Consistent
with the requirements of Part B of the IDEA and
with the Utah State Board of
Education Special Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and e
Education Special Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and eva
Special Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and e
Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all
students with disabilities
enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in
need of
special education and related services, are identified, located, and eva
special education and related services, are identified, located, and e
education and related services, are identified, located, and evaluated.
The gap grows significantly between kindergarten and fifth grade: 46 % of the growth occurs because charter schools are less likely to classify
students as
special education, and more likely to declassify them; 54 % is due to the number of new general
education students enrolling in charter schools, not from the number of
students with special needs going down.
• Assisted lead teachers in creating specifically targeted lesson plans for
students with special needs • Provided assistance in imparting lessons based on
special education techniques approved by the school • Enforced behavior standards and ensured that each
student followed them appropriately • Assisted
students with special needs in understanding concepts individually and in groups • Ascertained the overall safety and wellbeing of
enrolled students by providing them
with physical cover and emotional support
• Singlehandedly develop an interactive learning program based on individual
students» learning abilities, resulting in increased positive response from the
student body • Train fellow
special education teachers in using sign language
with students with hearing and speech problems, which resulted in increased
student confidence • Create and implement curriculum based on the individual requirements of each
student enrolled in the
special needs class • Design, develop and implement lesson plans to meet each
special student's requirements • Assess each
enrolled student to determine his or her individual capabilities and limitations • Provide both direct and indirect instructional support to
students by employing
special education strategies and techniques • Teach socially acceptable behavior by both instructing it and modeling it effectively