Advantage Academy provides special education services for students with disabilities, ages 5 - 21, who have a need for specially designed instruction. Identification of children with disabilities begins at birth. Advantage Academy is actively involved with “Child Find” efforts to ensure that children with learning challenges have access to evaluations and services, when appropriate. Parents who have concerns about their child’s early (birth-3) development may call Child Find for more information.
Services for children who have auditory or visual impairments may begin at birth. Services for students with other disabilities are initiated on their third birthday. A student must meet eligibility criteria in one of the following areas: auditory impairment, autism, emotional disturbance, learning disability, intellectual disability, orthopedic impairment, other health impairment, speech/language impairment, traumatic brain injury or visual impairment.
Advantage Academy believes in educating students in the least restrictive environment. Students spend various amounts of time in general education and special education settings, depending upon their specific needs. Planning for a student’s special education program begins with Parents who are vital members of the Individualized Education Program (IEP) Committee, which develops an appropriate program of services for each student.
ARD is the admission, review, and dismissal committee convened for each student who is identified as needing a full and individual evaluation for special education services. The eligible student and his or her parents are members of the committee.
An IEP is a written record of the individualized education program prepared by the ARD committee for a student with disabilities that meets eligibility for special education services. The IEP contains several parts, such as a statement of the student’s present educational performance; a statement of measurable annual goals, with short-term objectives; the special education and related services and supplemental aids and services to be provided, and program modifications or support by school personnel; a statement regarding how the student’s progress will be measured and how the parents will be kept informed; accommodations for state or district wide tests; whether successful completion of state mandated assessments is required
Best Practice for Serving students of Special Populations:
- Inclusive classrooms
- Co teaching model
- Focused on the least restrictive environment
- Data Driven Instruction and intervention
- Brain-based Learning
- Building on background and cultural Knowledge
- Response to intervention (RtI) - Tiered Interventions
- Setting Accommodations based on individualized needs
- Differentiated instruction to address a variety of learning styles/multiple Intelligences
- Student Centered-Cognitive-Social learning opportunities
Qualifying Eligibility for Special Education
- Auditory Impairment
- Autism Spectrum disorder
- Deafness/Hearing Loss
- NCEC - non categorical early childhood (birth- 3)
- Emotional Disturbance
- Intellectual Disabilities (formerly Mental Retardation)
- Specific Learning Disability
- Other Health Impairment
- Speech-Language Impairments
- Traumatic Brain Injury
- Visual Impairments
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