Central Dauphin School District provides a variety of programs to students who meet the criteria to be identified as eligible and then in need of special education and related services. Eligibility is determined through an evaluation conducted by a Multidisciplinary Evaluation Team (MDT). This team prepares an Evaluation Report (ER) which is based on a student's strengths and needs as shown by educational performance levels, rate of acquisition and retention, interpretation of assessment results, classroom observations and information from parents and teachers.
If the Multidisciplinary Evaluation recommends the student is eligible and in need of special education services, the Individual Education Program (IEP) team determines the need of specially designed instruction, an IEP is written. The IEP is a written plan that describes the student's present levels of functioning, goals and objectives, specially designed instruction and resources necessary for the student to experience success within the educational environment. If a student is not eligible for IEP, the team must still make recommendations.
Central Dauphin School District provides all special education students a Free Appropriate Public Education. Special Education will be provided in accordance with the District's Special Education Plan as submitted to the Pennsylvania Department of Education.
Educational programs (itinerant, supplemental, resource room, part-time or full-time) are available in the district for students found to be exceptional according to the Pennsylvania State Department of Education guidelines. *
The following categories are included:
Students with an emotional disability that impacts their learning and/or the learning of others receive specially designed instruction through emotional support program. They must learn, through direct instruction, the basic skills of communication and interacting with peers and adults in a socially acceptable manner. Strategies for stress and anger management are provided and incorporated into the instructional day.
The focus of the emotional support educational program is to address emotional needs, communication, socialization, behavior, and academics. Class routines and daily activities engage the students in meaningful opportunities to grow in effective skills which enable the student to better understand and adapt his/her behaviors. Emphasis is placed on effective social and emotional growth as well as academic skills.
Students who are provided learning support services need specially designed instruction to ameliorate learning deficits. Learning support often enables students to function more effectively in their regular classes. In addition to supporting students to perform tasks within the regular curriculum, specialized curricula such as in the areas of mathematics and reading are utilized. Such specialized curricula reflect skills indicated in state-wide standards.
Life Skills Support:
Life skills support focuses on preparing children with a diagnosis of Mental Retardation to become contributing members of the community. The curriculum addresses basic and functional academics, socialization, communication, motor, leisure activities, and community living. Class routines and daily activities engage students in functional situations whereby they learn to utilize academic skills in an integrated and meaningful manner. Prevocational and vocational training become increasingly emphasized as the student approaches graduation. Instructional outcomes follow Pennsylvania’s Alternate System of Assessment and Related Standards.
Autistic support requires a comprehensive staff, parent and community approach to education. All individuals that interact with the autistic child must have an understanding of how to communicate and facilitate growth objectives.
Autistic support addresses communication, socialization and behavior, sensory integration, pre-academics, leisure activities and community living. Class routines and daily activities engage students in meaningful applications to the curriculum. Emphasis is placed on integration of students’ pre-academics or academics, communication, and motor and sensory skills throughout their daily program. Students follow district curriculum to the maximum extent possible. Central Dauphin School District’s autistic support program is based on multiple best practice programs including but not limited to: TEACCH, Applied Behavioral Analysis, Sensory Diet, PECS, and Verbal Communication.
Multiple Disabilities Support:
Programming for students with multiple disabilities focuses on preparing students to achieve their potential as contributing members of the community. Multidisciplinary Evaluation (MDE) and Individualized Education Program (IEP) team members develop post-school vision of each student based on his/her profile by strengths, needs, and interests. An education plan is individualized to enable the student to achieve the outcomes required to attain this post-school vision and optimally contribute to the community. The curriculum addresses daily living, functional academics, communication, motor, socialization, language arts, leisure activities, community living, and prevocational and vocational training. Instructional outcomes follow Pennsylvania’s Alternate System of Assessment and Related Standards.
Class routines and daily activities engage the students in functional activities whereby they learn to utilize skills in an integrated and meaningful manner. The Central Dauphin School District multiple disabilities support (MDS) Program believes that a community is enriched by diversity. Inclusion with regular education is implemented according to the student’s learning profile. The multiple disabilities support (MDS) Program works in association with the community agencies such as Mental Health/Mental Retardation Agency (MHMR) and the Office of Vocational Rehabilitation (OVR), to facilitate the students’ successful transition into the community.
Speech and Language Support or Intensive Speech and Language Support:
The itinerant speech/language program will improve, expand, and enhance a child’s communication skills so the child can become an effective and functional communicator in all settings. The itinerant speech/language program’s intent is to provide a program design that will develop the speech/language skills necessary for academic success and age appropriate social interactions with peers and adults. The itinerant speech/language program’s goal is to improve the student’s communication skills so that he/she can effectively communicate within all environments.
Other Special Programs:
Deaf or Hearing Impaired Support - For exceptional students who are deaf or hearing impaired.
Blind or Visually Impaired Support - For exceptional students who are blind or visually impaired.
Deaf and Blind Support - For exceptional students who are deaf and blind.
**Please note that not all special programs are located within each school/building within the District.
Last Modified on June 6, 2016