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Exceptional Education

The Exceptional Education Program serves students identified with Learning Disabilities, Emotional Disabilities, Other Health Impairment , Orthopedic Impairment, Traumatic Brain Injury, Speech Language Impairment, Autism, Hearing Impairment, Visual Impairment and Intellectual Disabilities. Students are found eligible for these services through a comprehensive evaluation and an eligibility meeting. The services and accommodations are determined through an Individualized Educational Plan which is developed annually by the special education teacher, general education teacher, parent, student and special education administrator. Students may receive services through a variety of settings; such as consultation, collaborative classes or self contained classes.

Students with Intellectual disabilities are served through an inclusive educational setting.

R.A.P.I.D Transition
(Rapids Actively Pursuing Independence and self Determination)

The mission of James River High School’s R.A.P.I.D. Transition is to promote an inclusive educational environment that provides students the opportunity to learn and display academic, independent living, and vocational skills in various settings throughout the school and community. Benefits of this approach include functional academics with real-world applications, and differentiated instruction. Students of varying skill levels will benefit from the experiences and knowledge of their peers. R.A.P.I.D. Transition will encourage student leadership and offer opportunities for peer tutoring. To support inclusion and blended learning, students will participate in elective courses and a computer applications course that incorporates technology with various subjects. In an ongoing pursuit to prepare for post-secondary transition, all students will benefit from community based instruction and vocational experiences in the school and community. Exposure to varied academic and vocational environments will afford students the opportunity to generalize skills across settings.

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