Special Education
Click on a course below to see its course description
Grade Open To: 9-10-11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation
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| Fees: None | ||
| This is a first year of a two year sequence of a fundamental Special Education Algebra course. This special education course is designed to help students obtain a better understanding of basic math skills, and build a foundation for future mathematical study. Some of the topics of study include problem-solving techniques, operations with variables, equation and inequality solving, order of operations, mathematical properties, writing and evaluating expressions, inverse operation, and factorization. Instruction is individualized as needed. Basic scientific calculators are required. | ||
Grade Open To: 10-11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: Fundamental Math I & IEP Team Recommendation |
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| Fees: None | ||
| This is the second year of a two year sequence of a fundamental Special Education Algebra course. This special education course is designed to help students gain a better understanding of algebra and master its concepts. Some of the topics include: measurement, fraction concepts, percents, ratios, graphing, numeric operations, calculator operations, decimals, integers, equations, statistics, rational numbers, and basic geometry concepts. Instruction is individualized as needed. Basic scientific calculators are required. | ||
Grade Open To: 11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: Fundamental I, II & IEP Team Recommendation |
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| Fees: None | ||
| This special education course is designed to aid students to meet challenges faced by most consumers. The topics include: basic skills of computation, calculator applications, evaluating expressions, algebraic formulas, scientific notation, handling savings and checking accounts, loan applications, buying and financing a car, automobile insurance, buying/renting a house, paying income taxes and using tax tables. Instruction is individualized, as needed. | ||
Grade Open To: 9 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
| This year-long special education course is designed for freshmen who need to build their reading and writing skills. This course will introduce students to various literary materials, including short stories, poems, plays, a novel, and an epic. Students will review and add to their grammar and usage skills. Students will write a variety of paragraphs and essays and complete a research project. Vocabulary development will be based on selected literary selections. The difference between English 9, English 9* and Fundamental English 9 is the pace of the curriculum, a lower student/teacher ratio, and individualized instruction as needed. | ||
Grade Open To: 10 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: Fundamental Eng. 9 (or Eng. 9) & IEP Team Recommendation |
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| Fees: Cost of workbook | ||
| This is a one-year course that is intended to help sophomores improve skills in organization, reading, writing, critical thinking, and speaking. Journals, formal paragraphs, and multi-paragraph essays are part of the writing assignments. Formal speeches are also a course component. Students will improve skills in listening and communicating. Nonfiction literature is used including book excerpts, autobiographical selections, and essays. Instruction is individualized, as needed. | ||
Grade Open To: 11 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: Fundamental Eng. 9 & 10 and IEP Team Recommendation |
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| Fees: Cost of required paperback books | ||
| This special education course is designed for juniors who need to improve their reading, writing and vocabulary skills. High interest books are selected. This course will explore individuals in different situations and environments. Through their reading and writing, the student will learn more about themselves and the environments that surround them. Also, the students will gain an understanding of the definition of a theme, how to identify themes in literature, and how to relate these themes to their lives. Instruction is individualized, as needed. | ||
Grade Open To: 12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: Fundamental Eng. 9, 10, 11 and IEP Team Recommendation |
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| Fees: Cost of required paperback books | ||
| This special education course is designed for seniors who need to improve their reading comprehension skills. It will help students to be successful in reading various types of real-life reading material. Reading selections will include newspapers, magazines, and novels. Real-life writing skills will include letter and journal writing and use of the computer lab. Instruction is individualized, as needed. | ||
Grade Open To: 9-10-11-12 |
Term: 1 and/or 2 |
Credit: 0.5 PE credit per semester |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
| This special education course can be taken either as a one semester course or as a full year course. It is designed to aid students in meeting social and emotional challenges of life. Course themes will include a number of real-life issues. Examples of specific skills that will be addressed include: coping with anger, maintaining a healthy life-style, conversation skills, making appropriate choices, understanding family dynamics and conflict resolution. Instruction will be tailored to the needs of the class, and student participation in a range of activities will be emphasized. | ||
Grade Open To: 9-10-11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
| This course is designed as the first of a two-course orientation level series that will introduce the special education student to an overview of vocational education and career development. The course will stress career awareness, vocational and self-assessment, introduction to appropriate general work attitudes and behaviors. Student interests and abilities information will be processed to be included in the student's individual vocational plan. Through role playing, class discussions, reading and writing, students will develop and practice basic work behaviors. Classroom activities will be commensurate with the needs and abilities of the students in relationship to the course objectives. The development of employability skills, as well as transition skills and vocational ethics, will be included in the course. Students may also apply these skills by securing and maintaining a non-paid job within the school. | ||
Grade Open To: 10-11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
| This orientation-level course will build on the type of skills learned in Special Vocational Education I. Course work will stress career exploration, developing a portfolio, enhancing employability skills, improving entry level skills, and exploring outside government and community services to assist in securing and maintaining employment. The vocational assessment process will continue. The development of employability skills, as well as transition skills and vocational ethics, will be included in the course. Students will apply these skills by establishing and running an in-school business. | ||
Grade Open To: 11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
This course is for junior or senior special education students. Major units of instruction will include, but will not be limited to, identification and development of basic skills required of an entry-level job. Possible job fields include agriculture, business, family and consumer sciences, industry, or health care. Identification of task mastery will be outlined in each student's individual education plan. The TREES verified task list will be used. Goals for the student include eventual entry to the work world or continued job training at a community college or trade school. Transition planning will also be an integral part of employment preparation. The development of employability skills, as well as transition skills and vocational ethics, will be included in the course. Students will be expected to engage in job shadowing activities. |
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Grade Open To: 11-12 |
Term: 1 & 2 |
Credit: 1.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
| This preparation-level special education course should be viewed as the capstone course of the special education vocational program sequence. Commensurate with the student's skills and abilities, the following vocational development areas will be explored: understanding business, developing human relations skills, developing and improving communication skills to include finding, getting and keeping a job, understanding the law and the young worker, developing individual potential, coping with stress and conflicts, meeting adult responsibilities, being part of work organizations, using job related math and money skills, understanding taxation, preparing for future employment, analyzing individual and group job placements with or without job coaches. Transitioning and vocational choices will be explored along with understanding what community and government agencies are available. The development of employability skills and vocational ethics will be included in this course. This course is generally taken in conjunction with Special Education Vocational Co-Op Work. These interrelated cooperative education courses qualify the student to receive consumer education credit toward graduation as required by the School Code of Illinois (Section 27-12.1). | ||
Grade Open To: 11-12 |
Term: 1 & 2 |
Credit: 2.0 |
Prerequisite/Grade Recommendation: IEP Team Recommendation |
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| Fees: None | ||
This course is taken in conjunction with Special Education Vocational Co-Op Class. This work-study course is designed to provide vocational training and technology preparation for an occupation, on a part-time basis. Job search components of resume writing, appropriate dress, interview skills and follow-up procedures are taught. Workplace behaviors along with general and specific work skills are emphasized. Each training station must be approved and must provide each student with an average of 15 hours of work a week. Emphasis is on job training rather than remuneration. Staff will conduct Job visitations, and job coaches will be used as appropriate. |
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