Special Education Department
Mission and Vision
The OLCHS Special Education Department exists to...
- Facilitate student success in the least restrictive environment
- Foster and promote self advocacy skills while addressing learning differences
- Prepare students to become productive members of society
Oak Lawn Community High School has varying levels of support to meet student needs ranging from off-campus programs through supports in the general education classroom. It is always the goal of the Special Education Department to place students in the Least Restrictive Environment (LRE). Mostly all of the curriculum and instruction in our self-contained settings mirror that of their general education counterparts. Special Education services are available to students who have been identified in the one of the following categories; Intellectual Disability, Orthopedic Impairment, Specific Learning Disability, Visual Impairment, Hearing Impairment, Deafness, Deaf-Blindness, Speech/Language, Emotional Disability, Other Health Impairment, Autism, or Traumatic Brain Injury.
*The Individuals with Disabilities Education Improvement Act (2004) requires that a Needs Assessment Survey be conducted annually for the purpose of planning training opportunities for staff and parents. Your participation in this survey is voluntary. Please complete this SURVEY if your student currently receives special education services. The survey is also available in Spanish, Polish, Arabic and Urdu.
A.E.R.O. Cooperative
Oak Lawn Community High School is part of the A.E.R.O Special Education Cooperative. A.E.R.O is comprised of the four high school districts: Oak Lawn (D229), Evergreen Park (D231), Reavis (D220), Argo (D217), and eight elementary school districts. A.E.R.O provides programming, services, and support for OLCHS students based on individual student needs. You can find out more on the A.E.R.O website that is located by following the following link: A.E.R.O Website.
Incoming Freshmen Information
Transition Meetings
- 8th Grade transition meetings will be held at D123 (OLHMS) and D122 (Simmons) during the last week of January or the first weeks of February
- A district representative and a special education teacher from OLCHS will join your son/daughter’s IEP team u Student’s current academic and social/emotional functioning will be discussed by team
- Student will attend meeting
How will the IEP team choose programming/classes for my child?
- D122 & D123 staff will share information about students to help guide the IEP team in identifying the students Least Restrictive Environment
- D229 will discuss possible courses based off of IEP team’s recommendations
- Related services will be discussed
- Goals and accommodations will be discussed
- Initial transition plans will be developed
- Placement and services will be discussed
- At the end of this meeting, your student will be registered for high school classes.
- You will NOT have to attend the general Freshman Registration Night at OLCHS
Registration for Freshmen Year
- Complete emergency/medical forms at Transition Meeting
- Student needs a physical before starting the school year
- Prove residency and pay school fees (see district website for more information) This can be started as early as the February the year before your student starts
- Complete OLCHS enrollment forms
- Bring copy of student’s birth certificate
- Bring medical diagnosis forms should your child have a medical diagnosis in their IEP
Continuum of Services
General Education Consult
Students receiving consultative services are enrolled in all general education classes. The case-manager will monitor the student’s performance by collaborating with teachers on a limited basis. The case-manager will ensure that students are receiving his/her IEP accommodations in the general education environment.
Co-Teaching Program
Co-taught classes provide a certified subject area teacher, as well as a certified Learning Behavior Specialist (LBS I) teacher. These teachers work together in the general education environment to provide instruction and accommodations for our students with special education needs. All required academic core courses for graduation are offered in this program model.
Learning Resource Program (LRP)
This program provides eligible students an opportunity to further develop their academic skills and knowledge. Each eligible student will have a case manager and an Individual Education Plan (IEP) that will identify recommended classes and services. Courses are designed to assist students in achieving credit towards graduation. Curriculum and instruction in the LRP program directly mirror that specific general education course offering. We provide a higher level of structure and a smaller class size for the benefit of our students. Each class has a certified Learning Behavior Specialist (LBS I) teacher and also an instructional assistant.
Structured Learning Resource Program (SLRP)
This program provides the highest level of structure for students who require significant therapeutic support. Students would take most of the required academic course work in this setting and may be mainstreamed for PE and electives. A strong social work and counseling component is part of this program. There is a very small teacher to student ratio for this program. Students will be scheduled into this program to take their required core academic subjects along with a therapeutic Art course.
Individualized Learning Resource Program (ILRP)
This program is highly structured for students who require a high level of support in the school setting. There is a low teacher to student ratio as well as many therapeutic supports in the classroom. Each classroom has a certified Learning Behavior Specialist (LBS I) as well as an instructional assistant. Social work and counseling services are provided as part of this program. Other related services are utilized as well depending on the individual student’s needs. This program addresses functional academic skills and knowledge along with the following skill areas; home and family, leisure pursuits, personal responsibility & relationships, physical & emotional health, community involvement, and employment and adult learning. There is a strong community involvement involved with this program where students take community outings or field trips once a month. Some students may remain enrolled beyond the traditional four years of high school for transition services.
Out-Placements
OLCHS utilizes a variety of out-of-district placements through A.E.R.O. Cooperative and Private Placements. Students that have been deemed in need of more behavioral or therapeutic supports could be placed in one of these settings. This is determined by the student's IEP team.
Related Services
Students that have been determined to need related services as part of their IEP will receive such services in the frequency and duration as determined by his/her IEP team. Oak Lawn Community High School employs three full-time social workers, a full-time psychologist, a full-time nurse and a nurse’s assistant. As a member of the AERO Cooperative of Special Education, we contract speech/language, occupational therapy, physical therapy, Board Certified Behavior Analyst (BCBA), in addition to other related services. We also contract Hearing/Vision/O & M services through DuPage County Special Education Association (SASED/CASE).
Resources
​Procedural Safeguards / Required Notice & Consent Forms
*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. ​