Special Education
Instructional Programming
- Preschool Development Program
- Special Education Resource Program
- K-8 TEAMs Classes
- K-8 SOAR Programs
- High School Resource Lab
- High School ACCESS Program
- High School Skills for Life Program
- 18-22 Community Program
Preschool Development Program
Preschool programs for children three to five years of age. These programs are housed at the Early Childhood Center at Central Avenue. Programs serve children who have identified disabilities in language, cognition, visual motor abilities, and emotional difficulties. Services also include monitoring the progress of students in settings other than the public school program.
Special Education Resource Program
The Special Education Resource Program is designed to provide academic support to students in grades K-12 who have special education needs. Due to identified learning disabilities, emotional needs, or other identified disabilities, these students require support in one or more academic areas in order to be successful in the regular classroom. In addition to academic support, students learn about their individual strengths and needs in the learning process.
Support from the Special Education Resource Teacher can be provided in a number of ways. The traditional "pull-out" system is used when deemed appropriate for one-to-one or small group instruction of specific skills. This can also be provided within the regular classroom, as part of a student's regular class work. An additional option for providing support to identified students is the "push in model. In this method of service, team-teaching occurs between the Regular Classroom and the Special Education Teacher within the general classroom setting. In this manner, the teachers are able to plan lessons together and to make adjustments to the presentation of material and/or assignments and tests as necessary for specific learning styles. All of these options are referred to as direct service options.
Another very important aspect of the Special Education Resource Program is consultation. Whichever mode of direct service is chosen for an individual student, consultation between the Regular Classroom Teacher and the Special Education Teacher is crucial to the student's ultimate success. It is important to note that depending on the individual student's needs, the options described above may be delivered in any variety of combinations.
K-8 TEAMs Classes
TEAMs Classes are designed to provide a functional academic education, communication, self-help, social, emotional, fine and gross motor, and pre-vocational/vocational programs to help them develop their skills in all these areas. Students may be included in regular homeroom activities and other regular classes as deemed appropriate for the individual student by the PPT.
K-8 SOAR Programs
Students with emotional disabilities may be serviced in these classes. Small class size, highly structured classroom environment, and appropriate behavior management programs are maintained. Students in these programs often have learning needs accompanying their emotional needs.
The Transitional Program for students in grades 7 & 8 provides a small group individualized program in English, mathematics, science, social studies, and reading taught by certified special education teachers. The program focuses on the development of academic and social skills.
High School Resource Lab
The Resource Lab Program is designed to meet the needs of high school students who have been identified as special needs students. These students will be channeled into inclusive educational programs of study with modifications as deemed necessary by the PPT process. Support for inclusive classes will be provided in the resource lab on a daily basis. It will include one-to-one and small group instruction. Monitoring of these programs will be done on a regular basis with all teachers involved. Job training can and will be incorporated into these programs as needed.
High School ACCESS Program
The ACCESS Program provides a learning environment limited in size per instructional period. Classes in the four major academic areas (general math/algebra, science, English, world geography/US history) provide an individualized program taught by teachers trained in special education. A structured student-centered atmosphere prevails to enhance feelings of self-esteem.
High School Skills for Life Program
18-22 Community Program
Housed at Naugatuck High School, the Community Program provides services for students ages 18-22 with a focus on transition from the school to community setting and life skills. This program also includes community-based vocational work. The Community Program is designed to work with students possessing a variety of post-secondary needs. A low teacher/student ratio allows for maximum attention to physical, educational, and social/emotional needs.
Special Education Related Services
- Speech and Language Services
- School Social Work Services
- School Psychology Services
- Occupational and Physical Therapy
Speech and Language Services
Students whose language skills are significantly delayed in expressive or receptive language, articulation, fluency and/or voice in a manner which impairs their educational process, are included in our speech therapy programs. Speech services are available from age three through high school graduation or age twenty-one. Instruction may occur individually, in small groups, or as part of a classroom setting. Consultation and monitoring are also part of the service.
