Special Education Programs

Program Description: 

Integrated co-teaching services means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled peers.

The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended on their IEP’s.

Program Location: 

• Brookside Elementary (4-5)
• Fox Run (K-2, 4-5)
• Kendall Elementary (K-5)

Class Size: Not to exceed district class size limits

Curriculum: General Education Core Curriculum

Program Services:

• Special Education Teacher
• General Education Teacher

Additional related services including:

• Speech and Language
• BCBA
• OT/PT

Provided as mandated by individual IEPs

Student Profile

The student must display mild to moderate disabilities in reading, writing, math, self-management, or study skills which interfere with the ability to benefit from general education with differentiation, accommodations, and other general education interventions.

Program Description:

The program is designed to help students acquire academic foundation and communication skills. The program uses the principles of Applied Behavior Analysis including Discrete Trial Analysis across all domains; academic, communication, social, and behavioral to make data-driven decisions and recommendations for instruction and services.

The program offers co-curricular and exposure to adapted and individualized core curriculum commensurate with student abilities.

Students are integrated in general education classes and school-wide co-curricular activities to provide appropriate social and language role models. Students have access to technology, including computer-based instruction and devices to promote universal design using an experiential approach to learning.

Regular language services delivered in the classroom setting to support pragmatic language, peer relationships, and independence during lunch.

Development of positive social skills and interactions focusing on responsible decision-making and positive social interactions.

Individualized behavior intervention plans as appropriate.

Program Location:

2024-25

• Norwalk Early Childhood Center (Half Day)
• Cranbury Elementary School (K-2)
• Cranbury Elementary School (3-5)

2025-26

• Cranbury Elementary School (K-2)
• Cranbury Elementary School (3-5)
• Kendall College and Career Academy (pre-K)
• Kendall College and Career Academy (K-2)

Class Size: Maximum of 10 students

Program Services:

• Special Education Teacher
• Programmatic Registered Behavior Technicians
• Supervising BCBA

Additional related services including:

• Speech and Language
• OT, PT
• Assistive Technology
• Counseling from psychologists or social worker

Provided as mandated by individual IEPs

Student Profile:

Preschool: Students demonstrate a moderate to severe delay across several domains, including cognitive, language, social, physical or adaptive functioning. Using standardized tests, observations, and developmental checklists the student’s needs and goals cannot be met in a less intensive special education program.

Elementary: Moderate to severe deficits including multiple disabilities. Developmental, intellectual, language disabilities, and/or autism which interfere with the ability to benefit from instruction in the general education setting.

Significantly delayed academic skills. Ability to work as part of a dyad and a small cooperative group with individualized support as necessary.

Exit Criteria:

Development of verbal behavior and self-management skills which enable the student to benefit from instruction in a less intensive education setting with appropriate modifications and supports

Program Description:

Part-time special education classes providing direct explicit instruction in ELA, writing and math. The reading instruction uses research based methodology of Orton Gillingham based strategies. This highly structured program directly teaches the framework of language, reading and writing to students who have been unable to benefit with other teaching strategies and who may require multi-sensory instruction. 

The special education staff also provides specially designed instruction, accommodations and academic intervention to students with disabilities in the general education classroom for other core curriculum areas including social studies and/or science. Consultations (direct and indirect) are provided in electives and specials. 

Program Location:

• Naramake (4-5)
• West Rocks (8) for 2025-26

Class Size:Maximum of 10 students

Curriculum:Direct explicit instruction in ELA and math using multi-sensory approaches; General Education Core Curriculum

Program Services:

• Special Education Teacher
• Speech and Language Pathologist Assistant

Student Profile:

Using standardized and diagnostic test data, curriculum-based measures, state assessments, and other classroom measures. The students display cognitive potential and exhibit moderate to severe learning disabilities including dyslexia which may significantly impact decoding, fluency, reading comprehension and written expression. Learning disabilities may also impact math calculation and problem solving. Students display significant difficulty applying previously learned rules of phonics.

Students can benefit from special education supports and accommodations in the general education class and curriculum in social studies, science and electives/specials. Instruction in study skills and executive order functioning are embedded in the program.

Exit Criteria:

Data demonstrates that the student has increased ability to decode, read fluently and has mastered specific reading and writing strategies that can be established in the general education classroom with support and accommodations.

