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About Us » Special Programs

Special Programs

District 75 provides special classes with ratios of 12:1:1, 8:1:1, 6:1:1, and 12:1:4 as well as other ratios for students in full inclusion. If your child has significant hearing and vision impairments, District 75 also has self-contained classes with specialized equipment and services. Students whose vision and hearing concerns do not require that type of intensive programming will receive these support services in a District 1-32 school.

 

12:1:1

For students with academic and/or behavioral management needs that interfere with the instructional process and require additional adult support and specialized instruction.

  • 12 students
  • One special education teacher
  • One paraprofessional

8:1:1

For students whose needs are severe and chronic and require constant, intensive supervision, a significant degree of individualized attention, intervention and behavior management.

  • 8 students
  • One special education teacher
  • One paraprofessional

6:1:1

For students with very high needs in most or all areas including academic, social and/or interpersonal development, physical development, and management. Classes provide highly intensive individual programming, continual adult supervision, a specialized behavior management program to engage in all tasks, and a program of speech/language therapy (which may include augmentative/alternative communication).

  • 6 students
  • One special education teacher
  • One paraprofessional

12:1:4

For students with severe and multiple disabilities with a variety of obstacles that include: limited language, academic, and independent functioning skills. Classes provide a program that follows an adapted curriculum with alternative access to instruction, training in daily living skills, development of communication skills, sensory stimulation, and therapeutic interventions.

  • 12 students
  • One special education teacher
  • One paraprofessional for every three students
 

Travel Training

Teaches students with disabilities how to travel safely and independently on public transportation. The training is provided on a one-to-one basis by specially trained staff. Students are taught

  • The safest route to and from school or work;
  • How to cross the street safely;
  • Appropriate behaviors when traveling; and
  • What to do if they get lost etc.

Upon successfully completing the program, students are expected to use public transportation independently to and from school.

Vocational Programming

Students are involved in work-based learning that includes mastery of the actual skills needed to do a particular job successfully as well as the universal work-readiness skills needed for successful employment, such as:

  • Following directions
  • Communicating and getting along with fellow employees and
  • Being on time for work.

Transition Service Coordination

Transition services are coordinated activities that improve the academic and functional achievement of a child with a disability to assist in their movement from school to post-school activities, after high school: