|
|
Research-Based
Practices In
this page, the Division of Special Education is featuring selected
Position Papers. These documents can be shared, viewed, navigated,
and printed from your computer using using the Adobe
Acrobat® Reader® software.
| Position Paper #2 |
Early Intervention-Prevention for Academically At-Risk Students
Description of academic intervention framework that will identify students academically at-risk before they have failed, diagnose areas of reading weakness, and provide targeted intervention to address those areas of weakness. In addition, the utilization of this framework will better assure that the district is identifying the appropriate students for special education and providing the proper services. |
| |
|
| Position Paper #3 |
Elementary Literacy-Special Education Students with Mild/Moderate Disabilities
Clarification of District's position in regard to the
participation of students with mild to moderate disabilities in the District’s literacy program. |
| |
|
| Position Paper #4 |
Secondary Instruction and Services-Students with Disabilities Accessing the Core Curriculum
Clarification of District's position in regard to the participation of students with disabilities in the instructional programs at the secondary level. This paper describes the tiered approach to instruction, intervention, and services for secondary students with disabilities who are using the core curriculum. |
| |
|
| Position Paper #5 |
Adapted Physical Education
The purpose of this segment of the document is to identify program guidelines that clarify thearray of physical education services provided to students with disabilities within the Los Angeles Unified School District (LAUSD). Service Delivery models (SEE APPENDIX A) for APE will
be described and aligned with the three-tiered models of prevention and intervention. In addition, this paper will describe the expectations for service completion. |
| |
|
| Position Paper #6 |
Assitive Technology
The purpose of this paper is to describe an approach to teaching and learning that will allow all students the opportunity to interact with curriculum in ways that are most meaningful and effective, whether they are identified as having a disability or not. Universal design for learning
encompasses many of the features of what is currently referred to, and recommended as, assistive technology within the District, and makes those features available to all learners. |
| |
|
| Position Paper #7 |
Language and Speech
The purpose of this position paper is to define the roles, and delineate the responsibilities, of thespeech-language therapist within the Los Angeles Unified School District. Specifically, service delivery models for speech and language will be described and aligned with a three-tied model of
prevention and intervention already adopted by the District in three Position Papers (2, 3, and 4) published during the summer of 2004. |
| |
|
| Position Paper #8 |
Occupational Therapy
The purpose of this position paper is to define occupational therapy within Los Angeles Unified School District. Specifically a continuum of occupational therapy service delivery models will be described. Service delivery models will emphasize an integration of occupational therapy
services with classroom goals and curriculum. In addition, this paper will describe the development of educationally relevant goals and expectations for service completion. |
| |
|
| Position Paper #9 |
Physical Therapy
The purpose of this position paper is to define the role of school physical therapy within the Los Angeles Unified School District. Specifically, a continuum of physical therapy services delivery models will be described. Service delivery models will emphasize an integration of physical therapy services with classroom goals and curriculum. In addition, this paper will describe the development of educationally relevant goals and expectations for service completion. |
| |
|
|
