Special Education Training & Consultation

DCIU's Teaching and Learning provides training and consultation for educational teams servicing students with complex learning needs in placements such as Autistic Support, Multiple Disabilities Support (MDS), and Life Skills Support. Training and Consultation topics focus on classroom environment, instructional methods, communication & social skills, and behavior management. 

Support May Include

• Team training
• New class set-up
• Individual student consult
• Classroom system consult
• Professional learning opportunities
• Team facilitation of Framework for Access and Belonging (FAB)
• Assistive Technology **link**

Least restrictive environment (LRE) is a principle that guides educational programs for students in need of an individual education plan. Inclusive education is intentional in its programming and views the needs of the individual student from not simply an academic perspective. 

Teaching & Learning provides the following services to aid school teams in inclusive practices:

• Consultation services
• On-site coaching
• Team training
• Professional learning opportunities

DCIU Teaching & Learning provides training, coaching, and consultation related to developmentally appropriate practices in early childhood education. Professional development services can include student, teacher, classroom, and/or program-based supports. Needs assessments can be developed and used to meet the specific training or coaching requests of early childhood education staff. Primary areas of support include behavior, classroom management, assistive technology, and curriculum/instruction.  

 

Potential trainings include: 

• Classroom management strategies 

• Addressing challenging behavior 

• Intervention tools 

• PBIS tools and implementation 

• Building relationships 

• Pyramid Model 

• Creative Curriculum Overview 

Transition planning is a multistep process that guides a youth from high school into adult living after they leave school. 

Planning begins at age 14, or younger if determined appropriate by the IEP team, and continues through high school as academic instruction and community experiences help clarify and support students' goals for:

• Post-Secondary Education: Preparing students to pursue their dreams of further education or training.
• Employment: Preparing all students to be competitively employed or supported through the appropriate continuum of employment services.
• Independent Living: Fostering skills for living independently in the community of their choice.

Strong secondary transition plans start with effective transition practices within a school. By using the principles of Transition Discoveries, aligning efforts with the PA Career and Work Standards, and effectively collaborating with other transition stakeholders, educators are able to create ways for the transition team to develop and provide experiences to ensure that all young people with disabilities, families, and professionals are empowered to create a successful transition plan.

The Delaware County Intermediate Unit provides training, consultation, coaching, and other technical assistance to all members of transition planning teams to help them develop and maintain effective Secondary Transition Practices.

Professional development opportunities include, but are not limited to:

• Indicator 13 and Indicator 14 Compliance
• Facilitation of the Delaware County Local Transition Coordinating Council and Transition Coordinators' meetings
• Interagency Collaboration
• Resource Development

According to the Individuals with Disabilities Education Act, assistive technology is defined as: "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.”

Assistive Technology focuses on a variety of tools to support students including:

• Adaptive Gaming
• Augmentative and Alternative Communication (AAC)
• Blindness/Visual Impairment
• Computer Access
• Mounting
• Sensory Toys
• Switch Access/Environmental Access
• Therapy Tools
• Tools for Reading/Writing/Math

Services

AT services at DCIU include training and supporting district teams in the selection, acquisition, and use of assistive technology devices to provide students with disabilities the means to successfully access the general education curriculum and to meet their educational goals. The following specific services are available to educational teams: 

• Fee for Service – IU facilitation of the SETT process
• Technical Assistance – Professional development on general assistive technology implementation
• Team Training - Training on assistive technology topics

How to Request a Consultation

The signature of a district director is required for all assistive technology consultation requests. If you think a student would benefit from assistive technology and consultation from the DCIU, please contact your district Special Education Director to begin the consultation process.

DCIU Lending Library - Assistive Technology

The DCIU Assistive Technology Lending Library provides LEAs with devices for trial purposes to determine the assistive technology needs of students with disabilities in the school environment only. School teams are encouraged to monitor the use and collect data to determine the efficacy of the assistive technology. 

AT Lending Library

Paraprofessionals play an important role in supporting students with special needs. To help increase their knowledge and skills, the Delaware County Intermediate Unit offers live monthly training opportunities open to all paraprofessionals. Our Teaching and Learning team can also provide customized trainings for our school districts based on individual need. 

Training and Support May Include:

• Paraprofessionals 101: A Guide to Special Education for New Paraprofessionals
• The Paraprofessional's Role in Classroom Management
• Understanding Behavior Plans and Functional Behavior Assessments (FBAs)
• Facilitating Communication Opportunities for Students who use AAC
• Best Practices in Inclusive Education

Safety-Care^TM training is a recommended and well-received two-day course that provides a broad set of methods and techniques for reducing the likelihood of behavioral crisis and improving staff safety. Staff will learn how to safely cope with series behavioral incidents that include: basic physical skills, releases, leadership during behavioral crises, and procedures for safe holding. Trainees who successfully pass the course will receive a Safety-Care^TM training certificate. Recertification is required annually through a recertification course.

DCIU facilitates the collaboration of child service staff from educational, clinical, protective, and corrective services to address concerns and coordinate services for difficult to serve students not benefiting from the educational experience. When it is difficult to determine an appropriate educational placement, the interagency coordinator directly supports collaboration between educators and other child-serving agencies in partnership with families. The coordinator facilitates team meetings, explores/gathers information regarding local child serving agencies, and helps to problem solve service delivery issues.