Special Education
School Age: Elementary and Secondary Services
- Resource
- Elementary Learning and Academic Disabilities (LAD)
- Elementary Learning Center
- Elementary Autism Services
- Elementary Aspergers Services
- Elementary Physical Disabilities Services
- Secondary Learning and Academic Disabilities (LAD)
- Gifted and Talented Learning Disabled (GT/LD)
- Learning for Independence (LFI)
- School Community – based Program (SCB)
- Extensions Program
- Behavorial and Emotional Support Services
- Bridge
- Middle School Autism Resource Services
- Secondary Autism Services
- Secondary Aspergers Classes
- Deaf/Hard of Hearing Services (DHOH)
- Vision
Resource
所有威尼斯官网在线(MCPS)都提供资源服务，为残疾学生提供他们在普通教育环境中取得学业成功所需的支持.
Elementary Learning and Academic Disabilities (LAD)
初等学习和学业障碍(LAD)服务于以前在普通教育环境中接受过大量特殊教育的学生，但需要额外的服务，以展示个性化教育计划(IEP)目标和目的的进展. Selected elementary schools provide this service.
Elementary Learning Center
初级学习中心(ELC)通过独立班级的连续服务为学生提供服务，并有机会与普通教育环境中的非残疾同龄人一起学习. 这些服务解决了学生IEP的目标和目的，同时确保通过辅助技术获得通识教育课程, reduced class-size, and differentiated instruction.
Elementary Autism Services
The Elementary Autism classes are self-contained classrooms in comprehensive elementary school buildings. 接受这种模式服务的学生被诊断为自闭症谱系障碍，由于他们的残疾，需要大量的学习和社会支持. The classrooms offer a highly-structured school day and individualized learning opportunities. Curriculum is modified as appropriate to support student strengths and needs. There is a continuing emphasis on the development of language, social skills, and student independence. The teaching procedures are based on Applied Behavior Analysis. Students participate with non-disabled peers, as appropriate.
Elementary Aspergers Services
The Elementary Aspergers classes are based in comprehensive elementary school buildings. Students served by this model have a diagnosis of Aspergers Disorder. 学生的智力在平均到高平均范围内，接受通识教育课程的指导, with enrichment as appropriate. 学生的社会和行为需求已经被记录在案，这些需求严重影响了他们参与其他教育环境的能力, despite a variety of special and individualized supports. Initially, 学生们在阿斯伯格课堂上接受学术和社交技能的指导，最终目标是让学生们在普通教育课堂上学习学术知识. Autism staff members, in collaboration with the transdisciplinary team and a school-based counselor, integrate social skills teaching and generalization opportunities throughout the instructional day. Social skill groups, class units, and direct individualized teaching are utilized to provide students with strategies for acceptable behavior. Individual and classroom motivation systems reinforce appropriate social behavior across the school day.
Elementary Physical Disabilities Services
初级身体残疾服务为身体残疾和与健康有关的残疾学生提供全面支持，这些残疾对普通教育班的学习成绩造成重大影响. These students exhibit needs in motor development and information processing. Services provided to students include special education instruction, consultation with classroom teachers, and occupational and physical therapy services.
Secondary Learning and Academic Disabilities (LAD)
Secondary Learning and Academic Disabilities (LAD) services are available in all secondary schools in MCPS. These services are provided in a continuum of settings that may include components of self-contained classes, co-taught general education classes, and other opportunities for participation with non-disabled peers.
Gifted and Talented Learning Disabled (GT/LD)
接受资优/学习障碍(GT/LD)服务的学生是智力上有天赋的，并表现出卓越的认知推理能力. They have an educational disability that impacts the academic area(s) of reading, writing, and/or mathematics. Often, students are impacted in the areas of organization/executive functioning, social emotional learning, and/or attention. They typically have significant production problems, particularly in the area of written expression. Students who require significant behavioral, emotional, 或者为了获得课程而提供的社会支持可能需要在专门为满足这些需求而设计的环境中提供服务.
GT/LD services provide students with specialized instruction, adaptations, and accommodations that facilitate appropriate access to accelerated and enriched instruction in the least restrictive environment. This includes substantive access to the acceleration and enrichment components in the MCPS instructional guidelines, and may include placement in Advanced, Honors, or Advanced Placement courses. While services can vary and are determined by the student’s IEP team, students within elementary GT/LD services typically receive instruction in a self-contained classroom setting for a majority of the academic day. Secondary students typically are scheduled into advanced general education courses as a cohort in English, math, science, and social studies, with special education support provided by a co-teacher or paraeducator. Many secondary students also receive services through a GT/LD resource class.
