Center-based Programs

A developmental cognitive disability (DCD) program is designed for students who have significant intellectual delays and deficits in adaptive behavior or functional skills.

These programs have:

• Licensed teachers who are trained in researched-based curriculum and strategies to help students need academic content linked to real-life activities
• A curriculum that has alternative achievement standards, alternative assessments that incorporate functional skills, and related services that promote student development

Students spend 60% of the school day in a separate, special education classroom with a teacher specifically trained to work with students who have significant academic, functional, communication, motor, and health needs.

An emotional behavioral disorders (EBD) program is designed to help students who are withdrawn, have anxiety, are aggressive, or have disordered thought patterns.

These programs have:

• Trained staff that work with students to build consistent routines using behavior reinforcements and support as well as individualized behavior plans 
• A curriculum and a classroom climate that teach and reinforce appropriate social skills and interactions

Students are taught in a structured environment to help reduce high levels of withdrawal, anxiety, and/or aggression. They spend 60% of their school day in a separate, special education classroom with a teacher trained to work with students that have significant emotional and/or behavioral issues and academic needs. Students in the program access general education classes according to their individual educational needs.

A communication/interaction disorders (CID) program is designed for students with autism spectrum disorder or communication delays who need specialized instruction and support with social interactions, communications, and the presence of restricted, repetitive, and stereotyped patterns of behaviors, interests, and activities. 

These programs have:

• Standards-based academic instruction provided with individualized supports and differentiation

• A classroom environment that provides structure, visual supports, direct teaching of social cognition and communication skills by establishing predictable routines and using individual and small group instruction

• Integral program components include teaching self-awareness and sensory strategies for self-control as well as using a proactive approach to challenging behaviors

Students in this program spend 60% or more of the school day in a separate, special education classroom with a teacher trained to use research-based strategies to teach students who have significant academic, functional, social, communication, motor, and/or health needs.