Special Education Programs

 “We should acknowledge differences, we should greet differences, until difference makes no difference anymore.”   — Adela A. Allen

Cheshire offers a team of caring professionals who provide a continuum of services and support through the implementation of responsible inclusive practices to insure the successful learning of all children.  In addition to a core of certified special education teachers, there is a wide range of support service personnel, including psychologists, social workers, guidance counselors, speech and language pathologists, nurses, occupational therapists, physical therapists, board certified behavior analysts, transition coordinator, and paraeducators. Cheshire provides a continuum of services across all environments.

Early Childhood Program

The Stephen August Early Intervention Center (EIC) is an inclusionary program that offers a half day preschool experience to children with identified learning needs as well as their typically developing peers. The developmentally appropriate curriculum, aligned with the Connecticut Early Learning and Development Standards, promotes the development of the whole child through hands-on, experiential learning.

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Elementary Program

Inclusion

Students are included in general education classes to the fullest extent possible. Support is provided through a co-teaching model, paraeducators, modifications, and accommodations as outlined in students’ Individualized Education Plans. Students participate in whole group, small group, and individual instruction. The inclusion setting allows students to be educated in the least restrictive setting with age appropriate peers.

Resource Centers

Special education teachers and staff provide small group and individualized instruction. Students receive specialized instruction to address areas of academic concern in a small classroom setting.

Intensive Learning Centers

Intensive Learning Centers are designed to meet the needs of students who require significant supports and highly specialized instruction.  Students are supported through a small student/teacher ratio, related services, behavior management programs, social skills training, and assistive technology. Students’ are included in general education settings to the maximum extent possible as outline in Individual Education Plans.

Bridges Therapeutic Learning Center

Students who require increased supports to meet behavioral, emotional, and academic challenges can benefit from the Bridges resources. Students are supported by a special education teacher, paraeducators, and a dedicated school psychologist through class wide and individual behavior plans, individual and group counseling, social skills groups, and small group or individualized instruction. A BCBA provides consultative services as well as supports in developing Behavior Intevention Plans. Students are included in general education classes as appropriate and to the maximum extent possible.

Secondary Program

Dodd Middle School

Inclusion:
Students are included in general education classes to the fullest extent possible. Support is provided through special education teachers in a co-teaching model for language arts and mathematics.  Paraeducators provide support to students as well, in general education classes. Modifications and accommodations as outlined in students’ Individualized Education Plans are implemented in all classes. Students participate in whole group, small group, and individual instruction. The inclusion setting allows students to be educated in the least restrictive setting with age appropriate peers.

Resource Centers:
Special education teachers and staff provide small group and individualized instruction to students. Students receive specialized instruction in the areas of reading, writing, mathematics and learning strategies based on their Individualized Education Plans in a small classroom setting.

Intensive Learning Center:
These centers are designed to meet the needs of students that require significant supports in functional academics as well daily living and vocational skills. Students receive support through small group and individual instruction for academics, related service, behavior management strategies, social skills training, and assistive technology.  Students’ are included in general education settings to the maximum extent possible as outline in Individual Education Plans.

Bridges Therapeutic Learning Center:
Students who require increased supports to meet behavioral, emotional, and academic challenges can benefit from the Bridges resources.  Students are supported by a special education teacher, a classroom paraeducator, and a school social worker through class wide and individual behavior plans, individual and group counseling, social skills groups, and small group or individualized instruction. A BCBA provides consultative services as well as supports in developing Behavior Intervention Plans. Students are included in general education classes as appropriate and to the maximum extent possible.

Cheshire High School

Inclusion:
Students are included in general education classes to the fullest extent possible. Support is provided through special education teachers in a co-teaching model for English, Mathematics, Social Studies and Science courses. Paraeducators provide support to students as well, in general education classes. Modifications and accommodations as outlined in students’ Individualized Education Plans are implemented in all classes. The inclusion setting allows students to be educated in the least restrictive setting with age appropriate peers.

Resource Centers:
Special education teachers and staff provide small group and individualized instruction to students. Students receive academic support including learning and organization strategies, and social skills training, based on their Individualized Education Plans.

Intensive Learning Center:
These centers are designed to meet the needs of students who require significant supports and highly specialized instruction.  Students receive small group and/or individual instruction for functional academics, daily living and vocational skills, related services, behavior management programs, social skills training, and assistive technology.  A BCBA provides consultative services as well as supports in developing Behavior Intervnetion Plans.  Students’ are included in general education settings to the maximum extent possible as outlined in Individual Education Plans.

Therapeutic Learning Center:
This program is a self-contained classroom for students who require supports to meet behavioral, emotional, and academic challenges. Students are supported by a special education teacher, a classroom instructional assistant, a school psychologist through class wide and individual behavior plans, individual and group counseling, social skills groups, and small group or individualized instruction. Students are included in general education classes as appropriate and to the maximum extent possible.

Transition

Cheshire Schools provides transition services for students beginning at age 14 as required by state and federal law. Services focus on developing the skills necessary to gain employment, and/or attend post-secondary institutions. For students with deficits in the area of daily living skills, transition supports and instruction is provided. These skills are addressed through the student’s IEP. The following transition programs are available to students who complete high school and are eligible for continued transition services as recommended by the PPT team.

Bridge to Life:
The focus of instruction within this program is on functional academics, self-advocacy, independent living, employment, and community participation. Located on the Quinnipiac University campus in North Haven, this program provides students instruction and supports in an environment with age appropriate peers.

Bridge to College:
The Bridge to College transition collaborative located on the Quinnipiac University, Mount Carmel campus, supports students in developing the skills necessary to be successful in the college environment. Instruction focuses on executive function, organization, self advocacy, social skills and soft skills for employment. Students take college level courses through the university. Students are required to demonstrate, safe and responsible community behaviors, and adhere to the code of conduct set forth by Quinnipiac University and Cheshire Public Schools. 

Community Life:
Community Life supports students who are eligible for transition services and require supports in developing supported living skills, supported job skills, functional academics, and recreation and leisure. Students spend time in the community generalizing acquired skills. The program is located at the Cheshire Park and Recreation Youth Center.