MHS has around 200 students that qualify for special education, and these students attend classes at every level, according to special education department lead Kathleen Willinsky.
“The kids are in so many different classes,” Willinsky said. “You wouldn’t even know if they’re in your class or not.”
Although general education teachers are not required to receive any formal training on special education students, they do receive information regarding the student’s accommodations, according to Assistant Principal Jonathan Mach.
Teachers will receive a document called the “Individual Education Plan (IEP) at a Glance,” a document that details the student’s services and accommodations, Willinsky said.
“Teachers can provide extra time on a test, or [students] can take the tests in the resource room,” said Willinsky. “The students just need a little bit more help to equal the playing field,” she said.
Another issue that may arise for teachers is cases of students that may qualify for special education but are not registered, Assistant Principal Jennifer Hutchison said.
To address this, teachers can notify the special education department if they believe a student may qualify for such needs, Willinsky said. From there, the student can receive extra help or, in some cases, even be evaluated to qualify for special education, she elaborated.
The Individuals with Disabilities Education Act (IDEA) requires public schools to provide disabled children with adequate care without any charge, according to the California Department of Education.
“There are 13 primary disabilities that will qualify students into special education, such as autism and specific learning disabilities,” Mach said.
MUSD structures its special education system by dividing students into three distinct categories: Resource Specialist Program (RSP), Special Day Class (SDC), and Community Based Instruction (CBI), according to Mach.
“Students that are in the Resource Program are generally in special education less than 50% of the time of the day,” Willinsky said.
These students take general education classes and also have additional classes such as study skills and career planning, Mach said.
“The [STC] students are 50% or more of the time in special education classes,” Willinsky said.
Oftentimes, the only general education classes the STC students take are electives, and the rest of their classes are in special education, she added.
CBI applies specifically to students who also need instruction on certain skills they need to be able to live independently, such as getting dressed in the morning or paying for items they purchased, Willinsky said.
“The students are receiving a lot of support so that they can be a functioning part of society one day,” she said.
According to Willinsky, CBI students also go on weekly field trips on Fridays; they learn how to use the bus system and bus routes. “They’re all smart. They just need extra support to get to that endpoint,” Willinsky said.