• Special Education Curriculum 

     Special Education Curriculum Philosophy 
    The Franklin Township Public School District’s K-12 Special Education department embraces an inclusive philosophy, which means that every effort is made to include students with disabilities in the regular education setting. Operating under this philosophy, we strive to provide a continuum of services to meet the individual needs of students so that they can achieve academic success aligned with the state standards. Our department offers programs based on each student’s individual abilities and needs. We value collaboration and employ a multidisciplinary approach when interacting with students, staff, and families.
    To accomplish this, the curriculum will:
    • Insure that the least restrictive requirement is addressed at each students’ Individual Education Program meeting
    • Provide opportunities for students to participate with their non-disabled peers for all content and elective areas as deemed appropriate by the IEP team
    • Continue to create program options that address the individual needs of students with a focus on preparing students to become independent and productive citizens
    • Provide opportunities for staff and administration to collaborate on best practices, the use of authentic assessment, quality instruction, and the use of differentiated instructional strategies.
    • Insure that our lesson presentations and activities address cultural and diverse backgrounds
    We will know we have accomplished this when our students:
    • Are educated with students who are nondisabled to the maximum extent appropriate and in accordance with statewide reports (ADR, End of Year)
    • Removal of children with disabilities from the regular classroom occurs only when the nature or severity of the educational disability is such that education in the regular class cannot be achieved satisfactorily with the use of supplementary aids or services and in accordance with statewide reports (ADR, End of Year)
    • Participate with non disabled peers in non academic and extra-curricular activities to the maximum extent appropriate as evidenced by class rosters, club participation, and structured learning experiences
    • Demonstrate improvement toward targeted skills as demonstrated by class work, teacher made assessments, district benchmark assessments, IEP goals and objectives, and statewide assessments.