Special Education
Stevenson High School provides all disabled students a free and appropriate public education. Student's parents serve as team members with the public school in determining eligibility for and provision of special education services. Once a student has been found eligible for special education and/or related services, an individualized educational program is developed to determine the extent of services appropriate for that student. It is the responsibility of this multi-disciplinary team to determine the most appropriate educational placement in the least restrictive environment.
Stevenson High School offers a continuum of services/programming, psychological testing services, social work, speech therapy services, and related services to eligible students. Stevenson High School is also a member of the Exceptional Learners Collaborative (ELC), a special education cooperative that provides special services for Stevenson students in the following areas:
- Occupational Therapy
- Physical Therapy
- Speech/Language
- Social Work
- Psychology
- Assistive Technology
- Severe Learning Disabilities
- Mental Impairments
- Physical and Health Impairments
- Visual Impairments
- Hearing Impairments
- Behavior/emotional Disorders
- Multiple Impairments
Special education policies, procedures, rules and regulations and information on free or low-cost legal services are available upon request from the Director of Special Education.
- About the Division
- Programs and Services
- Transition Services
- Post Secondary Education and Planning
- Important Documents
About the Division
About the Division
Contacts
Traci Wallen
Director of Special Education
twallen@d125.org | 847-415-4801
Megan Sugrue
Assistant Director of Special Education
msugrue@d125.org | 847-415-4867
Stephanie Bush
Director's Assistant
sbush@d125.org | 847-415-4800
Quick Links
- IEP Accommodations for Standardized Testing (ACT, PSAT, SAT, and AP Exams)
- For questions, e-mail shs_testing@d125.org
- Special Education Faculty and Staff Directory
- ELC (Exceptional Learners Collaborative) Related Service Providers
Programs and Services
Programs and Services
Official Notice: Under Illinois law, students with disabilities who do not qualify for an IEP may qualify for services under Section 504 of the Rehabilitation Act of 1973 if the child meets one of the following criteria:
- has a physical or mental impairment that substantially limits one or more major life activities
- has a record of a physical or mental impairment
- is regarded as having a physical or mental impairment.
Resource Services
The resource program is designed to meet the needs of students with mild disabilities who may need tutorial and organizational assistance, as well as case management on a daily basis. This program may include social work, speech/language, and/or other related services for qualifying students. The students in this program are primarily mainstreamed in Stevenson courses and electives.
Students in the special education resource programs:
- Meet with case manager for one period daily
- Come prepared with all necessary materials (including, but not limited to: assignment notebook, pen/pencil, calculator, and paper), in addition to homework (which may need to be checked, revised, or completed), and review materials (like notes and outlines for upcoming assessments)
- Receive assistance, work on assignments and projects, and review materials/study for upcoming assessments
- Utilize the library and/or other regular education resource centers, as appropriate
- Work with case managers to coordinate classroom and testing accommodations as delineated in the student's IEP
Autism Spectrum Disorder Support Program (ASD)
The Autism Spectrum Disorder (ASD) Support Program is a strategy-based program that serves as a platform for the development of social/emotional, executive functioning, and core content skills for individual learners. Because these skills are pervasive in all coursework at Stevenson High School and beyond, students in this class will develop compensatory strategies to improve deficit areas through the application of evidence-based practices. A student’s support team bridges direct instruction and classroom support through regular collaboration and communication with their teachers, as well as push-in services taking place within the classroom. Students may participate in lessons to further develop social skills and independent living skills, based on the needs of each student. ASD study skills programming is individualized for each student, based upon individual IEP goals, services, and transition plans.
Structured Learning Program
The Structured Learning Program is designed to meet the needs of students requiring a highly structured, consistent learning environment. The program's significantly individualized instruction focuses on increasing student’s self-management skills and independence, as well as further development of functional academic skills. The program offers a modified curriculum that is supplemented with 1:1 assistance and supervision throughout the school day.
Supported Academic and Independent Living (SAIL)
The Supported Academic and Independent Living (SAIL) program offers a modified, functional curriculum for students with mild to moderate intellectual and functional deficits. The SAIL program focuses on functional academic skills aligned to the essential elements of the common core state standards, as well as independent living and prevocational skills. Students in the SAIL program participate in small group instruction to develop their foundational skills in preparation for participation in the district Transition program.
Educational Life Skills Program (ELS)
The Educational Life Skills Program (ELS) is designed as a school-within-a-school, supporting students with moderate to severe functional and cognitive deficits. The ELS program offers individualized one-to-one support as well as small group instruction. Student learning is highly modified and individualized per student based on their specific IEP goals. The ELS program emphasizes functional life skill domains including adaptive skills, self-care, recreation/leisure, community, vocational skill sets, and communication. Students in the ELS program participate in community-based instruction to generalize skills.
Exceptional Learners Collaborative (ELC)
The Exceptional Learners' Collaborative (ELC) is a special education cooperative and joint agreement between four school districts located in Vernon Hills. The Exceptional Learners Collaborative will ensure support for the full continuum of services essential to providing exceptional services to our exceptional learners in District 125. Related service supports for students with low incidence exceptionalities include assistive technology consultation, occupational therapy, physical therapy, speech and language, social work, vision itinerant, hearing itinerant, psychological services, audiology and mobility services.
Instructional Services
The instructional program is the most flexible special education program in the building. It is designed to meet the needs of students with moderate to severe disabilities who may need extensive assistance and/or instructional courses. Instructional classes provide more individual attention than mainstream classes are able to provide. These classes offer differentiated instruction and the content delivery is multi-modal in nature. This program includes a strong transitional component as well as social work, speech/language and/or other related services, for qualifying students. These students have access to all Stevenson courses and electives in the mainstream, as appropriate.
