Programs & Supports
Supports
We provide individualized supports to help each student access learning and make progress. This includes specially designed instruction, related services such as therapy and consultation, and proactive behavioral and social emotional supports. All services are based on each student’s unique needs and are delivered in a range of settings to support meaningful participation and success in school.
Specially Designed Instruction (SDI) means teaching that is planned and tailored to meet your child’s unique learning needs. It includes changes to how your child is taught, what is taught, or how progress is measured so they can access learning and make meaningful progress in school. SDI may take place in the classroom, in small groups, or through individual instruction and is provided by trained educators and specialists as part of your child’s Individualized Education Program (IEP).
Specially Designed Instruction can be provided in a variety of settings, depending on your child’s individual needs. These settings may include:
- General education classrooms, where services are provided within the classroom and/or in a resource setting to support inclusion with peers
- Resource room services, which offer small-group or individualized instruction outside the general classroom for targeted support
- Substantially separate classroom programs, which provide more intensive, specialized instruction in a smaller, highly structured setting.
Related Services are supports that help students access instruction and fully participate in school activities. These services are provided when needed to support a student’s learning, communication, movement, behavior, and overall success in the school environment.
Related services may include:
- Speech and Language Therapy
- Occupational Therapy
- Physical Therapy
- Behavioral & Social Consultation Services
- Adaptive Physical Education
- Applied Behavioral Analysis (ABA)
- Sign Language Interpretation
- Orientation and Mobility
The need for related services is determined by the IEP Team and is based on each student’s individual strengths and needs, with the goal of supporting meaningful participation and progress in school.
We support students’ social-emotional and behavioral development through proactive, strength-based, and skill-focused approaches. Our goal is to understand each student’s needs and help them build the skills they need to succeed at school and beyond.
Supports may include:
- Positive Behavioral Interventions and Supports (PBIS) to encourage positive behaviors and create supportive school environments
- Behavior Intervention Plans (BIP) developed by the IEP Team to address individual needs
- Collaborative Problem Solving plans that focus on understanding challenges and teaching skills
- Social-emotional learning supports and direct, explicit instruction to build skills such as self-regulation, communication, coping, and positive social behavior in clear, supportive ways.
Our focus is on building relationships, understanding behavior as communication, and teaching skills that promote confidence, belonging, and long-term success.
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Specially Designed Instruction (SDI) means teaching that is planned and tailored to meet your child’s unique learning needs. It includes changes to how your child is taught, what is taught, or how progress is measured so they can access learning and make meaningful progress in school. SDI may take place in the classroom, in small groups, or through individual instruction and is provided by trained educators and specialists as part of your child’s Individualized Education Program (IEP).
Specially Designed Instruction can be provided in a variety of settings, depending on your child’s individual needs. These settings may include:
- General education classrooms, where services are provided within the classroom and/or in a resource setting to support inclusion with peers
- Resource room services, which offer small-group or individualized instruction outside the general classroom for targeted support
- Substantially separate classroom programs, which provide more intensive, specialized instruction in a smaller, highly structured setting.
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Related Services are supports that help students access instruction and fully participate in school activities. These services are provided when needed to support a student’s learning, communication, movement, behavior, and overall success in the school environment.
Related services may include:
- Speech and Language Therapy
- Occupational Therapy
- Physical Therapy
- Behavioral & Social Consultation Services
- Adaptive Physical Education
- Applied Behavioral Analysis (ABA)
- Sign Language Interpretation
- Orientation and Mobility
The need for related services is determined by the IEP Team and is based on each student’s individual strengths and needs, with the goal of supporting meaningful participation and progress in school.
-
We support students’ social-emotional and behavioral development through proactive, strength-based, and skill-focused approaches. Our goal is to understand each student’s needs and help them build the skills they need to succeed at school and beyond.
Supports may include:
- Positive Behavioral Interventions and Supports (PBIS) to encourage positive behaviors and create supportive school environments
- Behavior Intervention Plans (BIP) developed by the IEP Team to address individual needs
- Collaborative Problem Solving plans that focus on understanding challenges and teaching skills
- Social-emotional learning supports and direct, explicit instruction to build skills such as self-regulation, communication, coping, and positive social behavior in clear, supportive ways.
Our focus is on building relationships, understanding behavior as communication, and teaching skills that promote confidence, belonging, and long-term success.
Programs
Program Placement and Least Restrictive Environment
We offer a continuum of special education services designed to meet the diverse needs of our students, with a strong emphasis on the least restrictive environment (LRE). We believe that students learn best when they are included with their peers to the greatest extent appropriate. Placement decisions always begin by considering how students can be supported and successful in general education settings through appropriate services, accommodations, and supports. More specialized settings are considered only when a student’s needs cannot be met effectively in less restrictive environments.
Program placement decisions are made by the IEP Team and are based on:
- Evaluation data
- Each student’s individual strengths and needs
- Ongoing progress monitoring
- Careful consideration of the least restrictive environment
Programs and placements are reviewed regularly to ensure they continue to meet student needs, promote independence, and support meaningful inclusion and participation in the school community.
Social-Emotional & Behavioral ProgrammingNew Bedford Public Schools offers specialized social-emotional and behavioral programs designed to support students who require more intensive instruction and intervention to access their education successfully.
These programs emphasize:
- Skill development
- Emotional regulation
- Problem-solving
- Positive relationships
Reintegration into less restrictive settings when appropriate.