The mission of alternative programs has expanded from the education of youth who have dropped out, or who were at risk for dropping out, to students with disabilities whose behaviour warrants special attention outside the general education setting. These programs now provide alternative programming, including flexible curricula that can address the unique, social, behavioural, emotional, cognitive, and vocational needs of the individual student. In contrast to the traditional alternative settings where students were “sent away”, many communities are offering alternative programs within the public school setting.
While there are numerous models for serving students with disabilities in alternative programs, there are seven essential elements of effective programs (1) functional assessments; (2) functional curriculum; (3) effective and efficient instructional techniques; (4) programming for effective and efficient transitions; (5) comprehensive systems; (6) appropriate staff, resources, and procedural protections for students with disabilities and (7) educational climates that are supportive of the student’s social/emotional needs.
Assessment of student needs for the development of educational and treatment plans is essential to successful alternative programs. Functional assessment procedures identify student strengths and skill deficits that interfere with educational achievement and social/emotional adjustment. This form of assessment is based on identifying student’s needs in relationship to the curriculum and to their individualized education program (IEP), rather than on global achievement and/or ability measures.
Functional assessment is also a continuous process, not static, and results can be used to make systematic adjustments in the student’s educational program.
Assessments procedures should include curriculum – based evaluation and measurement procedures to monitor overall student performance and improvement. To accomplish this assessment, the academic and social skills curricula for the student must be clarified and implemented.
A functional educational curriculum allows the program to meet a student’s individual academic, vocational, social, and behavioural needs. Such a curriculum focuses on the student’s general curriculum. In addition to academic skills, this curriculum can include developing functional job – related skills, daily – living skills, and social skills. While most alternative education programs do not have comprehensive vocational programs on site, the development of basic work skills tied to job – related social and life – skills training is often an important component. Effective alternative programs sometimes provide the opportunity for part – time employment and access to vocational training in the community.
Functional instruction uses positive and direct student – centered instructional strategies, which are aligned with functional assessment measures and the curriculum. In this situation, instruction specifically addresses the short – term objectives in the student’s IEP that are based on the results of the functional assessment, as well as the standards specified in the general education curriculum. Student progress toward mastery of these objectives and standards is monitored using on going data collection procedures.
Effective and efficient instruction can also involve the use of behaviour strategies for meaningful intervention in alternative classrooms. Behavioural interventions include a variety of procedures to teach acceptable replacement behaviors, enhance and support appropriate behaviors, and reduce inappropriate behaviors.
The transition of students and their educational records into and out of alternative settings is important. Staff in the public and alternative settings can make a major contribution to the transition process by providing comprehensive information concerning the strengths and needs of their students and assuring that there is follow – up and continued support for students in the new settings. It also is important to include the results of any functional behavioural assessment and the positive behavioural intervention and support plan that addresses the specific behaviours that warranted the placement in the alternative setting.
The public school, the alternative setting, and other community – based or residential program staff must share the responsibility for transition of students into and out alternative education program education programs. Planning for transition as soon as the student enters the alternative setting ensures that the student is taught the necessary skills and is provided with the necessary supports. Further, functional transition plans and meaningful transition objectives should be a part of the student’s IEP.
Comprehensive systems provide coordinated special education services to eligible students in alternative settings. Alternative programs can offer a continuum of education and treatment services to best meet the individual needs of students who qualify for special education.
In alternative programs with separate education and treatment functions, it is important that staff develop common goals and objectives for student success. In addition, coordinated and comprehensive linkages must be developed among the public schools, the alternative education program, the student’s family, and social service agencies. Unless agencies collaborate, programs often lead to fragmental services for these youth. Educational, social, service, juvenile justice, and mental health agencies must be linked by providing a system of “wraparound” programing where coordinated, cooperative, and comprehensive services are implemented to serve students with disabilities. Wraparound programming is a process for developing realistic behaviour plans linking the student, the alternative program staff, families, public school personnel, and staff of the different social service agencies.
In addition, special education programs in alternative settings must provide a full continuum of educational services, including instruction in academics, independent living skills, social skills, and work related skills, and assure procedural protections, including parental notification of evaluation and parental involvement in the review and revision of IEPs.
Since students and staff are more productive in environments where they feel welcome, safe, and valued, alternative settings should actively provide each person with the skills and supports necessary to create safe, productive, caring environments. In effective alternative settings, everyone is treated with respect and problem behaviour is viewed as an opportunity to teach new.
Without a doubt, when alternative programs focus on providing the seven essential elements of effective alternative programs as discussed in this digest, they are more effective at meeting students’ needs.
By: Mr. Rodelio Q. Mariano | Teacher III | Bataan School of Fisheries | Orion, Bataan
