Adapted P. E.
Adapted Physical Education adapts, modifies and/or changes a physical activity so it is as appropriate for the person with the disability as it is for a person without a disability. The Kankakee Special Education Cooperative provides educators who, in cooperation with district staff address the individualized needs of children and youth who have gross motor developmental delays. Assessment and instruction by qualified personnel gather assessment data and provide valid Physical Education instruction. The Adapted Physical Educator writes goals and objectives that are measurable. These goals and objectives are reflective of the Physical Education instructional content and monitored/evaluated according to district policy to ensure the best interests of the students. This is a direct service and is developmentally appropriate Physical Education. In addition, the Kankakee Special Education Cooperative supplies consultation services assisting Regular Education staff with students participating in Physical Education Programs.
Alternative Day Program
The Alternative Day Program, located at St. Anne Grade School and St. Anne High School, provides services and assistance to meet educational, social/emotional and behavioral needs of students from northern Iroquois and Kankakee Counties. Along with academic instruction, students learn the social skills required for building and maintaining satisfactory relationships, constructively solving problems, managing their physical and emotional health, securing employment, living independently and achieving other worthwhile goals.
Staff are committed to work closely with parents, home schools and community agencies. You may contact the staff at 815-427-8153 for Elementary and Junior High ages and 815-427-8141 for High School aged students.
Audiology services include identification of children with educationally significant hearing loss, birth through high school graduation, residing within our participating school districts. Audiological evaluations are completed to determine the range, nature and degree of hearing loss, with referrals made for medical follow-up and treatment as well as appropriate educational intervention. Our audiologist participates in the process of obtaining personal hearing instruments, individual and group FM systems and other assistive listening technology, and evaluates and monitors the effectiveness of those devices. Additionally, our audiologist provides counseling and guidance for children, parents and teachers regarding hearing loss. Our audiologist participates in consultation regarding classroom acoustics, hearing and hearing disorders.
All services are provided by our licensed audiologist, Lori Ader-Steinhauser. The Audiology office is located at 2801 Eastgate Parkway in Kankakee. Ms. Ader-Steinhauser can be contacted by calling 815-401-7460.
Autism Consultant services
KASEC contracts with two Autism Consultants to provide services to its member districts.
Dr. Marrea Winnega is a licensed clinical psychologist and board certified behavior analyst from Autism Home Support Services. She is available to KASEC once a month to provide school personnel with ideas, strategies, and techniques that are beneficial for students on the Autism Spectrum.
Jessica Schultz, M.A. is a Licensed Clinical Professional Counselor (LCPC) and Autism Consultant at the University of Illinois at Chicago. At UIC’s Developmental Disabilities Family Clinics, Ms. Schultz participates in diagnostic evaluations for individuals with suspected autism spectrum disorders and provides consultation to school districts, training to parents and professionals, and social skills instruction to individuals with autism spectrum disorders.
Behavior Intervention Services provide in-service trainings for staff with topics including Therapeutic Crisis Intervention (TCI), legal issues in Special Education with regard to behavior, the process of Functional Behavior Assessment, and the development of Behavior Intervention Plans.
The Behavior Intervention Services staff meet individually with a school team to strategize behavior management techniques specific to individual students or groups of students. Observations, identification of function of behaviors, and recommendations for individual students demonstrating behavioral issues are provided in attempts to provide students with the appropriate intervention needed for their academic success. These services assist and communicate with staff to problem solve and provide creative solutions to difficult student situations.
The philosophy of the Communications Program is for learners with
significant speech-language, social-communication, or autism spectrum disorders
to recognize and achieve their full potential. Students are provided with
opportunities to apply strategies that capitalize on strengths and accommodate
learning styles in an environment that integrates academics, communication and
The Communications Program classroom is housed in public school
building to maximize opportunities for learning and interaction with
non-disabled peers. The classroom is arranged to provide students with a highly
structured environment, extensive visual cues, and minimal sensory
Deaf and Hard of Hearing Itinerant services
The Deaf and Hard of Hearing Itinerant services provide technical support to students, within the general educational environment, whose hearing loss adversely affects their academic performance. This program also provides in-service and support to these students’ parents and school personnel on the adverse affects of hearing loss, assistive technology support and classroom strategies, including accommodations and modifications to promote student success.
The services Itinerant Teachers provide are designed to enable students to become active and independent learners. Services can be both direct and consultative, and include auditory training, speechreading, pre-teaching, expressive/receptive language development, compensatory strategy development, assistive technology, self-advocacy and identification of resources. The Itinerant Teacher is a vital liaison to the educational team in facilitating an optimal learning environment for deaf and hard of hearing students in the general educational curriculum.
Occupational Therapy (OT) services assist students with a disability to benefit from special education. These disabilities include sensory, postural, and/or motor needs which prevent or significantly limit the student’s ability to benefit from educational opportunities.
OT staff operate under the educational model where the focus of therapy is on building skills and making modifications to support the student in the learning environment. Direct therapy is conducted, along with an emphasis on indirect services, which include the training of educational team members working daily with the student to assure that OT interventions are ongoing.
Physical Therapy in the school setting provides gross motor training to those students whose abilities are delayed secondary to a birthing injury, disease process, genetic abnormality, traumatic brain injury, or other diagnosis that impact the child’s gross motor skills. During the physical therapy evaluation, strength, range of motion, balance, coordination skills, and the ability to walk are all examined.
Based on the findings, the PT looks to see if the child shows a delay that impacts his/her ability to access their education. These areas would include walking in a hall, up/down stairs, handling a ball, and overall balance in various positions.
School Psychology services
School psychologists working at the elementary level are involved in early literacy, behavioral, social emotional, and other academic issues. They play a role in universal assessment to identify students at risk, collaboration with teams to meet student needs, and assisting in the process of determining eligibility for special education services.
At the secondary level, school psychologists participate in student support teams to assist with intervention and data collection methods. They may provide individual and group counseling, crisis intervention, or co-facilitate counseling with other building professionals. They also assist in transition planning, evaluations, and reevaluations for students.
Social Work Services
School social workers assist in assessment, intervention, and prevention services to students. Assessments of a student’s adaptive behavior skills, cultural background, and socioeconomic situation help in the evaluation of behavioral, emotional, social, and attention-span concerns which can interfere with a child’s achievement of the maximum academic benefit from educational opportunities.
School social workers provide intervention services through direct counseling of individual students and groups of students, as well as through consultation with school personnel, family, and representatives of outside resources involved with supporting students’ learning. School social workers help students understand themselves and others, develop self-control, cope with stress, take responsibility for their actions, and develop decision-making skills. School social workers are in a position to understand educational systems and processes as well as the psychological and social forces that affect behavior. Their training allows school social workers to intervene in ways that take into account the many factors which affect the student at school in order to support the student’s academic improvement.
School social workers provide services which are designed to prevent school failure, school violence, and dropping out of school. These services include positive programs which teach character development, conflict resolution skills, social skills, and substance abuse prevention skills to prepare students for productive citizenship.
Vision Itinerant Services
Students benefitting from these services vary from totally blind to those with low vision. These students require a variety of instructional assistance including: Braille instruction, daily living skills, large print books, audio books, assistive technology, multi-sensory instruction, efficient use of vision, and vision stimulation. Referrals for evaluation are made through the KASEC office and are conducted at the school sites.
KASEC works with its high schools to determine appropriate vocational and academic programs to help 14-21 year old students with disabilities to achieve independence through fulfilling and meaningful employment. A major emphasis is to assist students in their transitions from school, to work, to life as independent functioning adults. To this end, students are provided counseling, job training, coaching and placement, interpersonal skill development, career awareness, educational planning assistance, and transitional linking.