SPECIAL EDUCATION SERVICES IN LEE COUNTY

(EXCEPTIONAL STUDENT EDUCATION)

 Autism Spectrum Disorder 

Students identified for this highly structured specialized program, from Pre-K through secondary levels, receive educational instruction and therapies targeting behavior, sensory integration, communication and social interaction.

Collaborative Teaching 

Students receive instruction in the general curriculum in a typical educational setting for more than 60% of the school day.  Instructional methods are likely to incorporate differentiated instruction and the use of accommodations. ESE services may include consultation among teachers, support facilitation, co-teaching, paraprofessional support, and/or content mastery or learning lab to meet the student’s academic needs.  Students with disabilities may also receive intensive reading instruction in the general education setting.

Employment Competencies

Instruction is focused on life skills academics, social, leisure, and vocational skills. Students work on mastery of the Sunshine State Standards for Special Diploma and participate in community- based non-competitive and competitive employment with support. The goal of the program is to graduate responsible employed adults capable of living independently.

 Gifted - Elementary/Middle

Students are provided a differentiated curriculum which allows them to move through the basic and/or enriched curriculum sequentially and at an accelerated pace, as appropriate, in all academic areas.

 Hearing Impaired 

Students receive instruction in a separate classroom with emphasis on language acquisition, speech and language development, auditory training and speech reading. Students can be mainstreamed into general education classes with the help of a signing aide, interpreter or helping teacher, as needed and identified through the student's IEP.

Intensive Academics

Students may receive explicit direct, systematic instruction in reading, written language and math in a separate ESE class using the general curriculum with adaptations plus strategies to increase skills in core academics. An intensive reading program is a major component of the IA instructional program.  Student’s time with non-disabled peers may be up to 40% of the school day and may include general classes for homeroom, electives/specials, and/or limited academic course participation.

Intensive Intervention

Students transitioning from highly restrictive settings to district high schools receive instruction in social skills and academic skills. Instruction is based on the Sunshine State Standards Access Points for functional academics in a highly structured setting. Age appropriate community based instruction and vocational education are provided as determined relevant for each student. A behavior program is utilized with the goal of appropriate participation within the high school campus environment. 

 Intensive Language

Students identified for this program have significant communication and learning disabilities. The class is co-taught by the speech/language pathologist and the ESE teacher at elementary and middle school levels.

 Life Skills

 Students receive instruction based on the Sunshine State Standards Access Points in daily living skills, functional academics, self-care skills, motor skills, pre-vocational, and vocational training, social skills, and recreation and the use of leisure time that is age appropriate and community referenced.  Community based instruction and vocational education are provided for students as determined relevant for each student.

Pre-K Social Communication

A full-time program that focuses on pre-k students  who demonstrate the significant language and social delays frequently displayed by children diagnosed with Autism or Pervasive Developmental Disorders.

Pre-K Speech/Language

A part-time program for pre-k students  with communication disabilities, which offers a variety of service delivery models depending on the student’s specific speech and language needs.

Pre-K Varying Exceptionalities

A full-time program that focuses on the needs of pre-k students  who are demonstrating delays in one or more of the following areas: adaptive or self-help, cognitive development, communication development, social or emotional development or physical development including fine, gross or perceptual motor.

Profoundly Mentally Handicapped 

Students receive instruction in a self-contained classroom with emphasis on teaching self-help skills, daily living skills, functional or augmentative communication skills, and pre-vocational skills, as indicated by the student's IEP.

Supported Behavior

Students receive instruction in all academic areas and social skills in a highly structured classroom. A behavior program is utilized with the goal of returning the student to the general education setting on a partial or full-time basis.

 Visually Impaired 

Students receive instruction by a resource teacher of the visually impaired, with training in the use of specialized low vision aids, equipment, materials, technology and orientation and mobility as needed and identified through the student's IEP.  The student receives academic instruction in the general education classroom or ESE classroom with assistance from a helping teacher/braillist, as determined by the IEP team.