Specialized Instruction (Special Education) Department

  • provides instruction to students of all ages who require educational support due to a hearing loss.Oswego High School offers special education services for students who are in 9th through 12th grade as well as transition services for students to age 22.   The following are some of the special education programs offered at Oswego High School.

    RESOURCE

    The purpose of this program is to provide students with mild to moderate disabilities a supported academic study period. 

    FBI RESOURCE

    Students will participate in lessons incorporated by the Resource teachers which will focus on Executive Function and Social Skills.  Topics to be covered in this Resource will include: organization, time management, study strategies, problem solving, goal setting, decision making, and establishing effective routines.  The class will also focus on regulating behaviors appropriate to the classroom setting.

    DEAF AND HARD OF HEARING
     
    Provides instruction to students of all ages who require educational support due to a hearing loss.
     
    EMOTIONAL DISABILITY PROGRAM (ED)

    The purpose of this program is to provide educational services in the general education school setting to students who display behavior or emotional issues that interfere with their school achievement, classroom behavior, social skills, and/or relationships with others.

    INSTRUCTIONAL SKILLS PROGRAM (ISP)

    The purpose of this program is to provide educational services for students with significant academic and/or intellectual disabilities who require a special education classroom in order to make adequate progress.

    LIFE SKILLS PROGRAM (LSP)

    The purpose of this program is to provide instruction within a public school setting to student up to age 22 identified with significant cognitive and/or pervasive developmental disabilities.  The needs of these students require a functional curriculum focused on the acquisition of daily living and vocational skills leading to a successful transition to adult life within the community.

    STARS
     
    The Skills Training and Autism Related Services program (STARS) provides educational and related services within a public school setting to students identified with autism spectrum disorders. The program utilizes a variety of research-based methods to provide each student with an individualized program in a classroom setting. These evidence-based methods include, but are not limited to:  applied behavior analysis (task analysis, forward/backward chaining, shaping, discrete trial, pivotal response, and antecedent support), naturalistic teaching, schedules, structured teaching, augmentative and alternative communication support, picture exchange communication systems, sensory regulation, behavior supports and social skills training.

    TRANSITION

    The purpose of the Transition Program is to provide instruction and support for students with special needs ranging from ages 18-22.  The Transition Program focuses on the acquisition of daily living and vocational skills that lead to a successful transition to adult life within the community.


Specialized Instruction (Special Education)

  • Every successful individual knows that his or her achievement depends on a community of persons working together!
     -Paul Ryan
      

    Individuals with Disabilities Act (IDEA) 

    Individuals with Disabilities Act (IDEA) was passed by Congress to ensure all students with disabilities ages 3-21 would receive a free and appropriate public education to meet their individual and unique learning needs.
     

    We believe that all students are general education students first. We provide special education students with equal access to regular education programs and facilities. The term "special education" means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. Special Education is a service, not a place. Decisions regarding services are based on a child's needs and provided within the school of attendance whenever possible.  Diagnostic and support services should be made available to students in a manner that is nondiscriminatory and recognizes the individual needs and differences of children, their families, their culture, and the community in which they live.

    The Special Education Referral Process

    If a parent has concerns about their child’s academic or social emotional progress,as it relates to education, they should contact their child’s building administration. Please consult the following websites for comprehensive information regarding the special education and response to intervention process: