• Language-Based Learning Class

    School(s):    Brooks
    Grade(s):     7


    This classroom is designed for a small cohort of children with language-based learning disabilities who are currently in grade 6 and require a substantially separate language-based program to maximize learning.  This highly structured, language-based program provides intensive specially designed instruction that is individualized based on student needs.

    In addition to providing instruction to maximize learning, the development of a positive attitude, and the enhancement of self-esteem and self-confidence are major goals for each child.  Providing each child with many opportunities for success academically, socially, and emotionally are essential components to this developmental program.  In order to ensure this success, children are grouped academically according to their strengths and areas of need as well as their learning level.


    The Language-Based Learning Class is staffed by a full-time Massachusetts Department of Elementary and Secondary Education certified special education teacher with experience in Language-Based Learning Disabilities.  In addition, the classroom is supported by a part-time tutor.  Teachers are supervised by an on-site special education administrator who works closely with the faculty to ensure student achievement. Professional development and training are provided for all staff on an ongoing basis.


    Organizational skills and strategies are explicitly taught across all areas of the curriculum. Students receive individualized programming targeting:
    • Decoding
    • Vocabulary
    • Reading Comprehension
    • Writing
    • Note Taking/Organization Skills
    • Spelling
    Specific specialized methodologies are used to teach children to decode and comprehend language.  Reinforcing decoding skills, developing vocabulary, and comprehension skills are major goals for each child.  Children become immersed in language utilizing this approach.  A hands-on experiential math program enables children to see the relationship between mathematics and the real world.  Students are supported in the regular education classroom for social studies and science.


    In addition to the direct services described, there are indirect, specialist and transition services available to students in the language based learning classroom.  The range of services varies widely depending on a student's individualized needs.  The type and frequency of service are decided at the Team meeting.

    Indirect Services
    • Monitoring and consultation to parents and general education teachers by a special educator, speech and language pathologist, occupational or physical therapist, or psychologist.
    • Coordination of instructional services
    • Development of curricular modifications and accommodations
    • Co-planning with the general education teacher
    • Participation in collaborative team meetings
    • IEP preparation
    • Observations
    Related Services

    Related services assist a child with a disability in benefiting from special education and to reach their IEP goals and objectives.  The related services that students may receive include:
    • Adaptive Physical Education
    • Assistive Technology
    • Behavior Therapy
    • Counseling  
    • Hearing/Audiology Services  
    • Health Services
    • Occupational Therapy
    • Physical Therapy
    • Social Skills/Pragmatics Instruction
    • Specialized Transportation  
    • Speech and Language Therapy  
    • Vision/Orientation and Mobility Services
    Transition Services
    The special education staff is extensively involved in the transition process between receiving and sending teachers. 

Last Modified on October 14, 2009