Special Education Programs

Preschool Disabled Class

Preschool - Elementary Disabled Class

The preschool-elementary disabled class in Faber Elementary School is designed for young children who have elements of autism, pervasive developmental disorder or other challenging behaviors.  The program utilizes Applied Behavior Analysis techniques such as discrete trial learning, picture exchange communication system (PECS) and verbal behavior development.  Direct instruction methods are used to develop preschool-kindergarten academic concepts.  The class operates from 8:30 to 2:00.

Multiply Disabled Class
Faber Elementary School

The multiply disabled class serves children in elementary grades whose disabilities are below age and grade expectations and who find mainstream environment too demanding.  This class allows students with significant disabilities to be taught at their instructional levels in a small group environment allowing them to grow academically and emotionally so that they are better prepared for middle and high school and ultimately adulthood.  The students receive instruction in language arts, reading, mathematics, social studies, and science in this class.  The students participate in art, music and physical education with general education students.  They also participate in homeroom activities with their peers, such as class parties, birthdays or other special activities. 

Resource Programs
Faber, Lincoln and Dunellen High School

Pullout resource programs in each school provide replacement instruction in various academic subjects.  The early elementary resource program specializes in language arts and reading skills utilizing the Orten-Gillingham, Sonday and Wilson phonics teaching methods.  The upper elementary resource program provides structured learning experiences in reading, language arts, mathematics, social studies and science.  Lincoln Middle School and the Dunellen High School each have one pullout resource program that also provides structured learning experiences in all the major subject areas for students with disabilities.  Teachers of the elementary, middle and high school programs all meet the Highly Qualified Teacher standards.

In-Class Support Program
Dunellen High School

Two special education teachers provide in-class support to students with disabilities within the general education classes for grades 9-12.  The teachers implement the modifications that are specified in the students’ IEPs.  They redirect students, assist with organization, keep track of assignments, clarify instructions, re-phrase the concepts being taught by the general education teacher and work on behavior management issues.  The teachers also design subject matter study guides.  The teachers also consult with the general education teachers on grading of students’ work and tracking their progress.  In addition, a special education teacher may also provide supplementary instruction or test administration outside the general education class individually or in small groups as needed.

Elements of the High School BD Program

The special class for students with behavior disorders in the high school has been in operation since 1998.  The BD class was designed for students with emotional disturbance that manifests itself in defiant and sometimes acting out behaviors.  A teacher and two aides are assigned to the program.  The teacher and aides under the teacher’s direction teach academic subjects.  When students earn the privilege of attending mainstream classes, aides are available to go along with them, if they are needed to maintain behavioral control. 

The school social worker is the program manager and counselor although the school psychologist may provide counseling to some of the students as well.  Counseling is a required part of the program designed to help the students gain insight into their behavior and motivation.  It is also designed to help students plan for their transition to the mainstream and adult life.  Counseling is provided individually and/or in groups according to the students’ IEPs.

Behavior modification techniques are used to manage and shape behavior so that it is more acceptable.  Data are kept on four key behavioral elements (work cooperatively, follow instructions, turn in completed work, maintain appropriate language).  Each student earns points that are redeemed at the end of the day or week as the students improve their comportment.  Students also earn the opportunity to attend mainstream classes.  They may stay in the mainstream to the extent that their behavior remains under control.  If not, they must return to the BD class and must earn the opportunity to go into the mainstream again.  The intrinsic rewards in the behavior modification program are supplemented with some concrete rewards earned after a week of appropriate participation and behavior in class, such as a pizza party at the end of that week.

In addition to behavior modification, the program may utilize options of in-school suspension and therapeutic leave.  Students are put on in-school suspension at the direction of the teacher for a specified number of days as a consequence for inappropriate behavior in class.  During in-school suspension the student spends a specified amount of time in the Special Services office doing schoolwork.  Students are put on therapeutic leave at the direction of the teacher for a specified number of days as a consequence for inappropriate behavior in class and when in-school suspension has been ineffective or the transgression is such that leave is needed.  Home instruction is provided during the therapeutic leave time.