Intellectual and Developmental Disabilities Devereux Advanced Behavioral Health combines evidence-based interventions with compassionate family engagement to support individuals with program education of children with intellectual disabilities and developmental disabilities across all stages of life. Trauma-Informed Care approach to treatment – promoting a positive, proactive approach for teaching skills in a variety of safe and supportive environments. We are proud to serve children and adults across the country.
Intellectual and Developmental Disabilities Services Treatment in Residential Settings For individuals in need of 24-hour, out-of-home services, our residential treatment programs provide the resources needed to meet an individual’s treatment, social and educational goals. Community-Based Living Numerous community-based services and supports provide more independent living options for individuals to reside within their communities, whether in group homes, lifesharing or supported apartments. Outpatient and Other Specialized Services These specialized services are designed to meet each individual’s treatment needs in the least restrictive environment possible. In addition to outpatient counseling, services may include wrap around, respite, clinical and educational assessments, family counseling, medication management, and parent and sibling consultations. Special Education Day Schools Devereux day schools offer high quality, innovative special education programs within a structured environment that prepare students for returning to local educational communities.
Students receive individualized interventions based on their unique needs. Support services and a therapeutic environment enhance the educational, behavioral, emotional, and social development of children and adolescents. Therapeutic Foster Care Every child deserves a safe and nurturing environment to give each individual the opportunity for success. Devereux’s Therapeutic Foster Care program provides services to a diverse population of at-risk children and their families.
We use a multi-disciplinary team approach that embraces each child’s unique potential and emphasizes innovative program development and clinical excellence. Employment and Transition Services Devereux offers a host of employment services and supports to transition-age youth and adults including prevocational training, community-supported employment and pre-employment day programs. All programs are designed to foster community inclusion and develop living and communication skills. Please forward this error screen to 198. You must be an ASCD member or subscriber to view this content. Years of research have contributed to our knowledge of how to successfully include students with disabilities in general education classes.
Listed below are the activities and support systems commonly found where successful inclusion has occurred. The regular teacher believes that the student can succeed. School personnel are committed to accepting responsibility for the learning outcomes of students with disabilities. School personnel and the students in the class have been prepared to receive a student with disabilities. Parents are informed and support program goals. Special education staff are committed to collaborative practice in general education classrooms.
The principal understands the needs of students with disabilities. Adequate numbers of personnel, including aides and support personnel, are available. Appropriate policies and procedures for monitoring individual student progress, including grading and testing, are in place. Special educators are part of the instructional or planning team. Teaming approaches are used for problem-solving and program implementation. Teachers have the knowledge and skills needed to select and adapt curricula and instructional methods according to individual student needs.
Teachers foster a cooperative learning environment and promote socialization. Making It Work: A Sample Scenario Classrooms that successfully include students with disabilities are designed to welcome diversity and to address the individual needs of all students, whether they have disabilities or not. The composite scenario below is based on reports from several teachers. It provides a brief description of how regular and special education teachers work together to address the individual needs of all of their students. Jane Smith teaches third grade at Lincoln Elementary School. Three days a week, she co-teaches the class with Lynn Vogel, a special education teacher. Their 25 students include 4 who have special needs due to disabilities and 2 others who currently need special help in specific curriculum areas.
Each of the students with a disability has an IEP that was developed by a team that included both teachers. All of the school personnel have attended inservice training designed to develop collaborative skills for teaming and problem-solving. Smith and the two paraprofessionals who work in the classroom also received special training on disabilities and on how to create an inclusive classroom environment. Smith and Miss Vogel share responsibility for teaching and for supervising their two paraprofessionals.
In addition to the time they spend together in the classroom, they spend 1 to 4 hours per week planning instruction, plus additional planning time with other teachers and support personnel who work with their students. The teachers use their joint planning time to problem-solve and discuss the use of special instructional techniques for all students who need special assistance. Monitoring and adapting instruction for individual students is an ongoing activity. The teachers use curriculum-based measurement to systematically assess their students’ learning progress. In the classroom, the teachers group students differently for different activities. Sometimes, the teachers and para-professionals divide the class, each teaching a small group or tutoring individuals. They use cooperative learning projects to help the students learn to work together and develop social relationships.