Inclusion is a core belief of The Leona Group and César Chávez Academy. Inclusion is the practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes. Special education services are delivered within the normal classroom.
Cesar Chavez Academy identifies and evaluates all children in the school who may have special needs. We embrace the philosophy of personalized instruction and educate all students in the general education classroom when possible. Teachers accept responsibility for educating all students in their classroom, modifying and accommodating instruction as needed. Special education staff supports the regular classroom teacher with this process.
Our knowledgeable staff is able to provide the individualized attention that each child needs to perform to his or her fullest potential, academically, socially and developmentally.
CCA has adopted the Wayne County RESA Guidelines for determining eligibility for specific learning disabilities which combines the processes of Response to Intervention and Patterns of Strengths and Weakness. You may access these guidelines by going to the following link:
You can also obtain additional information by referring to the Student Handbook or contacting the school.
What is a Specific Learning Disability (SLD)?
A specific learning disability is "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia that adversely affects a student's educational performance. A specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; emotional disturbance; or of environmental, cultural, or economic disadvantage." (34 CFR § 300.8(c) (10).
Determination of SLD
Response to Intervention (RtI)
With the Response to Intervention method, the student is provided with explicit evidence-based interventions. Student progress is carefully measured and the instructional interventions are adjusted to teach the skills necessary for the student to make progress toward age or grade level standards. Based on the student's response to the interventions, the group then determines whether or not the student demonstrates a specific learning disability.
Patterns of Strength and Weakness (PSW)
The "Patterns of Strength and Weakness" method requires an extensive analysis of the student's performance, achievement or both, when compared to age, State approved grade level standards or intellectual development, using appropriate assessments.
Who Evaluates for Determination of SLD?
A Multidisciplinary Evaluation Team (MET) conducts a full and individual evaluation of a student suspected of having a specific learning disability. The MET, based upon its evaluation of the student, then makes its recommendation of eligibility to the Individualized Education Planning Team (IEPT). The student's IEPT then determines SLD eligibility.
If you suspect that your child has a specific learning disability, please contact the school's special education teacher, Ms. Julie Barill at 313-843-9440.
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