Program Description:

The program is designed to help students acquire academic foundation and communication skills.

The program provides intensive, direct, explicit special education instruction across all domains including language, academic, independence, social, adaptive, and self-management skills, using individual and small group data- driven instruction.

The program offers co-curricular and exposure to adapted and individualized core curriculum commensurate with student abilities.

Integration of students in general education activities to provide appropriate social and language role models.

Access to technology, including computer-based instruction and devices to promote universal design using an experiential approach to learning.

Development of pragmatic social/language skills via on-going language intervention strategies embedded in the curriculum as needed. Foundations provides direct explicit special education instruction that provides academic intervention and skill development for independent living and self-management.

Language skills instruction delivered in the classroom setting.

Program Location:

• Rowayton (K-5)
• Nathan Hale (6-8)
• Ponus Ridge (6-8)

Class size: Maximum of 12 students

Curriculum: Modified and Adapted curriculum

Program Services:

• Special Education Teacher
• Special Education Paraeducator; additional special education paraeducators as per IEP
• Consultation from Psychologist or Social Worker, and BCBA

Additional related services including:

• Speech and Language
• OT, PT
• Assistive Technology
• Counseling from psychologists or social worker

Provided as mandated by individual IEPs

Student Profile:

Severe disabilities including autism, intellectual and/or language disabilities which interfere with the ability to benefit from the core curriculum in the general education setting.

Students may exhibit hearing and/or physical disabilities which can be addressed programmatically or by related service personnel.

Students require intensive individualized, data-driven instruction, constant supervision, and/or physical or visual prompts.

Student can be safely included in a mainstream school with individualized support as needed.

Students are eligible for the CT Alternative Assessment.

Exit Criteria:

Increased academic skills to benefit from instruction in the core curriculum with modifications.

Program Description:

Classes are staffed with highly trained special education teachers. Special instruction is offered in special classes for core academic areas and skills support. 

Supervision during electives and lunch is programmatically provided. Students may participate in general education classes or co-curricular activities with programmatic support as needed.

Weekly individual and group counseling and daily in class skills training using research-based techniques. Development of pragmatic social/language skills via language intervention strategies embedded in curriculum.

Direct instruction leading to the development of skills in all academic areas consistent with the common core curriculum and Positive Behavior Interventions and Supports (PBIS). Development of positive social skills focusing on responsible decision-making and positive social interactions. 

Data driven program-wide behavior intervention programmatic approach using a token economy which may include a “level system” that leads toward increased student responsibility and decreased need for supervision. 

Individual Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP) are used.

Program Location:

• Tracey (K-5)
• Roton (6-8)
• Brien McMahon

Class Size Ratio: Maximum number of students 12

Curriculum: General Education Core Curriculum 

Program Services

• Special Education Teacher

• 2 Registered Behavior Technicians (per class)

• Psychologist or Social Worker (at all schools)

• District-wide BCBA

Additional related services including:

• Speech and Language
• OT, PT
• Counseling from psychologists or social worker

Provided as mandated by individual IEPs

Student Profile:

Student exhibits disabilities which impact behavioral, social, and/or self-management skills that significantly interfere with the ability to benefit from the general education setting despite accommodations, aids and supports.

Average to above average cognitive potential. Mild to moderate academic deficits may exist as demonstrated by math and reading assessments, standardized test scores, individual achievement assessments, and/or day-to-day functioning. 

Students may be classified as ED, OHI, or Autism; and students may have psychiatric disorders, such as but not limited to; depression, OCD, phobias, ADHD, anxiety disorders, Autism Spectrum Disorder (ASD).

Students are typically emotionally fragile, and do not typically display physically aggressive or physically assaultive behaviors that cannot be brought under instructional control using programmatic resources.

Student requires intensive supervision, individually developed, data-driven behavior management programs, therapeutic, cognitive-behavioral, and/or social skill interventions.

Exit Criteria:

Data demonstrates that the student has developed improved self-management and independence skills requiring less supervision and/or explicit special education instruction.

Data support that the student can benefit from a less intensive special education program, including increased participation in general education classes. 

