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Special Education |
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Name |
Room Number |
Voice Mail Box |
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Mrs. Betsy Schiavone |
Media |
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Mrs. Diane Krol |
24 |
228 |
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Mrs. Stacey Michaud, Special Education Teacher |
24 |
224 |
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Mrs. Karen Coco, Assistor |
24 |
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Ms. Jennifer Cope, Tutor |
24 |
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Mrs. Geraldine Pheuffer |
24 |
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Mrs. Kim Diamond, Assistor |
24 |
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Mrs. Elaine Gaudette, Tutor |
24 |
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Mr. Albert Dee, Special Education Tutor |
24 |
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Ms. Janice Gagnon, Assistor |
24 |
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Mrs. Linda Faselle, Assistor |
24 |
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Miss Monika Kulikowski, Special Education Tutor |
24 |
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Mrs. Suzi Klatt, ECC Tutor |
34 |
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Mrs. Susan Kosnoff, Special Education Tutor |
34 |
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Mrs. Tara Lamoureux, ECC Tutor |
34 |
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Mrs. Jacqueline Madera, Tutor |
24 |
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Mrs. Urania Nicholson, Special Education Aide |
34 |
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Mrs. Mary Kay Welch |
24 |
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Mrs. Carleen Pac, Assistor |
24 |
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Ms Kathy Royce, Tutor |
24 |
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Ms. Linda Pinney, Tutor |
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Mr. Hank Stefanowicz, Tutor |
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John Paterson School has two full time and one part time special education
teachers, two full time tutors, the part time services of two teachers of the
gifted, and services of physical therapists and occupational therapists as
needed. Other tutors and assistors are
assigned based on needs each year.
Components of the Special Education Program Include:
·
Team Meetings: The special education teachers and classroom
teachers on each grade level meet to discuss student concerns and develop
specific plans for improvement. The team works together to help identified
special education students as well as unidentified students.
·
Early Intervention Planning
(EIP) Team Meetings; Special education, classroom teachers and support staff
meet on a regular basis to assess student referrals. Personnel of Human
Services from the Town of Newington may also attend as needed. Through brainstorming, discussion, and
research, modifications are made in the environment, the learning materials
and/or the instructional procedures.
The teachers work together at these meetings to develop a plan of action
that will help the child. The plan is
then evaluated and updated regularly at subsequent meetings.
·
Co-Teaching: Special needs
and students are taught right along with the rest of the class by the classroom
teacher and the special education teacher.
Materials my be modified for any number of students involved in the same
lesson, and the level of expectation may vary from student to student,
depending on ability and learning style. Special education teachers work closely with classroom teachers to help
students who are experiencing learning difficulties prior to formal referral of
these students to special education. In
our school, special education teachers also work in a co-teaching capacity to
provide skills and instructional practices that meet the individual needs of
all students.
·
Small Group Instruction:
This can occur within the confines of the regular classroom or may involve
working in a separate setting. The
classroom teacher and special education teacher each work with one segment of the
class. Similar or different objectives may be addressed with the different
groups. Again, this will depend on
abilities and learning styles. Groups
may work with either teacher, and children may transfer from one group to
another as goals are met.
·
Individual instruction:
Either teacher may work with an individual student as needs arise.
The ESOL Program places
intense focus in on teaching children basic English to help them in their receptive
and expressive language in school and in the community. The ESOL base classroom located at Anna
Reynolds School serves as a tool for students who need intensive full time
services.
A variety of materials, such
as computers, dictionaries, cassettes, videos, and workbooks are utilized to
develop expressive, written, receptive, language and reading skills.