OSBORN

Osborn's Special Education Vision, Mission, and Services

Vision

Every child who receives special education services will be an independent learner prepared

and empowered to meet and exceed high expectations through inclusive practices,

collaboration, and differentiation.

Mission

Our mission, as a special education team, is to advance the full potential of every child with

disabilities by providing equitable access to data-driven, high-quality instruction, resources, and

social-emotional supports for our students, educators, and families.

Osborn's well trained professional special educators effectively serve a broad range of disabled students through individualized planning and instruction.

Specialists serving our students with disabilities include special education certified teachers, psychologists, speech-language pathologists, occupational therapists, physical therapists, , teacher specialists, sign language interpreters, and Para educators trained to serve students, who are at least three but less than twenty two years of age who have at least one of the following conditions: autism/autism spectrum disorder, emotional disability, hearing impairment, other health impairments, specific learning disability, mild, moderate or severe intellectual disabilities, multiple disabilities, multiple disabilities with severe sensory impairment, orthopedic impairment, speech/language impairment, traumatic brain injury, and visual impairment, (preschool moderate delay, preschool severe delay, preschool speech/language delay).

The Special Education department includes professionals who specialize in working with students who have various disabilities and may need related services. Related services may include speech therapy, occupational therapy, physical therapy, adapted physical education and assistive technology. Students must meet eligibility requirements to enroll in a Special Education program.

The goal of Special Education is to help students become independent learners, to teach learning strategies to prepare them to be successful in their regular classes, and to prepare them for high school and post-secondary experiences. This goal will be achieved through a partnership between student, home and school.

Transition services provide purposeful, organized goals designed to help students move from middle school to high school and from high school to post-secondary education and/or employment and quality adult living. Regulations require consideration of transition services for students receiving Special Education by age 14, and each year thereafter.

Learning Resource Center Programs

The Learning Resource Center (LRC) offers various models of small group instruction, support, remediation, monitoring, and consultation of regular education classes.

Team Teaching may occur in regular education classes that serve Special Education students. It involves an agreement between regular education teachers and Special Education staff to develop lessons and share the instructional responsibilities.

Consultation is a component of all classes in which Special Education students participate. This involves the consistent communication between the Special Education teacher and the regular education teacher. This consultation may lead to modifications in a regular class, even though team teaching may not occur there.

Self-Contained Programs

Special classes are provided for students who, because of the severity of their disability, need a more intensive full-time Special Education program. The classes are limited in size to permit flexibility in meeting individual needs. These students are included in the regular classroom setting whenever appropriate.