Academics and Learning » Special Education

Special Education

Special Education

District 84, in partnership with the Leyden Area Special Education Cooperative (LASEC), offers a continuum of services for any student who resides within our boundaries and who may qualify for such support under Section 504 or the Individuals with Disabilities Education Act (IDEA). The programming options and services are fluid and individualized for each student based upon their unique needs and strengths. Under either provision, District 84 supports the intent of the federal and state mandates to meet student needs in the Least Restrictive Environment (LRE) and strives to provide our students with the instructional, physical, and emotional support they need in order to be successful. 

Students with disabilities who do not qualify for an individualized education program, as required by the federal Individuals with Disabilities Education Act and implementing provisions of the School Code, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the child (i) has a physical or mental impairment that substantially limits one or more major life activities, (ii) has a record of a physical or mental impairment, or (iii) is regarded as having a physical or mental impairment.


Response to Intervention (RTI)

District 84 utilizes the Response to Intervention (RTI) multi-tiered approach for the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.


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