Alaska State School for the Deaf and Hard of Hearing
Read the ASSDHH description here |
Resource
The Elementary Resource program incorporates a variety of evidence-based teaching strategies and curricula options to facilitate academic instruction for students who have been identified for services by an IEP team. Inclusion opportunities utilizing the continuum of supports are available based on students needs.
Typically, resource students are included in the general education classrooms and receive special education support in the classroom or in a special education resource classroom for part of the day. Resource teams support students who need specially designed instruction so that students can access the general education curriculum. Resource teams may also provide intervention, supplemental, and replacement curriculums if deemed necessary by the team. |
Life Skills Classrooms
Life Skills (LS) incorporates a variety of evidence-based teaching strategies and curricula to support students in developing functional academic, social, and independent living skills. These students typically require continuous care throughout the day provided by special education staff.
- Student curriculum is highly individualized and utilizes specialized curriculum for academic progress.
- Self-help and adaptive living skills training are embedded throughout the day in various school and community settings.
- Classrooms are set up using six elements of instruction. Students receive individualized adult support with functional academics.
- Individualized Supports and Services
- Systematic Instruction
- Comprehensible Environment
- Specialized Curriculum: Communication, Social Skills
- Functional Approach to Problem Behavior
- Family Involvement
- Inclusion opportunities utilizing the continuum of supports are available based on students needs.
- This self-contained regional program functions within a neighborhood school. Students could have the opportunities to access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
- Students are typically working on alternate grade level expectations.
- Students are typically on the non-diploma tract; most students take the Alternate Assessment annually.
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Elementary Special Education Separate Day School,
Intensive Behavioral Support Services at Mount Iliamna
Children who require significant behavioral support and an individualized behavioral support plan may receive services in a specialized behavioral support classrooms located at Mount Iliamna. This setting promotes the acquisition of appropriate social/behavioral skills while working specifically on the individual student's needs. Children in this setting typically receive a variety of supports including counseling, social skill instruction, affective education as well as developmentally appropriate instruction in the major domains of early childhood education. Contact 907-742-0100. |
Extended Resource Classrooms
Extended Resource Classroom (ERC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate academic instruction for students who are experiencing a significant delay in academic progress.
- Inclusion opportunities utilizing the continuum of supports are available based on student's needs.
- Typically students require direct instruction in all areas of academics to make appropriate progress.
- Students may access the general education curriculum and supplemental curriculum is introduced on an individual basis and is monitored for individual success.
- Social and behavioral skill instruction is integrated throughout the student's day
- This self-contained regional program functions within a neighborhood school. Students access Art, Music, PE, Library, and Health with supervision from paraprofessionals.
- These students are typically on the diploma track; students take the Standards Based Assessments annually but may require several approved accommodations.
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Structured Learning Class
The highly Structured Learning Classroom (SLC) incorporates a variety of evidence-based teaching strategies and curricula to facilitate communication and social skills while teaching grade-level expectations. Students may require adaptive living skill instruction.
- Inclusion opportunities using the continuum of supports are available based on students needs.
- Classrooms are set up using six elements of instruction. Students receive individualized adult support with academics.
- Individualized Supports and Services
- Systematic Instruction
- Comprehensible (structured) Environment
- Specialized Curriculum: Communication, Social Skills
- Functional Approach to Problem Behavior
- Family Involvement
- Social and communication skill instruction is integrated throughout the student's day.
- This self-contained regional program functions within a neighborhood school. Students may access art, music, PE, library, and health with supervision from paraprofessionals.
- Core curriculum is introduced on an individual basis and is monitored for individual success.
- Students are typically on the diploma track; students take the Standards Based Assessments annually.
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