Special Education

District 196 Special Education is committed to equitable opportunities through high quality practices to accelerate growth for all students.

Equitable opportunities to accelerate growth

We provide a full continuum of services for students with disabilities in a wide range of service delivery models. Most students receive services in their neighborhood school and, when possible, in their general education classroom setting.

Special Education is specialized instruction specific to the student at no cost to parents. The instruction is designed to meet the unique needs of a child with a disability. Children must meet specific criteria set by the State of Minnesota and the Federal Government to receive special education services. Special Education is an instructional service, not a place.

To receive special education services, a student must first be evaluated and meet state criteria. Once qualified, an Individual Education Plan (IEP) is developed for the student.

Additional Resources

Special Education Programs at DHMS

Core Curriculum

Basic reading, written language and math classes consist of 5-15 students. The curriculum may include the following areas:

Reading

Decoding strategies
Comprehension strategies
Elements of fiction
Types of fiction

Written Language

Sentence and paragraph writing strategies
Research compositions
Personal compositions
Spelling Instruction

Math

Calculation skills
Basic math applications
Problem solving skills
Math for daily living
Consumer Math

Co-Taught Classes

Co-Taught classes consist of a learning disabilities teacher and a mainstream teacher working in the same classroom. Students with various ability and skill levels are integrated into 'regular' classroom settings. Emphasis is placed on active, appropriate participation in class activities and in mainstream assignment completion(modified as needed according to the Individual Educational Plan).

Depending on their needs, students can participate in co-taught math, English and reading classes during sixth grade. In seventh and eighth grade they can participate in co-taught math and English classes. *co-taught reading may be available depending on if student enrollment and interest is high.

Within their co-taught classes, students' individual needs are met in the following ways:

Closely monitored assignment completion
Modified tests, assignments and labs
Revised outlines and skill sheets
Supplemental materials for additional drill and practice
Small group instruction awhen needed to increase specific skills

DHMS CIP Program

CIP stands for Communication Interaction Program. Students who are part of this program each have an Individualized Education Plan (IEP) designed to meet their academic and social needs. CIP is an academic based program that offers classes in English, Reading, Math, History, and Science at each grade level. The curriculum in the CIP program mirrors the mainstream curriculum, but is modified to meet the individual needs of students. The students IEP team will determine whether individual students will participate in the mainstream classes or CIP classes. When students are in the mainstream setting program support assistants are available to assist them.

Throughout middle school we work on preparing students for the transition to high school and adulthood. In the CIP program we spend a lot of time working on organizational skills, work completion, and social skills. Students receive support from Speech and Language Clinicians, Adaptive PhyEd, and Occupational Therapy as needed.

If you have any questions regarding the CIP program please contact your son/daughters case manager.

Below are links to helpful websites for parents of children with special needs.

Grade Six "A Year of Transition"

Grade Seven "Moving Onward"

Grade Eight "Getting Ready for High School"

Learning Disabilities Program

At your child's annual Individual Educational Plan review, the options offered at DHMS are explained thoroughly. Each student's total program is chosen carefully to meet the needs of that student. The final plan may involve placement in co-taught classes, basic classes, or a combination of the two. Within these settings, the individual needs of the students are further identified.

Transition

Transition goals are written to help students develop skills they need in order to live and work independently in the community. These goals are for students ages 14 or older and are included in the IEP.

For 7th and 8th graders the goal is to make them aware of the five transition areas and prepare them for high school activities. The five transition areas are as follows: work skills, home living, recreation and leisure community participation, post-secondary training and learning.

The students are assessed through formal and informal tests and surveys.

These transition goals and objectives are reached through instruction in academic courses, vocational courses, and work in school, the community or the home.