At the CSPEDGC, we visited some classrooms (there were no classes in session) and saw materials.
These photos show the Special Education Resource Room. As stated in the previous post, we were told that 24 of the 500 students in the school receive Special Education. The Center identifies students who qualify for special education through assessment. We were told that the assessments include cognitive and psychological testing. Students have individualized education plans, although we did not hear the specifics of or processes for developing these plans.
Students with disabilities may receive five different types of additional supports, including cognitive, psychological, speech and language, and occupational therapy.
In the resource room, both a special education and a general education teacher work together with students at all times. We were told that the students visit the resource room on a rotating basis, maybe 1-2 hours a day. They may work on additional skills and capacities that may supplement their eduction and they may work on their general education homework. I asked the Special Ed resource room teacher if she had concerns about the time that Special Ed students miss from the general education class and she answered yes. We share these same concerns in American settings for students who receive what we call “pull-out” services.
The binders in the resource room document requirements for special education teachers. I could not read the contents, but we were told that these were standards for performance and documentation of activities completed by the teachers.