NPS Special Education Programs

Norwood Public School offers a comprehensive range of services for students with disabilities, ensuring that each student receives the support necessary for their individual needs. The following description highlights the specialized programs currently available within the district. Please note that this description is intended to provide a general overview and does not fully capture the full spectrum of program options available to your child, which are determined based on their unique needs as outlined in the Individualized Education Plan (IEP) process.

Preschool Disabled Program

Norwood’s Preschool Disabled program (PSD) serves children ages 3-5 through a full-day program that meets five days a week designed for students with disabilities as defined in the New Jersey Administrative Code 6A:14 - 3.5. The Preschool Disabled Class at Norwood Public School is designed to support young learners in developing meaningful developmental and life skills. Instruction is delivered using two key approaches: Discrete Trial Training (DTT) and Natural Environment Training (NET). DTT is a structured, repetitive teaching method that helps reinforce skills through clear, step-by-step instruction. NET takes a more natural, play-based approach, allowing students to learn in a relaxed and engaging environment. By systematically breaking down tasks and using positive reinforcement, students build confidence and achieve success in their learning journey. The program utilizes principles of Applied Behavior Analysis, low student-to-staff ratios, and consultation with related service providers.

Our well-trained Preschool team of a certified special education teacher, highly-trained special education paraprofessionals, Occupational Therapists, Speech Language Specialists, Physical Therapists, and a full-time Board Certified Behavior Analyst (BCBA) who work together to create individualized programming based on a child’s IEP goals. The BCBA also provides ongoing training and professional development for staff, escalation/crisis prevention intervention techniques, social skills, positive behavior supports, and assistive technology. Assistive technology is utilized based on individual needs.

Preschoolers in this PSD class receive therapy for physical, occupational, and speech therapy according to their Individualized Educational Plan. The amount of therapy is determined by the district's physical, occupational, and speech therapists after comprehensive evaluations based on developmental concerns. Whole group, small group, and one-to-one instruction are also considered. All lessons and classroom activities are differentiated to reach the specific and unique needs of the students enrolled. The team works closely with parents to help the child make developmental gains in all areas focusing on communication, social skills, motor skills, play skills, self-help skills, and a preschooler’s cognitive development.

Little Eagles Integrated Preschool Program

Norwood also provides an integrated preschool program for community residents ages 3 to 5. This program is designed to offer a safe and nurturing learning environment where children can both play and learn. Children with special needs and typically developing children are placed together in an inclusive classroom that uses a developmental approach to learning in a natural setting. In addition to services outlined in Individualized Education Plans (IEPs), all children benefit from the expertise of the Occupational Therapist and Speech Therapist, who provide in-class support and therapies as needed.

The physical setup and organization of Norwood’s preschool classrooms are designed to align with best practices, focusing on opportunities for purposeful play and creating meaningful learning experiences for all children. The program emphasizes developmentally appropriate practices and a rich curriculum, guided by Curiosity Corner. Play-based learning is central to the preschool experience, with children engaging in exploration, problem-solving, and active participation in meaningful activities.

Multiply Disabled Program

Norwood’s two Multiple Disabilities (MD) classrooms (1 Lower School and 1 Upper School) are self-contained programs designed to offer enhanced academic and social support for students. The curriculum is customized to meet the specific needs of each student, utilizing a modified approach that includes tailored adaptations and modifications. Every student’s Individualized Education Plan (IEP) is central to instruction and ensures that strengths and challenges are recognized and addressed.

Instruction within the MD classrooms is grounded in the New Jersey State Standards and follows the guidelines set by both the state and the district. A hands-on, multi-sensory teaching approach is utilized, with lessons delivered in small group settings or one-on-one sessions to meet the diverse needs of students. Academic subjects are taught based on what is most appropriate for each student’s developmental stage and learning goals.

Classroom paraprofessionals provide additional support, helping to ensure that students receive the attention and assistance they need to succeed. Positive behavioral reinforcement systems are implemented throughout the program to encourage a constructive and supportive learning environment. Social and interpersonal skills are developed and reinforced daily, fostering students' abilities to interact with peers and engage meaningfully in the school community.

The MD program is designed not only to support academic growth but also to focus on functional skills that promote independence within the educational setting. This dual focus helps students build the skills they need for both academic achievement and practical life skills. Norwood’s MD classrooms are staffed by certified Special Education Teachers, paraprofessionals, and a team of related service providers, all of whom collaborate to ensure that each student’s needs are met in a holistic and individualized manner.

Resource & ICS Programs

Norwood's Resource Room Replacement Program and In-Class Support (ICS) Program both provide specialized support for students with disabilities while ensuring access to the general education curriculum. Here's a breakdown of each program's structure and goals:

Resource Room Replacement Program

Smaller, Structured Environment: This program is designed for students who need a more individualized and structured learning environment than what is typically available in a regular education classroom.
Modified Instruction: Lessons and activities are tailored to the specific learning needs of students using different instructional strategies and supplemental materials.
Parallel Curriculum: Although the curriculum is adapted to meet individual needs, it closely follows the general education curriculum to ensure that students remain aligned with academic standards.
Participation in General Education: Students generally participate in the regular education setting for all subjects except those identified in the student's IEP (Individualized Education Program).
Focus on Academic Support: The program primarily focuses on providing additional academic support to ensure students can access and progress in the general education curriculum.

In-Class Support (ICS) Program

Modified Instructional Strategies: In the ICS program, students receive adaptations or modifications to instructional strategies, testing procedures, and other forms of specialized instruction to access the general education curriculum as outlined in their IEP.
Co-Teaching and Support: Students are educated alongside their age-appropriate peers in the general education classroom. A special education teacher or paraprofessional works alongside the general education teacher to provide support based on the student’s IEP.
General Education Teacher’s Role: The general education teacher retains primary instructional responsibility for the student unless the IEP specifies otherwise. In that case, the special education teacher will assist in adapting and modifying the instruction to meet the student’s needs.
Inclusive Activities: Students in the ICS program participate in regular classroom activities such as group discussions, projects, and field trips, ensuring inclusion in all aspects of school life. Any necessary accommodations or modifications are made to help the student participate fully, as outlined in the IEP.

Key Features Common to Both Programs:

Individualized Support: Both programs prioritize tailoring instruction and support to meet the unique needs of each student as defined by their IEP.
Inclusion with Peers: The goal is to provide opportunities for students to interact with and learn alongside their non-disabled peers, fostering a sense of inclusion and community.
Collaborative Teaching: Special education teachers work closely with general education teachers to ensure that students receive the appropriate level of support while remaining engaged with the general education curriculum.

These programs aim to support students with disabilities in a way that balances academic rigor, individualized support, and social inclusion, preparing them for success in both their educational journey and future endeavors.

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