Program Back To Top
The Alternative Day Program provides services and assistance to meet educational,
social/emotional and behavioral needs of students from northern Iroquois and Kankakee
Counties. We also provide staff development to our member districts.
Audiology services include identification of children with
educationally significant hearing loss, birth through high school graduation,
residing within our participating school districts. Audiological evaluations are
completed to determine the range, nature and degree of hearing loss, with referrals
made for medical follow-up and treatment as well as appropriate educational intervention.
Our audiologist participates in the process of obtaining personal hearing instruments,
individual and group FM systems and other assistive listening technology, and
evaluates and monitors the effectiveness of those devices. Additionally, our audiologist
provides counseling and guidance for children, parents and teachers regarding
hearing loss. Our audiologist participates in consultation regarding classroom
acoustics, hearing and hearing disorders.
All services are provided by our
licensed audiologist, Jana Wahlen.
Adapted P. E. Back
Adapted Physical Education adapts, modifies and/or changes
a physical activity so it is as appropriate for the person with the disability
as it is for a person without a disability. The Kankakee Special Education Cooperative
provides educators who, in cooperation with district staff address the individualized
needs of children and youth who have gross motor developmental delays. Assessment
and instruction by qualified personnel gather assessment data and provide valid
Physical Education instruction. The Adapted Physical Educator writes goals and
objectives that are measurable. These goals and objectives are reflective of the
Physical Education instructional content and monitored/evaluated according to
district policy to ensure the best interests of the students. This is a direct
service and is developmentally appropriate Physical Education. In addition, the
Kankakee Special Education Cooperative supplies consultation services assisting
Regular Education staff with students participating in Physical Education Programs.
Behavior Intervention Back
Behavior Intervention Services provide in-service trainings
for staff with topics including Therapeutic Crisis Intervention (TCI), legal issues
in Special Education, the process of Functional Behavior Assessment, and the development
of Behavior Intervention Plans.
Behavior Intervention Services meet individually
with a staff team to strategize behavior management techniques specific to individual
students or groups of students. Observations, identification of function of behaviors,
and recommendations for individual students demonstrating behavioral issues are
provided in attempts to provide students with the appropriate intervention needed
for their academic success. These services assist and communicate with staff to
problem solve and provide creative solutions to difficult student situations.
Area Special Education Cooperative implements character education!
CHARACTER COUNTS! Back To Top
2009-2010 school year KASEC will implement a program called CHARACTER COUNTS!
into its curriculum. Each month one of the Six Pillars of Character will be emphasized
throughout the program. It is believed that the incorporation of character education
will aid in the growth of academic and personal success.
CHARACTER COUNTS!, created by Josephson Institute, is the most
widely implemented approach to character education,
reaching millions of youth. CHARACTER COUNTS! is:
* A framework based on
basic values called the Six Pillars of Character:
trustworthiness, respect, responsibility, fairness, caring and citizenship.
Embraced by thousands of schools, communities, public agencies and nonprofit organizations
for a simple reason - it works.
* Nonprofit, not religious or political (though
used by both secular and faith-based groups, and supported by public officials
of both major parties).
* Not a curriculum or add-on, but a powerful means
to advance curricular and behavioral goals.
TOKEN ECONOMY Back
One of the most often used behavior management techniques, especially
in settings for students who have learning or behavioral difficulties, is the
token economy system. A token economy involves awarding tokens, chips, stickers,
check marks, points, or other items/markings to students who demonstrate desired
behaviors identified. Students attending the Alternative Day School Program at
KASEC may periodically exchange earned tokens for rewards, which are items or
activities desirable to them.
Token economies are often quite effective
for students who are resistant to other types of motivational or behavior management
techniques. Other benefits of this system are ease of administration, the use
of immediate reinforcement (tokens) while teaching delayed gratification (holding
tokens until trade in time), lack of boredom or satiation for the student due
to the availability of a variety of back-up reinforcers, and lack of competition
between students as they compete only against themselves.
info about token economy click here.
Therapy Back To Top
Occupation Therapy in the school provides therapy to a variety of children who
have difficulties in the following areas, but not limited to: fine motor, visual
motor and sensory processing. Delays in these areas could lead to difficulty in
writing, coloring, cutting, and using small manipulatives.
Therapy also provides teachers and students assistance in modifying the classroom
and or academic work to meet each student's needs for them to be successful within
the classroom environment.
A licensed Occupational Therapist performs
the evaluation and establishes the treatment goals. A licensed OTA and or the
OT provides the school based therapy at your child's school during his/her school
Physical Therapy Back
Physical Therapy in the school setting provides gross motor
training to those students whose abilities are delayed secondary to a birthing
injury, disease process, genetic abnormality, traumatic brain injury, or other
diagnosis that impact the child's gross motor skills. During the physical therapy
evaluation, strength, range of motion, balance, coordination skills, and the ability
to walk are all examined.
Based on the findings, the PT looks to see
if the child shows a delay that impacts his/her ability to access their education.
These areas would include walking in a hall, up/down stairs, handling a ball,
and overall balance in various positions.
A licensed Physical Therapist
and/or licensed Physical Therapy Assistant provides the therapy for your child
at his/her school during school hours in the event your child qualifies for services.
School Social Work Back
School social workers assist in assessment, intervention,
and prevention services to students. Assessments of a student's adaptive behavior
skills, cultural background, and socioeconomic situation help in the evaluation
of behavioral, emotional, social, and attention-span concerns which can interfere
with a child's achievement of the maximum academic benefit from educational opportunities.
School social workers provide intervention services through direct counseling
of individual students and groups of students, as well as through consultation
with school personnel, family, and representatives of outside resources involved
with supporting students' learning. School social workers help students understand
themselves and others, develop self-control, cope with stress, take responsibility
for their actions, and develop decision-making skills. School social workers are
in a position to understand educational systems and processes as well as the psychological
and social forces that affect behavior. Their training allows school social workers
to intervene in ways that take into account the many factors which affect the
student at school in order to support the student's academic improvement.
social workers provide services which are designed to prevent school failure,
school violence, and dropping out of school. These services include positive programs
which teach character development, conflict resolution skills, social skills,
and substance abuse prevention skills to prepare students for productive citizenship.
Vision Impairment Back
Itinerant vision services are offered to students who have
a diagnosed visual impairment. Itinerant teachers are teachers that travel to
multiple schools within a district or designated area. A certified special education
teacher with an emphasis in low vision and blind education provides necessary
accommodations in order for students to access their educational environment and
materials. Services may include individual instruction in the use of specialized
equipment to compensate for the vision loss, integrated instruction in the classroom,
and consultation with appropriate staff.
VISUAL IMPAIRMENT DEFINED
Students with visual disabilities are those who have disorders, in BOTH the
structure within the ocular pathway AND function of the eye that with the best
correction and medical treatment, interfere with learning. These students would
exhibit one or more of the following conditions:
visual acuity, usually 20/70 or less in the better eye after best possible correction.
Restricted field of vision, to the degree
that it affects the student's ability to function academically.
and/or permanent eye conditions as noted by an eye specialist on an ocular report.
Temporary eye conditions such as post-operative
retinal detachment where placement for a limited time is recommended.
diagnosed cortical visual impairment.