WHAT SPECIAL EDUCATION PROGRAMS AND SERVICES ARE AVAILABLE?
The Banning Unified School District is committed to the identification and service of students with special needs within the least restrictive environment (LRE) and with access to the regular education curriculum. One of the major requirements of special education is that students are educated in the LRE. This means that a student should be placed in a program that can meet the individual student’s needs and does so with a minimum loss of contact with general education programs. Assignment to special classes, programs, or schools, or other removal of the student from the general education environment occurs when the nature and severity of the disability is such that education in general education classes, with or without the use of supplementary aides and/or services, cannot be achieved satisfactorily.
The Banning Unified School District offers a continuum service for all students in special education based on needs identified by the student’s Individualized Education Program (IEP) team. The continuum is fluid and programming options are highly individualized for each student based on the student’s unique strengths and areas of needs. Program and service options are discussed and decided on as an IEP team, of which, the parent is an important member. If you have questions about the continuum of services, this can be discussed in an IEP team meeting.
- General Education Classroom
- Resource Specialist Program (RSP): the student receives special education services 50% or less of the school day
- Special Day Class (SDC) in the District: the student receives special education services 51% or more of the school day
- Special Day Class (SDC) outside the District
- Regional class or services provided by the Riverside County Office of Education
- State approved nonpublic school (NPS) Note: All appropriate public school programs in the District and/or County will be explored prior to consideration of placement in a NPS.
A variety of services are also available based on each student’s individual needs as identified by the IEP Team. Just a few of these services are highlighted below.
- Specialized Academic Instruction
- Adapted Physical Therapy
- Counseling and Guidance
- Language and Speech Development
- Mental Health Service
- Occupational Therapy
- Positive Behavioral Supports and Intervention
- Psychological Services
- Physical Therapy
- Preschool – Early Intervention
- Transition from School to Work
Other Options and Placements
To meet the needs of students with disabilities who require very specialized instructional settings, the District has joint agreements with surrounding school districts that operate specialized programs such as a regionalized program for the deaf, the school for the deaf, programs for students with visual impairments, and specialized programs for students with cognitive impairments. The Riverside County Office of Education also operates several programs that are available for students with severe disabilities as well as infant programs. Several of these County Programs are located at District school sites. The District also has joint agreements with different agencies to provide specialized services.
SERVICE DELIVERY OPTIONS FOR STUDENTS WITH SPECIAL NEEDS
Different service delivery models are available within the Banning Unified School District, which offer a spectrum of choices for your children. The models described here are not the only configurations possible, nor are they exclusive. Many sites are using more than one model to meet their needs.
A TEAM APPROACH TO SERVICE DELIVERY
Just as the Special Education staff members work together for the benefit of individuals with special needs, they are available to join a school planning team to extend and improve the educational programs on campus. We welcome the opportunity to participate!
When reviewing services delivery options, the consideration of "full inclusion" is often discussed. This term refers to children, who are typically more significantly impacted by their disability, receiving supports and services in the general education classroom alongside their non-disabled peers. Children qualify for special education services by meeting eligibility criteria ser forth by state and federal laws. Students do not "qualify" for a particular program. Because of this, it is possible for a student with more significant needs to have a program designed to meet his/her needs in the general education classroom. Each child is unique, and the concept of an Individualized Education Program (IEP) is truly realized when a program is specifically designed to meet the needs of the child. If a student is anot making adequate progress on IEP goals, even when all supports and services are in place, the placement, including that of "full inclusion", needs to be examined for a more appropriate placement.