Special Education

Special Education

We believe in school-wide inclusion, which means that students with disabilities are not isolated into self contained classrooms, but are dispersed into general education classes attended by other students their age. Special education teachers do not have their own classrooms, but are assigned to teams or grades and work with regular educators in classes that have students with and without disabilities in a total collaborative effort. “Pull-out” from regular classes may occur for tutorial purposes, community-based instruction, instruction in other parts of the school, counseling, or for privacy in receiving ancillary services, such as; physical, occupational, and speech therapy. Often, removal for instructional purposes also includes students without disabilities who may benefit from the instruction, or are part of a peer support program.

Inclusion DOES NOT necessarily mean that a student never leaves the class and is never paired with another student who receives special education services. Rather, it means that the student is truly a member of a class and is valued as much as any other student in that school. Inclusion means that a student will receive the support needed in order to be an active participant, contributor, and learner in his or her class, grade and school.

Approach to Determination of Specific Learning Disabilities The academy has adopted the Wayne County RESA Guidelines for determining eligibility for specific learning disabilities which combines the processes of Response to Intervention and Patterns of Strengths and Weakness. You may access these guidelines by going to the following link: 


You can also obtain additional information by referring to the Student Handbook or contacting the school. 

What is a Specific Learning Disability (SLD)?

A specific learning disability is "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia that adversely affects a student's educational performance. A specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disturbance; or of environmental, cultural, or economic disadvantage." (34 CFR § 300.8(c) (10).

Determination of SLD

Response to Intervention (RtI)

With the Response to Intervention method, the student is provided with explicit evidence-based interventions. Student progress is carefully measured and the instructional interventions are adjusted to teach the skills necessary for the student to make progress toward age or grade level standards. Based on the student's response to the interventions, the group then determines whether or not the student demonstrates a specific learning disability.

Patterns of Strength and Weakness (PSW)

The "Patterns of Strength and Weakness" method requires an extensive analysis of the student's performance, achievement or both, when compared to age, State approved grade level standards or intellectual development, using appropriate assessments.

Who Evaluates for Determination of SLD?

A Multidisciplinary Evaluation Team (MET) conducts a full and individual evaluation of a student suspected of having a specific learning disability. The MET, based upon its evaluation of the student, then makes its recommendation of eligibility to the Individualized Education Planning Team (IEPT). The student's IEPT then determines SLD eligibility.