Our Vision
Our vision for the education of children with disabilities in the Dedham Public Schools includes the following key elements:
Community and Diversity
The community respects and celebrates differences and embraces them as a contribution, which enriches all members of the learning community.
Inclusiveness
A commitment to educating all students within a district which maintains exemplary general education programs and services designed to meet the needs of a wide range of students with disabilities within their community.
Learning and Equity
All students are educated in the Least Restrictive Environment where their diverse learning needs are accommodated and a differentiated curriculums the focus of instruction. The district develops models of service delivery to meet the needs of students with a wide range of needs.
The school district has achieved equity for children with disabilities. They participate to the fullest extent possible in all of the facets, resources, and opportunities of the school community.
Students with disabilities are treated with full respect for the unique contributions they make to the learning community of the Dedham Public Schools.
Parent/Guardian Involvement
The district keeps parents well informed and respects them as full partners in the education of their children. Parents are aware of their resources, school and district contacts and know they have a voice in a partnership within a caring school community. Parents maintain an active Special Education Parent Advisory Council.
Identification, Evaluation, and Teaching Services
The evaluation and identification of children with special needs is timely and carried out by a highly qualified multidisciplinary team in a process that identifies eligible students and matches service and develops programs to meet the individual needs of students. The evaluation and identification processes do not over or under identify any sub group.
Effective and efficient special education services are provided in an array of programs ranging from full inclusion in the general education classroom to partially and substantially separate settings as appropriate to meet the needs of eligible students, PK-12; students transition fluidly between programs as they progress through the grades, and achieve measurable standards. This includes seamless programs for educating eligible young children ages 3 & 4 in collaboration with Early Intervention Programs.
A well designed, trained, and efficient array of personnel who are able to implement requirements of IDEA 2004, esp. the Least Restrictive Environment principle, and use effective teaching to assist students to learn at an optimal level.
A range of effective related services that are blended into cohesive, educational programs for students
Transition
Exemplary transition planning for special education students as they
approach graduation, employment, enter specialized programs or
supported living, or turn 22.
Strong collaboration with agencies who provide services for: severely Involved students, homeless and transient students, students and children in respite homes, shelters, correctional institutions, and psychiatric and medical facilities.
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