Inclusive programming at both elementary and secondary levels provides special education  instruction to students with disabilities. Primary challenges are typically identified in the areas  of learning, communication, and/or executive functioning.  

Inclusion programming is designed for students capable of performing grade level work with  some accommodations and/or modifications. With on-going supervision and support from  special education staff, students generally attend general education classes with varying amounts  of assistance from a special educator and/or paraprofessional, articulated in their Individualized  Education Program (IEP). Students who participate in inclusive/supported classes often require  direct instruction of strategies to access the curriculum and make educational progress. At the  secondary level, this is provided through a "Strategies for Success" class, built into the broader  school schedule.  

Small group classes are also available to students who are not able to access the general  curriculum at their grade level, usually 2-3 years below expected grade level skills. Classes are  generally taught by one teacher, usually a special educator, with the support of one or more 

instructional paraprofessionals, depending on the size and makeup of the class. Across settings,  all instruction is aligned with the Massachusetts Curriculum Frameworks, with accommodations  and modifications provided as needed. All students participate in their respective state  assessments in accordance with each student’s Individualized Education Program (IEP).

Within a co-taught general education setting, students with special needs participate as much as  possible in a general education classroom with typically developing peers.

A strong partnership  between the general education teacher and special educator provides a setting that fosters a  deeper understanding of various learning styles, exposes students with disabilities to typical role  models, and an opportunity to receive diverse instructional strategies.  

Accommodations and/or modifications are made for students to access grade level curriculum as  well as the involvement of specialists and clinicians who provide services in mainstream settings. 

In general, all programming for students are designed on an individual case-by-case basis (per  the Individual Education Program) and provided in an integrated model.  

In general, highly specialized programs have a smaller number of students as these students  require additional supports within their general education classes and/or accommodations and  modifications to the classroom curriculum.

Students may be provided with individual and/or  small group instruction as needed to meet individual needs.

All specialized programs strive to  offer a continuum of services across grade levels. 

The Dedham Public Schools offer a range of evaluation, identification, educational and  therapeutic support services. Related services include: 

• Counseling and Psychological Services 
• Board Certified Behavioral Analysis (BCBA) consultation, assessment, and direct service
• Adaptive Physical Education  
• Vision/Orientation and Mobility  
• Deaf and Hard of Hearing  
• Physical and Occupational Therapy 
• Structured Literacy Programs (Wilson, Orton Gillingham) 
• Speech and Language  
• Transitional Planning 
• Extended School Year Programming