Most of the students we serve are identified in the categories of multiple disabilities, deaf-blindness, autism, and learning impairments, however we do serve students identified in other special education categories. Students we serve also meet the following criteria:
The State I-Team provides on-site consultation services and training to the IEP teams of referred students. We also provide training to school district personnel, family members, community service providers and general community members on a variety of topics related to the education of students with intensive special education needs. Training can be delivered on site at the student's school, district wide, regionally or statewide, depending on the need.
The I-Team provides consultation, technical assistance and training to IEP teams of students with intensive needs who are referred by their team for services. A referral form must be completed each year by the student's school case manager and signed by a school administrator and by the student's parents before services can be initiated. Every eligible student referred to the I-Team is provided a level of service selected by the IEP team and agreed upon by I-Team personnel.
I-Team personnel provide training to IEP teams of referred students, school and school district personnel, regional training and statewide training on a range of topics related to the education of students with intensive educational needs. Training provided to the IEP team of a referred students is considered a part of the student referral. Training of other school staff, families of other students, community members or community service providers can be arranged in a variety of formats and on a wide range of topics related to the education of students with intensive special education needs.
General information on developmental disabilities such as:
Deaf-blindness
Multiple Disabilities
Cerbral Palsy
Autism Spectrum Disorders
Cortical Visual Impairments
Intensive Special Education:
Systematic data-based instruction
Inclusion
Positive peer relationships
Functional behavioral assessment
Alternative and augmentative communication
Auditory, visual, and tactual supports
Evidence-based practices
Assessment practices
IEP development
Specific curricular issues including literacy, community living, self-help,
mobility and pro-social skills
Transition planning
Related services decision making
Integrated services
Family Centered Practices:
Family issues
Building positive relationships / friendships
Circle of Courage
Circle of Friends
MAPS
Inclusion:
General education
Differentiated Instruction
Universal Design for Learning
co-teaching
Supportive Classroom
Leadership
Collaboration
Creative Problem Solving
Last modified July 24 2009 12:51 PM
