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Special Education Services

  • Speech Services

  • Occupational Services

  • Physical Therapy Services

  • 2 Inclusion (ICT) Classrooms​​ 6 Special Education Students, 6 General Education Students with one special education teacher, one general education teacher, one title 1 assistant

  • Applied Behavior Analysis (ABA) Services 

COUNSELING: Counseling helps students improve their social, emotional, and coping skills. Potential goals may address appropriate school behavior and self-control, peer relationships, conflict resolution, and low self-esteem.

OCCUPATIONAL THERAPY: Occupational Therapy helps students develop eye and hand control and uses information from the senses to improve life skills such as eating, self-care, problem solving, and social skills.

PHYSICAL THERAPY: Physical Therapy gives students independence in classrooms, the gym, the playground, bathrooms, hallways, and staircases. Therapists will help students develop physical skills such as:  Gross Motor Control (Large-Muscle Movement Control)Ambulation (Moving from place to place)Balance and Coordination


SPEECH/LANGUAGE THERAPY: Helps students develop listening and speaking skills. Goals may address:

Auditory Processing (Understanding and using the sounds of language) 

Phonological Skills (Organizing speech sounds)

Comprehension (Understanding language)

Articulation (Forming clear sounds in speech) 

Social Language Skills


PARAPROFESSIONAL: Special Education teacher support services (SETSS)

SPEECH/LANGUAGE THERAPY: Helps students develop listening and speaking skills. Goals may address:Auditory Processing (Understanding and using the sounds of language) Phonological Skills (Organizing speech sounds)Comprehension (Understanding language)Articulation (Forming clear sounds in speech) Social Language SkillsPARAPROFESSIONAL: Special Education teacher support services (SETSS)



Autism spectrum disorder is a serious neurodevelopmental disorder that impairs a child's ability to communicate and interact with others. It also includes restricted repetitive behaviors, interests and activities. These issues cause significant impairment in social, occupational and other areas of functioning.

The official government estimate of 1 in 68 American children with autism, by the Centers for Disease Control and Prevention (CDC).

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The evaluator is responsible for sharing the results of the child’s evaluation and assessment with his/her parents, in a manner that is understandable to parents. The parent must have the opportunity to discuss the results of the evaluation with the evaluation team, or a designated member of the evaluation team, who conducted the evaluation, including any concerns the parent has about the evaluation process and the extent to which the parent believes the evaluation accurately reflects the child’s abilities and needs. The evaluator is responsible for helping parents to understand the results and ensuring the evaluation has addressed the parent’s concerns and observations about the child.

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