Special Education

Rowland Unified School District offers individualized instruction and programming for students with special needs. The instruction and programming are designed to promote maximum education in the least restrictive environment with general education students to the greatest degree possible.

 

Rowland High School provides a variety of Special Education programs including Resource Specialist (RSP), Special Day Class (SDC) and an Inclusion Program.  Designated Instructional Services (DIS) including Speech, Adapted Physical Education, Counseling, and Orientation and Mobility. Students are placed in a program based on their individual needs as stated in their Individual Educational Programs (IEP). All students receive a standards- based curriculum according to their needs.

 

RSP students are placed in general education classes and receive additional support with at least one period per day from a Resource Specialist. The Non-Severely Handicapped SDC classes are standards-based at the student's level and provide remedial support.  The curriculum also emphasizes vocational opportunities including pre-employment activities, social skills awareness and independent living support. The Severely Handicapped SDC curriculum emphasizes functional/life skill activities, pre-employment experiences, social skills awareness and independent living awareness.

 

High school special education students may earn a diploma by completing the required course of study and state requirements.  A certificate of educational achievement or certificate of completion is awarded to a student with a disability who is unable to meet the regular district course of study and state requirements for a diploma due to the nature or severity of the disability.

 

Various persons, i.e., teachers, parents, counselors, nurses, or administrators, may initiate referrals to special education.  First, a Student Study Team (SST) meets to discuss and problem solve the student's academic and/or behavioral difficulties. The SST may decide to work within the regular program or decide that more information is necessary. In that case, a referral is made to special education.  When the parent gives written consent, an assessment is completed by the school psychologist with input from teachers. It is usually in this assessment that a student's handicapping condition is established.

 

When the psychologist's assessment is completed, the student and parents are invited to an IEP meeting.  The IEP committee is a multidisciplinary team including: parents, the student, a counselor, the psychologist, a site administrator, a special education teacher, and a general educator. If necessary the Special Education Director, Program Specialist, or a DIS staff member will also be in attendance.  A translator is provided when needed.  Each member of the IEP team is asked to give input about the student.  If the student qualifies for services, a working plan, or IEP (Individualized Education Plan), is designed for the student's special needs.  The IEP includes the student's present functional levels, short and long term instructional objectives, program options and recommendations.  Once approved by the IEP committee, which includes the parent's written permission, the plan is implemented by the appropriate special education staff member(s).  As required by law, the IEP must be revised or rewritten annually to update student progress and write appropriate instructional goals.

 

The combined expertise of the Special Education staff, along with the students and parents in organizing, monitoring and managing student progress through specific objectives and instruction, create opportunities for student success and a positive academic experience.