulation, learning to learn skills, and adaptive skills. Instruction is provided by a Special Education Teacher and Instructional Assistants. The principles of applied behavior analysis are the foundation for instruction. The program is highly structured and utilizes research-based strategies to provide intensive instruction to target areas of deficit to support the child’s development through a combination of a large group, small group, and individualized instruction. A collaborative approach is utilized with related service providers to ensure areas of need such as functional communication or fine/gross motor development are addressed daily and throughout all of the activities in the school day in both a systematic and naturalistic approach. If the student requires related services such as speech and language therapy, in addition to the direct service, service providers work collaboratively with the classroom teacher and staff to ensure that the child is working on targeted communication skills throughout the school day.
ADULT TRANSITION PROGRAM
The Adult Transition Program supports students with a variety of disabilities, with ages ranging from 18 up to 22 years of age. The program is designed to develop and maintain essential skills that are vital to young adults to build independence. These skills include prosocial behaviors, communication, mobility, independent living, functional academics, technology, pre-employment, and employment training. Students participate in community activities and job and career exploration.