Special Education

• Autism Spectrum Disorders (ASD): A developmental disability impacting communication, social skills, and behavior. It may involve repetitive activities, resistance to change, and unusual sensory responses. 
• Deaf-Blindness:The combination of hearing and visual impairments, resulting in severe communication and developmental needs.
• Hearing Impairment, Including Deafness
• Developmental Delay (DD): For children ages 3-9, delays in physical, cognitive, communication, social-emotional, or adaptive development. 
• Intellectual Disabilities (ID): Limitations in intellectual functioning and adaptive behavior that affect academic and daily living skills. 
• Multiple Disabilities (MD): The presence of two or more impairments that create severe educational needs. 
• Orthopedic Impairment (OI): Physical disabilities due to congenital, developmental, or injury-related conditions that impact movement. 
• Other Health Impaired (OHI): Includes conditions like ADHD or chronic illness that limit a student’s strength, alertness, or stamina, affecting their ability to focus and learn. 
• Serious Emotional Disabilities:
• Specific Learning Disability (SLD): A disability that affects a student’s ability to process information, impacting skills like reading, writing, and math. 
• Speech or Language Impairment (SLI): Communication disorders that impact a student’s ability to produce speech sounds, understand or use language, or communicate effectively. 
• Traumatic Brain Injury (TBI): An injury to the brain from an external force, resulting in cognitive, physical, or emotional changes. 
• Visual Impairment, Including Blindness (VI): Vision loss that adversely impacts a child’s educational performance, including both partial sight and blindness. 

• SPED (Special Education): Educational programs designed to meet the unique needs of students with disabilities.
• IEP (Individualized Education Program): A legal document that outlines special education services, goals, accommodations, and supports for students with disabilities. 
• 504 Plan: A plan that provides accommodations and modifications for students with disabilities to ensure equal access to education.
• IDEA (Individuals with Disabilities Education Act): The federal law that governs how states and public agencies provide early intervention, special education, and related services. 
• FAPE (Free Appropriate Public Education): A guarantee that students with disabilities have access to public education tailored to their individual needs, provided at no cost. 
• LRE (Least Restrictive Environment): A principle stating that students with disabilities should be educated in the general education setting to the maximum extent appropriate. 
• BIP (Behavior Intervention Plan): A plan based on Functional Behavior Assessment (FBA) that provides strategies to address challenging behaviors. 
• FBA (Functional Behavior Assessment): An assessment used to understand the purpose of challenging behaviors in order to develop effective interventions.
• SEL (Social-Emotional Learning): The process of helping students develop skills to manage emotions, build relationships, and make responsible decisions, essential for their personal and academic success.
• ADA (Americans with Disabilities Act): A civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including schools. 
• AT (Assistive Technology): Tools and devices that help students with disabilities, such as text-to-speech software or adapted keyboards. 
• AAC (Augmentative and Alternative Communication): Communication methods that help individuals who struggle with verbal communication, such as picture-boards or speech-generating devices. 
• ABA (Applied Behavior Analysis): A therapy based on behavior and learning principles, often used to support students with autism or behavioral needs. 
• SLP (Speech-Language Pathologist): A specialist who helps students improve their speech, language, and communication skills.
• OT (Occupational Therapy): A related service that helps students develop or improve fine motor, sensory processing, and daily living skills.
• PT (Physical Therapy): A related service focusing on improving gross motor skills, balance, and coordination.
• ESY (Extended School Year): Special education services are provided during summer break to prevent regression in skills for qualifying students.
• MTSS (Multi-Tiered System of Supports): A framework that provides academic, behavioral, and social-emotional support through tiered interventions.
• Accommodations: Changes in how a student accesses information or demonstrates learning without altering the learning expectations or content. 
• Modifications: Changes to what a student is expected to learn, often involving an alteration in the curriculum to better suit a student’s abilities. 
• Adaptations: adjustments to instruction or materials to help students participate and succeed in the classroom. 
• Neurodiverse: A term that refers to the natural variations in brain functioning and cognitive processes among people, often used to describe those with autism, ADHD, dyslexia, and other differences in cognitive functioning.

Mild/Moderate (MM) – Mild/Moderate is a continuum of services designed to support students with disabilities who require targeted academic and functional skill development. Students receive specially designed instruction, accommodations, and interventions to access the general education curriculum successfully. Services may be provided through direct instruction in small groups, co-teaching, or consultative support within the general education setting. 

Affective Needs (AN) –  Affective Needs is a continuum of services designed for students who experience significant social/emotional or behavioral concerns related to their educational disability. 

Significant Support Needs (SSN) – Significant Support Needs is a continuum of services designed to provide comprehensive support for students with significant learning needs. Students receive evidence-based, direct small-group instruction in literacy and math based on Colorado Extended Evidence Outcomes. SSN emphasizes skills development in the areas of communication, social/emotional, health,  behavior, and life skills that are essential for independent living and success beyond the classroom while meeting students’ sensory and mobility needs. 

Structured Learning Services (SLS) –  Structured Learning Services is a continuum of services designed for students who experience deficits in the core areas associated with Autism Spectrum Disorder or related disabilities (including impairments in communication, social interactions or social relatedness, restrictive interests, or behaviors). 

Transition Program: Coming Soon!

Coming Soon!

At Adams 12 Five Star Schools, we value the partnerships that we build and maintain with our parents and families. Meaningful parent participation and active involvement help our students achieve their fullest potential!  

If parents or families have any questions or concerns regarding the IEP process for their child, please contact your child’s service coordinator (case manager) at the school of attendance first. If additional information or support is needed, please contact either the building principal or Assistant Principal, or the school’s Student Support Services Coordinator (or Early Childhood SSS Coordinator) by clicking here for assistance.

There are multiple resources available to parents and families regarding the IEP process, enrollment questions (including Universal Preschool), how to participate in the Adams 12 SEAC group, procedural safeguards (in Spanish), advocacy needs, or conflict resolution procedures.  If you would like additional support in navigating any of these resources, please contact your school’s SSS Coordinator by clicking here.

Special Education Advisory Committee (SEAC) (Ages PK-21)
The Special Education Advisory Committee (SEAC) is an advisory committee that meets periodically to bring together parents, staff, students, and members of the community in order to make a positive impact on students with special needs and learning differences. We would love to have you join! Please complete this form to indicate your interest!

For more information about these programs, contact your school’s special education teacher. 

• Adult Supported Transition and Recreation Program (ASTAR) (Ages 18-21)
  ASTAR is a special education program for students with severe cognitive disability. Due to age and limitations in functional academics, the program more intensively focuses in the area of transition and life skills.

• Independence Academy (Grades 6-12)
  Independence Academy offers in-district students (grades 6-12) on an Individualized Education Plan (IEP) and with challenging behavior an opportunity to learn new academic and behavioral skills in a small, therapeutic setting.

Special education provides support and services to students with disabilities to help them succeed in school. These services are tailored to meet each student's unique needs and may include specialized instruction, accommodations, or related services such as speech or occupational therapy.
Our district is committed to ensuring all students have access to a quality education in an inclusive and supportive environment. We believe in working together with families, educators, and specialists to help every student reach their full potential.

If you have questions about special education or think your child may benefit from additional support, please contact your school or our district’s Special Education Department. We’re here to partner with you every step of the way.

Child Find 

Phone: 720-972-8760 - Contact Preschool

• Child Find Intake Form