In-District Specialized Programs

Integrated Preschool Program

East Elementary School
Ages 3-5

The Hingham Integrated Preschool includes both typically developing children and children with special needs from the ages of 3-5. The program is language based and activities are designed to address the appropriate developmental level of each child. Through the use of hands on experiences, the curriculum areas of speech and language, motor development, readiness skills, social/emotional and self-help skills are targeted. Since children have different learning styles and are at different developmental levels, each activity is adapted to the individual needs of each child.

Staff

Elementary School Intensive Skills

The Intensive Skills I (IS I, Kindergarten-Grade 2) and Intensive Skills II (IS II,Grades 3-5) programs are designed primarily for students diagnosed with an Autism Spectrum Disorder (ASD) who require intensive, specially designed instruction and support in order to access the curriculum. Students served in the program have needs in multiple areas such as communication, social, behavior and academic. An inclusion based intensive approach to Applied Behavior Analysis (ABA) principles of methodology for instruction. The services include a combination of supported inclusion, discrete trial sessions, small group activities and incidental teaching strategies. The program is based on the principles of Applied Behavior Analysis (ABA) and Positive Behavior Supports with a focus on the use of individualized Behavior Support Plans (BSP) incorporating strategies including functional communication training and positive reinforcement systems.

Program Components

  • Ten-month program and Extended School Year Program (ESY)
  • Evidenced based instruction, intervention and support emphasizing safety, independence, social, functional, academic and behavior skills.
  • Needs based-instruction, intervention and support delivered throughout various settings
  • Service delivery (i.e. inclusive, small group, one-to-two, or one-to-one)
  • Applied Behavior Analysis methodology
  • Highly skilled teaching staff in development, social interaction, verbal and non-verbal communication, distractibility, sensory integration, etc.
  • Low student to teacher ratio (1 lead teacher and at least two Para-professionals)
  • Related services consult to teaching staff and direct services to students
  • Students participate in lunch, recess and other school-based activities with non-disabled peers
  • Non-disabled peer buddies as models

East Elementary School (Intensive Skills I, Kindergarten-Grade 2) Staff

South Elementary School (Intensive Skills II, Grades 3-5)  Staff

Middle School Skills Program

The Middle School provides a Skills Program for students with cognitive and developmental disabilities. The students receive academic instruction based on individual abilities in a small group setting, and participate in appropriate general education elective courses, as well as general education content area courses with modifications when appropriate. These students are provided access to the curriculum through entry points and access skills as documented by the MCAS Alternative Assessment. Other skill development focuses on individual IEP goals that may include the following: English language arts, mathematics, real world reading and writing skills, functional math skills, community-based learning, activities of daily living, social pragmatic skills. All students work towards independence on skills.

Staff

High School Skills and Vocational/Life Skills Program

The High School provides a Skills and Vocational/Life Skills Program for students with cognitive and developmental disabilities. The students, grouped according to their age, work on academics based on their individual abilities and participate in appropriate general education courses. These students are provided access to the curriculum through entry points and access skills as documented by the MCAS Alternative Assessment. Other skill development focuses on individual IEP goals that may include the following: English language arts, mathematics, real world reading and writing skills, functional math skills, community-based learning, activities of daily living, social pragmatic skills, and pre-vocational and vocational skills.

As students progress, they participate in pre-vocational opportunities within the high school. When they are ready to generalize these skills, students are assigned various vocational assignments in the community with a job coach. Upon completing their senior year of high school, transition into post-secondary training begins. The focus of the post-secondary training is to develop individual skills related to transition, independent living, and vocational training. A transition assessment and report is completed as part of a three-year evaluation in order to assist in a smooth transition into adulthood.

Program Components

  • IMPACT:Ability (Self-Advocacy and training on Abuse Prevention) course
  • Transportation training using local MBTA
  • Off Campus Job Sites
  • Community Outings

Staff

Extended School Year (ESY)

Extended School Year (ESY) is a service recommended for students who would substantially regress in all areas of development and skills. ESY allows a student to maintain the academic, social/behavioral, communication, or other skills that they have learned as part of their IEP. To be eligible for ESY, the student must present with evidence of substantial regression and recoupment issues during the previous IEP year. Services provided are on a maintenance level; new skills are not taught.

All children “regress”, that is, lose progress, forget, revert to previous behavior, to some extent between school years. The Team must determine, through data collection, whether a child’s regression would likely be substantial, and whether the students would require a greater than usual time to “recoup”, or, get back to the level the child had achieved before a break in service. (Massachusetts Department of Elementary and Secondary Education (DESE) Question and Answer Guide on Special Education Extended School Year Programs.)

Program Components

ESY runs for five weeks, Monday through Thursday, from 9:00-12:00. Exact dates vary each year, but typically ESY begins the end of June and runs through July. Services are provided on either a “drop-in” basis, where a student would attend ESY for one service, such as Speech and Language or Reading/Decoding services.  Other services are provided for the entire session where a student would receive the recommended services (Speech and Language Pathology, Occupational Therapy, Physical Therapy, Behavior Analysis, Social Emotional, Academic) during the three hour session.