Principal: Debra Setterlund

Special Education

Special Education at South School

Inclusion is a collaborative effort between general education and special education staff. The objective is to assist students so that they will learn the strategies, techniques, and skills to enable them to learn independently within the expectations of the general education curriculum. Classroom teachers also receive support in implementing IEP accommodations and modifications through consultation with special education case managers Special education programs are designed to provide services to students within the general classroom. Specialized instruction is delivered through the push-in model of co-teaching or collaborative teaching.

The goal of inclusion is through the use of Universal Design for Learning and through differentiated instruction, modification and accommodations, barriers for individual students are removed so they can be successful alongside their peers in the general education classroom. Research shows the benefits of inclusion include greater academic gains for all levels of learners, improved communication and social skills outcomes, decreased behavior disruptions and increase school motivation and attendance (Editorial Team, 2023).

Resource Room:

This setting provides more intensive specialized instruction to remediate difficulties in language, literacy, writing, mathematics and behavior regulation and social skills. This instruction can be individualized or in small groups. Specialized instruction, research based and/or peer reviewed programs, and materials are provided by the special education team to meet the goals and objectives identified in the students I.E.P. (Individualized Education Program).

Student Support Center:

This is a supportive resource room program designed to help students successfully integrate into the general education classroom. This support is available at all levels. Students receive support in academics, organization, regulation and social skills. The specialized program staff provide opportunities for students to socialize and utilize teachable moments within these social contexts to emphasize appropriate social interactions. Students in this program may have difficulty dealing with change, may exhibit repetitive behaviors, or may have difficulty with self-regulation. The program also provides a safe and quiet area where students can go when they become anxious due to sensory overload. The supports from the program are available every period of the day.

Self-Contained Programming:

(Fostering and Respecting Individuals with Intensive Educational Needs) This self-contained program continues to serve a prevailing need in Londonderry – students with Autism. This is an intensive program located at Moose Hill for preschool and kindergarten students, currently at South for our elementary students and at LMS and LHS. All instruction is specifically designed for the students in the program to meet their unique social skills, communication, sensory, cognitive, and adaptive needs. Students participate with non-disabled peers in the regular classroom as appropriate. This portion of the program is supervised by our BCBA (Board Certified Behavior Analyst) in the program. Staff can track student progress though the online data collection system and curriculum, ACE, which was developed by the New England Center for Children.

Family Newsletters

August- Back to School Newsletter

Second Edition of the Student Services Newsletter

Alexis Leclair, Student Services Director

aleclair@londonderry.org

(603) 432-6956 x5007

Shauna Massahos, Special Education Administrative Assistant

smassahos@londonderry.org

(603) 432-6956 x5006

Jenelle Byerly