Learning for Independence (LFI)
独立学习(LFI)服务是为有复杂学习和认知需求的学生设计的, including mild to moderate intellectual disabilities. Services support the implementation of Alternate Academic Learning Outcomes aligned with Curriculum 2.0.
School Community-based Program (SCB)
学校社区计划(SCB)服务是为有严重或深度智力残疾和/或多重残疾的学生设计的. SCB services include the following components: age-appropriate classes, heterogeneous groups, peer interactions, individualized instruction, community instruction, and transition.
Extensions Program
Extensions Program serves students of elementary, middle and high school age with the most significant cognitive disabilities, multiple disabilities, and/or autism. 这些学生长期以来需要系统的行为支持和服务来减少自残和/或破坏性行为. 该计划的目标是提供密集的教育计划，使学生获得适当的社交和沟通技能，并为他们的高等教育机会做好准备.
Behavioral and Emotional Support Services
Behavioral and Emotional Support Services are provided to students who demonstrate significant social, emotional, learning, and/or behavioral difficulties that adversely impact their success in school. 学生在连续的环境中服务，可能包括独立的班级，并有机会与适当的非残疾同龄人一起参加普通教育课程.
Bridge Services
Bridge services are provided to students who demonstrate significant social, emotional, learning, and/or behavioral challenges that make it difficult to succeed in a large school environment. Many students require social and emotional supports in order to access their academic program. 综合行为管理包括积极主动的教学和社交技能的演练, as well as the use of structured and consistent reinforcement systems.
Middle School Autism Resource Services
The Middle School Autism Resource Services are based in comprehensive middle school buildings. Students served by this model have a diagnosis of an Autism Spectrum Disorder. These students are accessing the general education curriculum and are participating in Mod-MSA; specifically, these students are approximately two to three years below grade level. 学生的社会和行为需求已经被记录在案，这些需求严重影响了他们参与其他教育环境的能力, despite a variety of special and individualized supports. 学生被包括在普通教育环境中的所有学术课程中，以减少工作量和改变教学节奏, as appropriate.
Secondary Autism Services
二级自闭症课程是在综合的初中和高中建筑中独立的教室. 接受这种模式服务的学生被诊断为自闭症谱系障碍，由于他们的残疾，需要大量的学习和社会支持. Curriculum is modified as appropriate to support student strengths and needs. There is a continuing emphasis on the development of language, social skills, and student independence. In addition, 为学生提供以社区为基础的指导和校内职业前任务(初中)或以社区为基础的职业任务(高中)，以便为他们最终过渡到成人服务做好准备.
Secondary Aspergers Classes
The Secondary Aspergers classes are based in comprehensive middle and high school buildings. Students served by this model have a diagnosis of Aspergers Disorder. 学生的智力在平均到高平均范围内，接受通识教育课程的指导, with enrichment as appropriate. 学生的社会和行为需求被记录在案，这些需求严重影响了他们参与其他教育环境的能力, despite a variety of special and individualized supports. Students are included in all academic classes in the general education with supports for their social, behavioral, and organization needs. In addition to their academic classes, students participate in a pupil enrichment class daily that focuses on the direct teaching of social skills.
Deaf/Hard of Hearing Services (DHOH)
DHOH services are provided to students who are deaf and hard of hearing, ages 5–21. 综合中心为基础的项目位于罗克维尔集群，并提供最密集的服务，通过使用全面通信解决关键的语言和通信需求, Cued Speech, or Auditory/Oral approaches. 所有MCPS教学机构都提供巡回服务，为学生提供直接指导，并向学校工作人员提供咨询. Interpreting services, and audiological services and equipment, may be provided to meet students’ individual needs.
Vision
视力服务在所有MCPS教学环境中为5-21岁的盲人和视力受损的学生提供服务. Teachers of the Visually Impaired deliver a range of services to these students including: consultation to school staff members regarding students’ vision needs; direct instruction in the expanded core curriculum (i.e. Braille, compensatory skills, technology, utilization of functional vision, Orientation and Mobility); provision of adapted materials and specialized equipment.