An inclusive school requires not only a belief or mindset that all students are capable and eligible to participate in rigorous, high quality instruction but also a set of practices implemented by the entire school community. Teachers demonstrate their commitment to an inclusive classroom when they address the needs of all students: all students are provided with access to high quality grade level curriculum and appropriate supports to succeed. Principals demonstrate their commitment to an inclusive school through the establishment of a school culture which welcomes all students and provides the systems and structures necessary for teachers to meet their needs. 

 

 

The IEP

Students with disabilities who qualify for special education services, per federal and state regulations, are provided with an Individual Education Program (IEP) to ensure access to a Free and Appropriate Public Education (FAPE). FAPE requires that the education for the student be appropriately rigorous. The IEP is a legal document developed at least annually, by school professionals including general and special educators, parents, and the student when appropriate to identify the specially designed instruction necessary for the student to participate in and access the grade level curriculum. All students have a right to access the general education curriculum.

The IEP must be written to convey high expectations of the student, with a focus towards Post-Secondary Transition to college or career. Goals are written to bridge the gaps in the areas of: cognition, communication, social and physical development. The services identified for a student must be aligned to the student’s present levels of performance and goals. Supplementary aids and services are identified to provide the student with access to the general education curriculum and ensure instruction in the Least Restrictive Environment (LRE). Ongoing progress monitoring is essential to ensure that the IEP is a document that reflects students’ academic, social/emotional and physical development.

The IEP must be updated as necessary to reflect changes in student performance and needs and to ensure educational benefit. Special education is a service, not a place. As such, a student’s program and service delivery should be provided with multiple opportunities to participate in the curriculum with his/her general education peers. Specially designed instruction should be delivered in the least restrictive environment that is appropriate for each individual student.

 

What makes FDR special?

We have 435 students in our program and over 90 staff members to attend to their needs.

We offer a full range of services to our students, including: related services, special education teacher support services(SETSS), integrated cooperative teaching(ICT), self - contained 15:1, and academic, career, and essential skills program(ACES). 

 

How do we engage our students?

Student engagement begins with rigorous instruction. Students participate in a wide range of courses designed to both fulfill their graduation requirements and to peak their interests in favorite subjects. Franklin D. Roosevelt offers a wide variety of hands-on classes that includes project-based learning in English, History, Math, Science, Forensics, Environmental Science, Theater, Arts, Music, and more. Our students are encouraged to participate on sports teams, clubs and extra-curricular activities. Our students attend field trips, competitions, theatrical performances and other activities both inside and outside the classroom.