Practical Skills Classes

• Practical English
• Practical Math
• Community and Civic Engagement
• Daily Living Skills
• Pre Vocational/Vocational Skills

Program Location:

• Brien McMahon High School
• Norwalk High School

Class Size: Maximum 12 students

Age Range: High School

Curriculum: Modified and Adapted

Program Services:

• Special Education Teacher
• Special Education Paraeducator; additional special education paraeducators as per IEP
• Consultation from Psychologist or Social Worker, BCBA, Transition Coordinator

Additional related services provided, as mandated by individual IEP’s, including:

• Speech and Language
• OT, PT  
• Assistive Technology

With family or student consent, consultation with community-based agencies and adult services providers.

Program Description:

Designed for students to acquire skills in functional literacy, personal finance, career-readiness, and self-determination. The program provides a coordinated set of transition activities and meaningful and measurable postsecondary goals that are individualized to specific student needs. Pragmatic social/language skills are developed via daily language intervention strategies embedded in the curriculum as needed.

Positive social skills focusing on responsible decision-making and positive social interactions are explicitly taught through group and individual sessions with social workers and SLPs. Adaptive living skills including hygiene, money management, shopping, cooking, laundry, housekeeping, leisure and personal safety are also taught.

Program offers community-based experiences and exposure to adapted and individualized core curriculum commensurate with student disabilities. 

Career readiness skills and experiences are created within the pre-vocational and vocational skills lab, as well as within various departments at the school level, including student-run cafes. 

Travel-training is available for students who need to utilize public transportation for vocational skills. Technology, including computer-based instruction and devices to promote universal design, provide an experiential approach to learning.

Students are included in general education activities to provide appropriate social and language role models.

Entry Criteria:

• Severe disabilities including autism, intellectual and/or language disabilities which interfere with the ability to benefit from core curriculum in the general education setting.
• Students may exhibit hearing and/or physical disabilities which can be addressed programmatically or by related service personnel.
• Students require intensive individualized, data-driven instruction, constant supervision, and/or physical or visual prompts.
• Students can be safely included in a mainstream school with individualized support as needed.
• Students are eligible for the CT Alternate Assessment.

Program Description:

Project SEARCH is a one-year vocationally-based internship program for young adults with disabilities, generally between the ages of 18-22. It targets students/young adults whose goal is competitive employment. 

In Project SEARCH, interns participate in employability skills lessons and participate in three 10-week internships across our host sites. These sites include Norwalk Public School’s Project SEARCH at Norwalk Community College and Ability Beyond’s Project SEARCH at Norwalk Hospital. 

Program Location: CT State Norwalk & Norwalk Hospital

Class Size: Maximum of 12 students

Age Range: 18-22 years old

Curriculum: Career-Readiness Curriculum

For more information about the program, please visit the Project SEARCH website.

Program Description:

Norwalk Next Steps is a post-high school transitional program with Norwalk Public Schools that works with young adults (ages 18-22) with varying levels of abilities to effectively become valued members of the community. It offers a range of services for students in need of functional academics, vocational experiences, and independent living skills. Norwalk Next Steps assists in developing the competence to lead successful and rewarding lives.

Program Location: NPS Family Center

Class Size: Maximum of 12 students

Age Range: 18-22

Curriculum: Life Skills, Career Readiness, Transition to Adulthood

For more information about the program, please visit the Norwalk Next Steps website.

Program Name: High School Co-Teaching (includes 9th grade co-taught cluster)

Program Location:

• Norwalk High School
• Brien McMahon High School

Class size: Not to exceed district class size limits

Age Range: High School

Curriculum: Refer to High School Program of Studies for complete curriculum description and course offerings by grade level.

Program Services:

• Special Education Teacher
• General Education Teacher

Additional related services including:

• Speech and Language
• OT and PT
• BCBA

Provided as mandated by individual IEPs

Program Description:

Specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled peers.

The maximum number of students with disabilities receiving integrated co-teaching services in a class shall be determined in accordance with the students’ individual needs as recommended by their IEPs.

Entry Criteria:

Using standardized and diagnostic test data, curriculum-based measures, state assessments, and other classroom measures. The student displays mild to moderate disabilities in reading, writing, math, self-management, or study skills which interfere with the ability to benefit from general education with differentiation, accommodations, and other general education interventions.

Exit Criteria:

Using standardized and diagnostic tests data, curriculum based measures, state assessments and other classroom measures. Gaps in academic and/or study skills have decreased and the student can benefit from general education with differentiation, accommodations, and other general education interventions.