School Social Work Services
The School Social Worker's primary responsibility is to help students reduce social and emotional problems so that they may achieve reasonable academic success and develop rewarding personal relationships. School social work may involve working with pupils individually, in small groups, or through methods, which involve a total classroom population. The school social worker promotes effective communication among the home, the community, and the school, and serves as an advocate for the student.
School Psychology Services
The school psychologist's expertise lies in learning and development theory as well as in intellectual and personality assessment. Assuming the role of consultant to administrators, teachers, parents, and/or students, the school psychologist facilitates the maximum intellectual, social, and emotional growth of each pupil in the schools.
Occupational and Physical Therapy
Some students require physical and/or occupational therapy services to enable them to benefit from their educational program. These therapies are provided by fully trained and licensed Physical and/or Occupational Therapists. Before physical therapy services are implemented, a medical prescription is provided by the student's physician.
Additional Resources
- Sparkler Child Development App
- Procedural Safeguards Notice
- Transition Bill of Rights
- Parent Guide to Special Education
- Child Find
Sparkler Child Development App
Connecticut families with children 0-5 years old can use Download Sparkler’s mobile app for free to check in on their children’s development, learn through play, and tap into a network of support from 211 Child Development and Help Me Grow. Sparkler is available in English and Spanish. It offers families tools to monitor children’s social-emotional, cognitive, communication, and physical development, including the Ages & Stages Questionnaires®, as well as suggestions for play-based learning activities to support children’s development.
- Download: You can download Sparkler from the Google Play Store if you have an Android phone or tablet or from the Apple App Store if you use an iPhone or iPad.
- Register: Open the app and tap “Create a New Account.” Enter the Sparkler Access Code CT on the first step of registration to access developmental screening and to access Connecticut-specific resources and support. Answer the questions to create an account for yourself and a profile for your child. You must enter your child’s birthday correctly because Sparkler assigns screenings and other content based on your child’s age.
- Questions? Please email your district or contact Sparkler.
- Sparkler handouts in English and Español.
Procedural Safeguards Notice
Transition Bill of Rights
A student with an individualized education program (IEP) has certain rights under both federal and state laws. This Transition Bill of Rights for parents of students receiving special education will help parents and students understand a student’s rights related to getting an education and other important issues regarding the transition to life after high school. School districts will provide this document annually at a planning and placement team (PPT) meeting to all parents, guardians, and surrogate parents of students who are receiving special education services in Grades 6-12 as well as to students who are 18 years of age or older.
Students, parents, guardians, and surrogate parents are important members of the PPT. Parents, guardians, surrogate parents, and students 18 years of age or older have the right to receive a copy of Procedural Safeguards in Special Education which explains the rights and responsibilities in the federal law called the Individuals with Disabilities Education Act (IDEA). These procedural safeguards are provided at least annually at a PPT meeting by each school district. This publication describes a student’s right to a free and appropriate public education (FAPE) in the least restrictive environment (LRE) through specialized instruction and related services in a student’s IEP.
Students with an IEP have a right to:
- Receive secondary transition services through their IEP starting at least at age 16, or younger if desired and recommended by the student’s PPT.
- Receive appropriate individualized education services through the end of the school year in which they turn 21 or until graduation with a regular high school diploma. The school year is defined as July 1 through June 30. This decision is typically recommended by a student’s PPT.
- Attend all PPT meetings, including those related to transition planning, to represent their education/ training, employment, and independent living interests, preferences, and strengths.
- Assist in the development of their IEP with accommodations and modifications designed to meet their unique needs.
- Develop realistic and specific post-school outcome goal statements (PSOGS) that are measurable, based on their individualized needs and interests, and reviewed annually as part of their IEP.
- Receive secondary transition services and related supports to help them prepare to meet their postschool goals in postsecondary education/training and employment, and independent living skills if appropriate.
- Assist in developing annual goals and objectives to include but not be limited to those areas in the Connecticut CORE Transition Skills, such as health care, transportation, self-determination, and social skills.
