Inclusion Model Philosophy and Methods of Service
Our department supports diverse learners through a philosophy, mission and practice of Inclusion, serving a wide range of student needs within a general classroom setting. To work towards this, we continuously work with teachers, students and families to create a shared sense of belonging and to break down barriers to our mission. Rather than having separate classes based on perceived abilities, we work with our school's Project-Based Learning model to create positive learning communities, and personalize projects with students so that they find meaning and growth in their IEP goals. Research indicates that for students with learning disabilities, Inclusion is more effective than pull-out programs in numerous ways (Rea, Mclaughlin, & Walther-Thomas, 2002). Further, Inclusive models benefit all students, who develop a greater awareness of and appreciation for personal strengths and weaknesses.
For further reading:
The Need to Belong: Rediscovering Maslow’s Hierarchy of Needs
10 Reasons to Support Inclusive School Communities for ALL Students
Animas High School typically provides services through the following methods:
In class academic coaching
Small group academic coaching
One on one academic coaching
Co-teaching
Teacher provided accommodations/modifications/interventions
Student, parent, and school collaboration
Services/supports are ALWAYS individualized to a student's needs and determined on a case by case basis. Several important pieces are considered in making this determination, including but not limited to; ability to access grade level curriculum, physical environment needs, student strengths and interests, safety of the student and their peers, and social/emotional wellness.
For further reading:
The Need to Belong: Rediscovering Maslow’s Hierarchy of Needs
10 Reasons to Support Inclusive School Communities for ALL Students
Animas High School typically provides services through the following methods:
In class academic coaching
Small group academic coaching
One on one academic coaching
Co-teaching
Teacher provided accommodations/modifications/interventions
Student, parent, and school collaboration
Services/supports are ALWAYS individualized to a student's needs and determined on a case by case basis. Several important pieces are considered in making this determination, including but not limited to; ability to access grade level curriculum, physical environment needs, student strengths and interests, safety of the student and their peers, and social/emotional wellness.
Learning Plans Implemented at Animas High School
Individualized Education Plan (IEP)/Special Education
As a state funded school, we are required to comply with all IDEA laws, which means we uphold and maintain all current Individualized Education Plans (IEP).
Every child with a disability who attends public school and receives special education and related services must have an Individualized Education Program (IEP). An IEP is a document uniquely designed for one specific student, with the intention of improving educational results for that child. Each IEP must be created in compliance with the Individuals with Disabilities Education Act (IDEA) and, in Colorado, the Exceptional Children’s Education Act (ECEA). Fourteen disabilities have been identified under ECEA. Those persons from three to twenty-one years of age who, by reason of one or more of the following conditions, are unable to receive reasonable benefit from general education; Autism Spectrum Disorder, Deaf-blindness, Developmental Delay, Hearing Impairment (Including Deafness), Infant/Toddler with a Disability, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impaired (OHI), Serious Emotional Disability, Specific Learning Disability (SLD), Speech or Language Impairment, Traumatic Brain Injury (TBI), Visual Impairment (Including Blindness).
Every child with a disability who attends public school and receives special education and related services must have an Individualized Education Program (IEP). An IEP is a document uniquely designed for one specific student, with the intention of improving educational results for that child. Each IEP must be created in compliance with the Individuals with Disabilities Education Act (IDEA) and, in Colorado, the Exceptional Children’s Education Act (ECEA). Fourteen disabilities have been identified under ECEA. Those persons from three to twenty-one years of age who, by reason of one or more of the following conditions, are unable to receive reasonable benefit from general education; Autism Spectrum Disorder, Deaf-blindness, Developmental Delay, Hearing Impairment (Including Deafness), Infant/Toddler with a Disability, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impaired (OHI), Serious Emotional Disability, Specific Learning Disability (SLD), Speech or Language Impairment, Traumatic Brain Injury (TBI), Visual Impairment (Including Blindness).
Section 504
As a state funded school, we are required to comply with all ADA federal laws, which means we uphold and maintain all current Section 504 plans.
Section 504 is a federal statute designed to eliminate discrimination on the basis of a disability. The decision whether or not a student qualifies under Section 504 is made on a case-by-case basis. When a student is referred to Section 504, an evaluation committee, headed by the 504 coordinator, completes an evaluation and reviews the student's individual profile to determine whether there is a physical or mental impairment that substantially limits a major life activity. Things that are considered include the nature and severity of the impairment, its duration or expected duration, and the long term impact of the impairment on the student´s opportunity to equally access and benefit from programs and activities offered in school. A 504 plan typically qualifies a student for accommodations and modifications necessary to allow that student access to the general education curriculum, but individualized services are not generally provided under a 504 plan.
Section 504 is a federal statute designed to eliminate discrimination on the basis of a disability. The decision whether or not a student qualifies under Section 504 is made on a case-by-case basis. When a student is referred to Section 504, an evaluation committee, headed by the 504 coordinator, completes an evaluation and reviews the student's individual profile to determine whether there is a physical or mental impairment that substantially limits a major life activity. Things that are considered include the nature and severity of the impairment, its duration or expected duration, and the long term impact of the impairment on the student´s opportunity to equally access and benefit from programs and activities offered in school. A 504 plan typically qualifies a student for accommodations and modifications necessary to allow that student access to the general education curriculum, but individualized services are not generally provided under a 504 plan.
