Classrooms‎ > ‎Support Staff‎ > ‎

Special Education


Marcie McSpadden--Life Skills
Pam Smith--SPED



Available Services Models for Students with Disabilities:







Co-Teaching service model- In the co-teaching service model, a special education teacher goes into the general education classroom with the students with disabilities.  This model allows those students to remain in the general education classroom and still receive the needed assistance.  The special education teacher's role in the inclusion classroom is to co-teach with the general ed teacher and help make the CCGPS curriculum assessable to your child through accommodations.  The classroom and testing accommodations are included in your child's IEP 

in the "Student Support" section.




*  Supplemental Aid Services-  In the supplemental aid service model, a supplemental aid / para-pro goes into the general education classroom with the students with disabilities.  While the general education teacher is responsible for all the direct instruction of all the students,  the para-pro's role in that classroom is to assist the students with disabilities in any way necessary to help make the CCGPS curriculum assessable to your child through accommodations. Your child's specific classroom and testing accommodations are included in your child's IEP in the "Student Support" section.   The Supplemental Aide service model allows students with disabilities to remain in the regular education classroom and still receive the needed assistance with the help of a para-pro.  




Consultation Service Model- In the consultation service model, students with disabilities receive minimal support.  Students remain in the general education classroom with the general ed teacher.  A special education teacher will consult with the student's general ed teacher and meets with the student on a weekly, bi-weekly, or monthly basis in order to address the student's educational and/or behavioral needs.  This is the least restrictive service model.




* Resource Pull-Out Service Model-  In the resource / pull-out service model, students with disabilities are pulled out of the general education classroom into a special education classroom for 1 to 3 class periods a day.  There a special education teacher provides direct instruction of CCGPS, remediation, and acceleration in a small group.


* Self-Contained Service Model-  In the self-contained service model, students with disabilities are pulled out of the general education classroom into a special education classroom for 4 or more class periods a day.  In this classroom, direct instruction of CCGPS, remediation, assistive technology, and life skills are provided by a special education teacher with the assistance of para-pros in a small group setting.  This is the most restrictive service model.