- Identify, explore, and connect with outside agencies as appropriate, including but not limited to the following adult service agencies: Department of Developmental Services (DDS), Department of Mental Health and Addiction Services (DMHAS), Department of Public Health (DPH), and the Department of Rehabilitation Services (DORS), which includes the Bureau of Education and Services for the Blind (BESB) and Bureau of Rehabilitation Services (BRS).
- Be informed on or before their 17th birthday that all parental rights will transition to the student when he or she reaches the age of 18. Under Connecticut law, students may notify the school district (in writing) that their parents, guardian, or surrogate parent shall continue to have the right to make educational decisions with the students when they turn 18.
- Request consideration for receiving transition-only services between the ages of 18 and 21 if all transition goals and objectives have not been met during their previous years in high school. The following conditions are required:
- Students have met all academic requirements for graduation.
- PPT makes the recommendation for transition-only services that must be reviewed at least annually.
- Transition-only services must be a coordinated set of individualized activities but do not need to be a specialized “program.”
- Transition-only services must provide students with the opportunity to spend at least 80 percent of their time with nondisabled peers.
- Students are entitled to participate in graduation activities upon completion of academic requirements or at the conclusion of transition-only services - this is a decision to be made by the student, parents, and/or guardians or surrogate and the PPT.
- If students participate in transition-only services, the date on their diploma or certificate will be the date that they exit high school (either aging out at 21 or with a diploma or certificate). In addition, the following should also be considered:
- Transition-only services are typically discussed during the senior year of high school.
- Transition-only services are not needed for graduation but may include academic, vocational, and independent living activities that will help students meet their post-school goals.
- Transition-only services should be based in the local community to the greatest extent possible in order to prepare students for life after high school.
- Actively participate in the development and revision of their Student Success Plans, which are required for all students in grades 6–12 to address career, academic, and social/emotional/ behavioral skills to prepare for life after high school.
- Receive, along with their parents, guardians, and surrogate parent transition resources and other information regarding IEPs developed by the Connecticut State Department of Education (CSDE) and their school such as:
- Assistive Technology and Educational Transition
- Building A Bridge: A Transition Manual for Students
- Connecticut CORE Transition Skills
- Connecticut IEP Transition Planning Checklist
- Easing into Secondary Transition: A Comprehensive Guide to Resources and Services in CT
- Transition Assessment Resource Manual
- Stepping Forward: A Self-Advocacy Guide for Middle and High School Students
- Student Success Plan Crosswalk
- Technology & Transition: Resource Guide to Creating and Sustaining an AT [Assistive Technology] Team at the High School Level
If students have questions or have a problem asserting any of these rights, they should first speak to their teacher, school case manager, school counselor, and parent/guardian or surrogate parent. If additional help is needed, students (or their parents, guardians, or surrogate parent) have the right to file a complaint, ask for mediation and, if needed, ask for an impartial due process hearing by contacting the CSDE Due Process Unit at 860-713-6928. For more information, see a Parent’s Guide to Special Education.
For additional help with transition or special education, call the CSDE at 860-713-6910 or visit the state's Special Education website. For assistance in understanding the provisions of the IDEA, call Connecticut’s federally designated Parent Training and Information Center, the Connecticut Parent Advocacy Center (CPAC) at 800-445-2722, e-mail cpac@cpacinc.org or visit The Connecticut Parent Advocacy Center.
Parent Guide to Special Education
Child Find
The Naugatuck Public School System is committed to providing children with disabilities from age three to 21 a free appropriate public education in accordance with the Individuals with Disabilities Education Act. School staff review concerns with parents, and where indicated, conduct a diagnostic evaluation to determine if a child is in need of special education services. If you know of a child who may be disabled and has not been identified by the school system, please ask the child's parents to contact the Naugatuck Public Schools, Department of Special Services Nicole Reichardt at 203-720-5265.
Early intervention services are also available for children from birth to age three through various providers in the Naugatuck area. If you have a concern about a child in this age group, please call the Birth to Three Infoline at 1-800-505-7000 or visit the Birth to Three website.
Contact: 203-720-5271