Speech/Language: Offered to children who are experiencing difficulty in the articulation of sounds and/or in the reception or expression of language. Individual or small group instruction.
Occupational Therapy: Significant difficulty with fine motor skills, such as using scissors, holding a writing utensil, manipulating small objects.
Physical Therapy: Issues with trouble running, skipping, standing, jumping, squatting. Student will develop his/her gross motor skills on order to function optimally in a school setting.
Mental Health Support: For students having difficulty with social and emotional issues, the East Hanover Township Schools has a tiered level of support. Individual and/or group sessions, students have an opportunity to express their feelings and thoughts that may be impacting their school performance. All sessions are confidential and are ‘school based,’ not treatment based. School counselors, school psychologists, social worker or Care Plus clinician are certified to provide these mental health supports in the school setting.
Teacher of the Deaf: Provides in-class/pull-out supports. Evaluates auditory environments within the school building, developmental and auditory evaluations are completed, so each area can be adapted to accommodate the child’s specific needs. training regarding personal FM and other assistive devices, such as hearing aids, cochlear implants is also provided.
BCBA: Board Certified Behavior Analyst: Conducts descriptive and systematic (e.g., analogue) behavioral assessments, including functional analyses,and provides behavior analytic interpretations of the results. Designs and supervises behavior analytic interventions. Effectively develop and implement appropriate assessment and intervention methods for use in unfamiliar situations. Teaches and supervises educators to carry out ethical and effective behavior analytic interventions based on published research and designs.
In-Class Resource Support: A special education teacher offers support to classified students in regular education classes.
Pull Out Replacement: The curriculum, which includes multi-sensory reading programs, is designed for the particular student’s needs and is offered in place of one or more subjects taught in the class. Resource Center faculty work closely with Child Study Team, the regular education faculty, parents, and students in developing specialized program.
Instructional Assistance: Rather than a teacher providing the service of support, a paraprofessional will provide such activities as refocusing the child, reinforcing material that was introduced by the teacher, helping the student with organization skills or helping the child with appropriate behavior.
Self-Contained Programs: Students who a need more intensive instruction in a special education setting may qualify for the self-contained program. A teacher works with a small number of students on specified subjects, utilizing specially designed strategies to enhance learning. Opportunities are offered for integrating with mainstream classmates during academic subjects, physical education classes, and exploratory classes such as art, computer, and life skills. Lunch and other school-wide activities are also available to the students.
Integrated Preschool: East Hanover’s Integrated Preschool Program is a general education inclusive program designed to provide a preschool enriched curriculum. The curriculum is aligned with the New Jersey Department of Education’s Preschool Teaching and Learning Standards of Quality. East Hanover’s daily schedule of the class may include circle time, group work time, planned center time, snack, story time, music, speech and language activities, and motor coordination play. The children are actively involved in exploring their environment through hands-on learning and interacting with peers.
Out of District Placement: Although the East Hanover Township Schools offers many programming options for children with special needs, it may not have the right program for every classified student. If necessary, our Child Study Team and parents explore program options in neighboring public schools. If those programs are not available or appropriate, private approved public settings may be considered.