Students in the special education instructional programs:
- Meet with case manager for one or more periods daily
- Require instructional class(es)
- Come prepared with all necessary materials (including, but not limited to: assignment notebook, pen/pencil, calculator, and paper), in addition to homework (which may need to be checked, revised, or completed), and review materials (like notes and outlines for upcoming assessments)
- Receive assistance, work on assignments and projects, and review materials/study for upcoming assessments
- Utilize the library and/or other regular education resource centers, as appropriate
- Work with case managers to coordinate classroom and testing accommodations as delineated in the student's IEP
Speech Language Therapy
Areas of Speech-Language Therapy
Articulation: An articulation disorder is the inability to produce sounds correctly. The student may have difficulty sequencing sounds, substituting one sound for another, or distorting sound production.
Language: Language may be divided into two parts: expressive and receptive. A student with a language disorder may demonstrate impairment, delay, and/or deviant development of comprehension and/or the use of spoken language.
Stuttering: Stuttering is the interruption in the flow of speech characterized by hesitations, prolongations, and/or repetitions of sounds, syllables, words, or phrases. Tension seen in the lips, jaw, and neck may be present. All speakers have periods of dysfluencies; however, severe disruption in speech fluency is cause for possible intervention.
- An excellent source of information on stuttering can be found on the homepage for the Stuttering Foundation of America including links on "How to React to People Who Stutter," "Tips for Teachers," and "Famous People Who Stutter."
Voice: A voice disorder is any deviation in pitch, intensity, quality, or other attribute, which consistently interferes with communication; draws unfavorable attention, adversely affects the speaker or listener, or is inappropriate to the age or sex of the individual. The most common voice disorders are due to vocal misuse and abuse, which frequently causes vocal nodules (a medically diagnosed condition).
Pragmatic Language: Disorders of pragmatic language, or social skills, may involve difficulty using language for different purposes, changing language depending on the listener or situation, and/or following conversational rules or storytelling.
For more information on communication disorders, visit the American Speech Language Hearing Association.
Transition Services
Transition Services
Stevenson High School’s Transition Services provides individualized skill development for special education students ages 18-22. The primary goal of Transition Services is to increase the students' independence through vocation, social, and life skill development. The life skills class takes place during half of the students’ day and is used to develop and enhance the students’ independence by providing a curriculum with clear learning targets and ongoing assessments accompanied with hands on activities, group collaboration, and technology integration. Students will practice the skills learned in a community setting that supplements what is being taught. Assessment is ongoing and occurs in the classroom and community. Life skills focus includes: budgeting, communication, household upkeep and maintenance, personal care, meal planning and implementation, personal interests/skills, prioritizing/organizational skills, problem solving, socialization, public transportation, nutrition/fitness, and time management.
Useful Links
New to Transition Services
- The Book: How to Navigate the Illinois Disability System
- PUNS - The Basic: English
- Tips for making the transition from school to adult meaningful
- Connect the Dots in Transition Tool
- Comparison of Illinois IDD Waiver Programs
Housing
- Understanding Adult Residential Housing Options
- Residential Options for Individuals with Disabilities
- Supportive Housing 101
Employment
Financial Planning
- Understanding Supplemental Security - 2022 Edition
- SSI Overview
- Q&A for Medicaid - Updated 2021
- Disability Benefits 101
Guardianship
- Lake County Guardianship Filing Instructions
- Guardianship and Alternatives
- Guardianship Myths
- Illinois Guardianship and Advocacy Commission: Supported Decision Making Resource Hub
- Consider the Alternatives: Decision Making Options for Young Adults with Intellectual Disabilities
- Supportive Decision Making Fact Sheet
Mental Health
- Mental and Behavior Health Resources in Illinois for People with Disabilities
- Clearbrook's Community Mental Health Center Information
Parent Advocacy and Empowerment
Post Secondary Education and Planning
Post Secondary Education and Planning
From the moment we are born, life is a series of transitions and high school graduation is traditionally one of the most important.
The goals of the Special Education Transition Services are to provide students with activities and opportunities to promote a well-planned, meaningful, and achievable post-high school transition. The Stevenson Transition Team consists of every member of the student’s education team.
Useful Links
Transition
- College Board
- Bridges
- NAVIANCE
- Choices
- Paul V. Sherlock Center on Disabilities
- AHEAD.org (Association on Higher Education and Disability)
Colleges
- College Board
- Peterson's Planner
- The Princeton Review
- North Park University Chicago: College Search
- College Zone
- ACT: Resources for Education and Workplace Success
- CollegeNET
- Careers and Colleges: Find Scholarships, College Grants, Colleges, and Loans
Technical Schools
- EDU Directory
- CollegeSurfing.com
- Vocational Information Center: Directory of Trade, Career, and Technical Schools
ACT/SAT
Career Searches
Financial Aid
Essay Writing
Important Documents
Important Documents
- Parent Guide to Educational Rights and Responsibilities (PDF)
- Notice of Procedural Safeguards for Parents/Guardians of Students With Disabilities (PDF)
- Notification Regarding Related Service Logs as Student Records (PDF)
- Release/Exchange of Information Form (PDF)
- Procedures for Visitors (PDF)
- Special Education Child Find Process (PDF)
- Translated ISBE Required Notice and Consent Forms
- Understanding PUNS (PDF)
- Recording a Section 504 or IEP Meeting (PDF)
- IL ABLE Brochure for Public Education (PDF)
- Physical Restraint, Time Out, Isolated Time Out Reduction Plan - Progress Update for 2024-25 (PDF)