SPECIAL SCHOOLS

Clara Mata
15 March 2018
EDU 201-1001-1002
PUBLIC LAW 94-142 (EDUCATION FOR ALL HANDICAPPED CHILDREN ACT)
➤ Was first passed in 1975 to guarantee free and appropriate public
education to any child with a disability.
➤ It was an effort to improve how children with disabilities were
identified and educated, improve the success, and provide due
process protection for not only the children but families as well.
FOUR PURPOSES
➤ Children with disabilities have public education (special
education) to meet their unique needs
➤ To assure the family and child that they are protected
➤ Assist States to provide said education
➤ Asses/Assure the efforts to educate all children with disabilities
I.D.E.A INDIVIDUALS WITH DISABILITIES EDUCATION ACT
➤ Started off as the Education for All Handicapped Children Act
(Public Law 94-142)
➤ Was revised in 1990, 1997, and in 2004 before becoming
I.D.E.A
➤ Before this law was passed and revised, there was no way to
address the needs of those students with disabilities in the
classroom. This act made it possible to have those students
included in regular classrooms.
➤ Introduced the reform of inclusion and partial inclusion to the
classrooms as well.
I.E.P. (INDIVIDUALIZED EDUCATION PLAN)
➤ Outlines both long and short term goals for the students
➤ Descriptions of instructional services that the student will
have in order to meet set goals
➤ As well as assessment techniques to understand student’s
progress
➤ I.E.P forms are completed by the general education teacher as
well as the inclusion teacher working together.
➤ Other people may include: school psychologist, school
administrators, students parents/guardians
JOHN F. MILLER
MISSION
➤ Provides special education programming and services for
students with specialized needs, ages 3-22 years.
➤ Students are able to develop as much self-sufficiency and
independence
➤ Students will have I.E.P.’s that reflect their unique and
specialized educational needs
➤ Because of the location of the school, it is understandable why
45% of the schools population is Hispanic. They are a heavily
special education school, with many programs and opportunities
for their students for further their education, not only within the
classroom.
HELEN J. STEWART
MISSION STATEMENT
➤ Helen J. Stewart School provides students with learning activities to develop
daily living, vocational, communication, social, and functional academic
skills. We believe the use of a comprehensive Community-Based-Instruction
program is essential to the generalization of these skills.

VISION
➤ Helen J. Stewart School embraces the vision that all students can
develop the skills necessary to become participating members of their
communities.

POPULATION
➤ Every student that attends Helen J. Stewart has an I.E.P. and are within the
ages of 6-22 years old. They specialized in instruction in daily life, functional
academics, vocational, communication, behavioral, and transitional needs.
MILEY ACHIEVEMENT CENTER
MISSION
➤ “We strive to provide our students with the behavioral, social,
and emotional supports necessary to promote positive
meaningful relationships, character development, responsible
citizens, and academic achievement.”

➤ This is a school with a majority of hispanic students, it could

be influenced to where the school is located. Unlike Helen J.
Stewart, not all the students are required to have an I.E.P.,
with on 11% of the school having one.
VARIETY
MISSION
➤ As well as serving physically-handicapped children, the school has
expanded to include students with cognitive deficits, emotional
challenges, and students who require assistive technology.

➤ Besides having the school, Variety Campus has vocational

education areas, a student kitchen, apartment, recycling center,
laundry center, gardening center, and a graphics center for student
learning.
➤ Three demonstration classrooms to train Variety School teachers
and para-educators on best practices for education students with
autism and other special needs.
HOMEBOUND
➤ Provides instructional services to CCSD students, grade k-12,
who are unable to attend school due to illness, injury or other
medically related conditions
➤ Must be enrolled in a CCSD school and under the care of a
licensed physician
➤ Can conduct instructional sessions both online or at home
depending on the needs
LEAST RESTRICTIVE ENVIRONMENT
➤ A learning environment that, to the maximum extent
possible, matches the environment experienced by non
disabled students
➤ Lead to “mainstreaming”, meaning students with
disabilities would spend part of the day participating in a
general classes and spend the remainder of the day in a
separate, self-contained classroom for students with
disabilities.