Here at Hopkins, we service students with learning disabilities in a variety of settings that include consultation with the regular education teachers, collaborating within the regular education classroom and small group instruction in the resource room. Services are also provided for students with other health impairments, developmental delays and autism.
The program for students with emotional disabilities services children with behavioral needs. The setting is small and there is an emphasis on social skills and anger management. The teacher and assistant model and assist the student in implementing strategies to improve behavior so they can benefit from academic instruction with their general education peers.
Our Mild Intellectual Disabilities (MiID) Program works with students in Kindergarten to Fifth grade. Our services include the push-in and pull-out models as we look at each student’s own needs. For students with more severe academic weaknesses, we may push them in for more specific and individualized help in the special education classroom (e.g., Reading, Writing, Spelling, and/or Math). For students who just need extra support with their academic weaknesses but can function in a regular grade level classroom, we may push them out with a special education staff member in that specific content area (i.e., collaboration or consultation services). We follow the same grade level curriculum and focus on teaching the same Standards of Learning (SOLs) as their peers receive. Through close communication ties with the regular education teachers, other specialists, as well as the student, the MiID Program incorporates the student’s strengths and weaknesses, along with modifications and accommodations, to help them achieve a successful year.
Here at Hopkins we have self-contained classes for students with Moderate Intellectual Disabilities (MoID). Our students range from Kindergarten to fifth grade. We focus on teaching the Aligned Standards of Learning (ASOLs), which include: reading, writing, math, science, social studies, technology, adaptive living skills, and social coping skills. We guide our students to become as independent as possible in academics and life skills.
The Early Childhood Special Education (ECSE) classes at Hopkins provide a self-contained environment with a small student to teacher ratio. The staff helps meet the individual needs of each student (ages 3 – 5), with developmental delays. Our classes participate in resources like art, music and library and attend performances with the entire student body. The ECSE teachers have a close relationship with each student and their families. Home visits are conducted monthly.
The focus of school-based speech-language pathologists is the communication abilities of students. The school-based speech-language pathologist’s goal is to remediate, improve, or alleviate student communication and swallowing problems within the educational environment. To meet this goal, school based speech-language pathologists: (a) prevent, correct, improve, or alleviate articulation, fluency, voice, language, and swallowing impairments (b) reduce the functional consequences of the communication and swallowing disabilities by promoting the development, improvement, and use of functional communication skills; and (c) provide support in the general educational environment to lessen the handicap (the social consequence of the impairment or disability) by facilitating successful participation, socialization, and learning (ASHA, 1999).