Delivery Models

  • DELIVERY MODELS

     

             

    Consultative Model

     

    The special education teacher assists the regular education teacher in understanding the needs of the student with disabilities and in developing appropriate accommodations to meet the student's needs within the regular classroom.  at a minimum, the special education teacher should work directly with the student at least one segment per month.  The model is recommended for students who are making the transition from a more restrictive special education program.

     

    Inclusion—Coteaching Classroom

     

    Co-teaching occurs when a special education teacher and a general education teacher share the teaching responsibilities for a class which includes students with and without disabilities. Both teachers are equally responsible for planning, the delivery of instruction, grading, IEP implementation, and classroom management for all students. Instruction is enhanced for students when there are two teachers in a room with different areas of expertise. The general education teacher provides expertise in the content area while the special education teacher provides expertise in differentiating instruction.

     

     

    Resource Classroom

     

    A resource class is one in which the student with a disability receives instruction in a small-group setting with other students with disabilities from a special education teacher.  The special education teacher is one who is highly qualified to provide instruction in that specific academic area.  The instruction provided within a resource classroom is determined by the specification of a student’s IEP as determined by the IEP/Placement Committee

     

     

    Community-Based Instruction

     

    Community-Based Instruction (CBI) is an effective instructional method for teaching, in real-life settings and under the supervision of educators, the skills that students will need for functional daily living as productive adults. CBI has been documented as an evidence-based practice by the National Secondary Transition Technical Assistance Center.   

    In the short term, CBI helps students develop age-appropriate skills for functioning outside the school environment. Ultimately, CBI prepares students for successful transition to adulthood after graduation, helps students to live independently, and enhances their quality of life.

    CBI programs are hands-on and are implemented during trips to community locations.  A critical component of CBI is the involvement of parents and other members of the community such as businesses, teachers, and local establishments. CBI is individualized to meet the particular needs of a student and to teach skills which relate to specific IEP goals or objectives.

    Academic, communication, and social skills are incorporated into CBI and may include the following:

    • Advocating for oneself
    • Purchasing groceries
    • Balancing a checkbook
    • Doing laundry
    • Using the public library
    • Locating, carrying and/or purchasing items in stores
    • Utilizing public transportation
    • Attending community events
    • Ordering food in a restaurant
    • Identifying potential employers through site visits

    Trips to community locations occur concurrently with classroom instruction. Students may initially learn and practice a skill in the classroom; they will eventually practice the skill by applying it in a home or community setting. For example, a student who learns math skills in the classroom may later practice those skills during a shopping expedition. Community-based instruction benefits students, parents and caregivers, educational staff, and the community. 

     

     

    Career Technical Instruction (CTI)

     

    A CTI program provides support services to secondary students with disabilities enrolled in vocational education programs.  The CTI teacher acts as a liaison to help the disabled student function within the regular vocational educational program.

     

    Eligibility for placement in the CTI program is determined at a placement committee meeting in accordance with due process; however, a student must already be placed in a special education program (BD, HI, LD, MIID, MOID, OI OHI, PID, SID, SI, VI, TBI) prior to the referral.