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RESOURCE ROOM PROGRAMS
The Resource Room provides structured academic support on a regular basis that supplements the classroom. The time a student spends in the Resource Room is based on how much assistance they need to develop basic skills. The Resource Room teacher will communicate with both student and parents to provide support for the student's academic success.
Elementary Level Resource Rooms
Students spend a portion of their school day receiving specialized instruction in no more than two of the following areas: language arts, mathematics, science, and social studies.
The Resource Room teacher serves as a resource for the general education teachers, other support staff, parents, and building administrators. In addition, they may assign grades and participate in parent conferences.
Secondary Level Resource Rooms
The secondary resource room teacher may provide direct instruction for special education courses approved for graduation, assign grades, or other evaluative measures. The resource room teacher may provide support to the regular education classroom teachers, and provide supplemental instruction to students.
The Northville Public Schools’ secondary programs are departmentalized. Special Education teachers teach groups of students by content area rather than by disability area.
Categorical Classroom
For students whose academic success cannot be met in a general education program with part-time Resource Room or other special education support, a categorical classroom provides a setting where students receive the major portion of their educational program as indicated in the Individualized Education Program (IEP).
Categorical classrooms are located in selected schools throughout the district. Students interact with general education students and may attend general education classes during their school day, based on the IEP.
EARLY CHILDHOOD INTERVENTION PROGRAM (ECIP)
Preschool students ages 3-5 with educational handicaps that require a special education classroom program, may be served in the ECIP classroom. This setting offers four 2 ½ hour sessions per week with a special education teacher. There are two ECIP classrooms—one at Main Street School and the other at RidgeWood.
ADDITIONAL PROGRAMS AND SERVICES
Homebound/Hospitalized Services
Students may receive a minimum of two non-consecutive hours of instruction per week in their home if they are certified by a licensed physician as having a severe physical or other health impairment preventing school attendance.
Vocational Information
Prevocational assessment and training is provided to eligible students who have been identified by the IEPC. Instruction is provided in such areas as adaptations for a non-handicapped work world, activities to develop independent community living, and personal adjustment.
Center-Based Programs
The unique educational needs of some students outweigh their need to attend a general education school. These students may attend a Center-Based Program. These are schools that educate children, with similar learning characteristics, from several school districts. The curriculum provided within Center Programs is designed to meet the needs of attending students. The basic curriculum is then individualized for each learner. Besides the comprehensive classroom program, these schools have access to a variety of specialized services needed to meet each child’s unique needs.
SPECIAL EDUCATION SERVICES PROVIDED IN PARTNERSHIP WITH OTHER SCHOOL DISTRICTS
The following Center-Based Programs are available for students living within Northville:
| Autistically Impaired |
Garden City Public Schools |
| Early-On (Birth through 3 years) |
Wayne-Westland Community Schools |
| Early Childhood Intervention Program (ages 3-5) |
Northville Public Schools |
| Day Treatment (for Emotionally Impaired) |
Redford Union Schools |
| Visually Impaired |
Livonia Public Schools |
| Hearing Impaired (Total Communication) |
Dearborn Public Schools |
| Hearing Impaired (Oral Program) |
Redford Union Schools |
| Physically or Health Impaired |
Wayne-Westland Community Schools |
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Cognitively Impaired
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Livonia Public Schools |
| Cognitively Impaired |
Northville Public Schools |
| Severely Multiply Impaired |
Northville Public Schools |
| Dual Diagnosed (Cognitively/Emotionally Impaired) |
Northville Public Schools |
SPECIAL EDUCATION PROGRAMS for emotional impairment
When in-district services for emotional impairment are not able to meet the needs of the student, Northville Public Schools utilizes the Redford Day Treatment Program (K-6) and the Adolescent Day Treatment Program (7-12). These programs provide coordinated services with a focus on academic success and emotional stability. (For a definition of emotional impairment, see page 26, Categories of Disabilities.
DESCRIPTION OF EDUCATIONAL SUPPORT STAFF
Audiologist
The audiologist assesses a student to determine the implications of hearing loss and the effects regarding speech recognition and environmental sounds.
Occupational Therapist
The occupational therapist evaluates and provides treatment for skills which focus on development of readiness abilities, fine-motor control, and functional skills.
Physical Therapist
The physical therapist evaluates and provides treatment for gross-motor control, basic mobility, and balance. The physical therapist’s services are based on a prescription from a physician.
School Nurse
A registered nurse provides a variety of services for students in the Center Programs such as monitoring health and safety of students, and consulting with staff, parents, and medical personnel in regard to student health needs.
School Psychologist
The psychologist administers tests which measure intelligence, achievement, personality, and perceptual-motor skills. The psychologist also interprets psychological and other diagnostic data for parents, educators, students, and others.
School Social Worker
The school social worker evaluates a student's social/behavioral adjustment and aids in developing appropriate plans of action. The following information is often used in making this determination: 1) family interviewing, 2) student conferences, 3) teacher conferences, 4) observations, and 5) collection of information and coordination of services with other agencies (if appropriate). In addition, the school social worker serves as a resource to educational staff, students, and parents in providing problem-solving techniques and acting as a liaison between the school, home, and community.
Teacher of Speech and Language Impaired
A teacher of the speech and language impaired evaluates students who may qualify for special education programs and services due to a disability in the areas of language development, articulation, voice, and/or fluency. In addition, the teacher of speech and language impaired students provides direct service and consults with educational staff, parents, and community agencies relating to the areas of speech and other communication disorders.
Teacher Consultant
A teacher consultant primarily evaluates academic achievement and provides instructional and/or behavioral support to students functioning in the general and/or special education classroom. The teacher consultant serves as a resource for both general and special education teachers, other support staff, parents, and building administrators.
TRANSITION
The term “transition services” means a coordinated set of activities for a student, designed with an outcome-oriented process, which promotes movement from school to post-school training, including vocational training, supported employment, adult services, independent living or community participation. The coordinated set of activities is based upon the student’s preferences and interests and when appropriate, acquisition of daily living skills and functional vocational evaluation.
TRANSPORTATION
The IEPC determines if any special transportation is required and, if so, the type of transportation required.
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