District ### has five customized programs that have been designed to meet the needs of the most complex, low incidence students. These programs serve students ages 7-21 and are in nine locations. The students in these special education programs have been diagnosed with a variety of neurobiological disabilities that require a highly customized environment and a low student/staff ratio.
Through Intermediate District ### Developmental Coordination Disorder (DCD)/Customized/Special Populations programs, students experience belonging, mastery, interdependence, and generosity. The programs missions reflect District ### commitment to blend district and community resources to effectively create a nurturing and growing learning environment to meet the needs of each student. These programs focus on developing pro-social behaviors, problem solving skills and independent community skills.
CIP for grades: K-12 (this is the name of his current program too communication and interaction program, but with kids who have added challenges)
These students are primarily diagnosed with Autism Spectrum Disorder (Autism Spectrum Disorders (ASD)); however, they may have additional disabilities such as Oppositional Defiant Disorder (ODD), Obsessive Compulsive Disorder (Obsessive Compulsive Disorder (OCD)), Attention Deficit Disorder (ADD)/Attention Deficit Hyperactive Disorder (ADHD), Learning Disabilities (Learning Disability (LD)), other neurobiological disorders, or mental health diagnoses (such as anxiety or depression). These students typically have significant challenges in the areas of communication, sensory integration, and social interaction. These students typically are visual learners and need assistance for organization in all areas of learning. They also need a predictable, yet flexible individualized environment.
O&&&& for ages 13-18
These students are in a chemical dependency/mental health residential placement. Many are identified as having special education disabilities, primarily Emotional/Behavioral Disorder (EBD). The program is designed for students with a wide range of behavioral and academic needs who have a mental health and/or chemical dependency diagnosis. Students may be placed by the courts, health care plans, parents, and/or counties of legal residence. Students generally have a history of many prior interventions. Due to histories of mental health disorders, chemical dependency, special education needs, and lagging academic skills, a low student-to-staff ratio is required.
S%%%% for grades K-12
These students have significant behavioral challenges related to a diagnosis of Fetal Alcohol Spectrum Disorder (FASD). The students have a need for a customized setting, including staff and space. These students struggle with translating information from one sense to the other, have difficulty generalizing information, and have difficulty perceiving similarities and differences. In addition, they are distractible, hyperactive, impulsive, have slow cognitive pace and tactile defensiveness. These students have difficulty in an environment with other students and space, separation, and privacy are important due to the sensory issues that result from an environment with too many individuals.
SUN for grades K-12 (the one in our district with this label was modeled after this but only has the one class and one teacher and...you know the story,,,,teacher changing next year etc.)
These students have a special education label of Developmental Cognitive Disability (Developmental Coordination Disorder (DCD)) along with a diagnosis of other disabilities, such as Autism Spectrum Disorders (Autism Spectrum Disorders (ASD)), Fetal Alcohol Spectrum Disorders (FASD), Emotional/Behavioral Disorders (EBD), Anxiety Disorders, and other mental health needs. They benefit from a customized staff-to-student ratio and a customized school curriculum in a segregated school environment. Every student has very unique special education needs that include cognitive impairments, and most have significant needs in the areas of social, emotional, sensory and behavioral development. All students require a unique environment for space, welfare, dignity and safety.
V&&&&& for grades 6-12
These students have a diagnosis of a neurobiological disorder, for example, Tourette's syndrome, anxiety disorders, and obsessive-compulsive disorders. Most students have on-going medical interventions that require close monitoring between home and school. At some point during their elementary years, they have required resources beyond what is available in their current school environment. These educational needs are directly attributable due to the impact of the unique symptoms related to their medical diagnoses. They require a unique environment that provides personal space and helps the student maintain a positive school reputation.
I will find out which of these programs are going to the new facility. They are all far away from me but none further than our horseback riding . If it ended up being a good fit I suppose I could consider moving but for his sake, one step at a time and I dont know how that would affect the funding etc..... I guess If I moved into a participating district (those who are part of this coop.... ours isn't so it costs them more and they already called and confirmed they would have a spot if we wanted it)
What do you guys think? Some of the same issues are there but what is different (from the attorney advocate who has worked with this group AND our district for many many years..... ) is that they have the resources to think outside of the box. One of her kids is in the Fetal Alcohol Syndrome (FAS) program and he has major meltdowns.... the kind that would send Q right into the same fit like at the hospital. BUT they saw even their own program didn't work out for him (he caused stitches in the directors face and the director said, that is part of my job, now to help him..... and the kid is still there working with them)