Special Services

Welcome to District 158’s Special Services department! Special Services offers consultative, resource, instructional and specialized programming for students who have been identified with having a disability under the Individuals with Disabilities Education Act (IDEA).

The goal of special education and related services is to support each child and address their individual needs. An Individualized Education Program (IEP) is developed in collaboration with parents, general education teachers, and special service staff on a yearly basis minimally.

The services provided include specialized instruction for students with learning disabilities, speech and language therapy, occupational therapy, physical therapy, vision and hearing itinerant services, specialized instruction and supports for students with emotional/behavioral disorders, mild cognitive impairments and students with Autism.

District 158 offers a variety of specialized programming along the continuum of services to meet the diverse needs of its many students. The programs are typically campus based to allow for students to move through their specialized programming with their same age peers.

For more information about Special Services, see below or visit the menu at left (Click Learning & Innovation, then the Special Services down arrow to view more Special Services webpages.)

Our Services

General Education Learning

All Huntley Community District 158 schools offer a continuum of special education services within the general education classroom. Based on the student’s needs, special education and related services are determined during the Individualized Education Plan meeting to ensure all students receive their supports in the least restrictive environment.

In the general education setting, support programs provide services to students with an identified disability and will all look a little different. Below is a general description of the range of services that are provided; however, for a complete understanding of an individual student’s support, parents should refer to the student’s IEP.

Consult Services

Consultative services are written on a child’s IEP to document the services that a student is benefitting from that are not direct contact service time. For example, a special education teacher and all related service professionals must communicate with the student’s teacher(s) about the overall educational functioning of the student. Therefore, the IEP may reflect the time involved in consulting with other staff, communicating with parents, and planning for/creating accommodations or modifications that the student will use in the general education setting. Consultation minutes can be the only type of support a student receives or it can be combined with Support Services or Instructional support outside the general education classroom. Each student’s educational needs are individualized on the IEP.

Support Services

Learning support services can be provided within the general education setting through an integrated model. This means that a special education teacher or related-service provider (ex: Speech-Language Pathologist, Social Worker, Occupational Therapist, Physical Therapist, Vision or Hearing Itinerant) provide the special education support to the student while the student is in his/her general education classroom. Students can also be integrated into the general education environment with paraprofessional support. This means that the student participates in the general education setting with a paraprofessional present in the setting to provide support to the students with IEPs. Paraprofessionals do not provide the initial instruction to students as students in the general education classroom should be able to access most of their instruction from the classroom teacher. Paraprofessionals typically support several students within the general education environment simultaneously with the goal of increasing independence for all students they are working with in the classroom.

Resource Support with Direct Instruction

Our district is committed to providing a full continuum of special education services to ensure every student with an Individualized Education Program (IEP) receives a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). For many students, this means they are able to successfully access their learning alongside peers in the general education classroom with the help of resource support.

Resource support is a flexible service designed to meet each student’s unique needs. It may include in-class support from a special education teacher or related service provider, or it may involve pull-out instruction in a smaller setting for part of the day. The type, setting, and frequency of support is based entirely on the student’s IEP and is designed to promote both independence and academic progress.

The goal of resource support is to maximize each student’s participation in the general education environment while also providing targeted instruction—called specially designed instruction (SDI)—to help students develop specific skills in areas such as reading, math, writing, behavior, executive functioning, or social-emotional development. These services may be delivered by special education teachers and/or related service providers, depending on each student’s identified needs.

Self-Contained Programs

We offer a range of self-contained special education programs designed to support students who need a more structured learning environment with smaller class sizes and individualized support. See the tabs below for descriptions of Huntley 158's self-contained programs.

All of our programs provide specialized instruction tailored to meet each student's unique learning, behavioral, and communication needs, while also focusing on building life skills and independence through rigorous learning opportunities. Our dedicated teams of teachers, related service providers, and support staff work collaboratively to create supportive, authentic and inclusive experiences that help every student grow academically, functionally, socially, and emotionally. In addition, each program has a primary area of focus and a secondary area of focus. All of our programs offer:

Rigorous curriculum targeting grade-level standards and multisensory tools
Structured teaching approaches and evidence-based instructional practices
Specially designed instruction (SDI)
Specially designed learning environments
Meaningful experiences in the general education and special education settings
Reduced staff-to-student ratio
Small group instruction
Opportunities for whole group instruction and person-centered support
Options for flexible scheduling
Paraprofessional support
Intensified, targeted, and specialized supports
Opportunities for community-based instruction

SNAP

Special Needs Autism Program (SNAP)

The Special Needs Autism Program (SNAP) provides a highly structured and supportive learning environment for students who need intensive instruction in both academic and functional skills. Each student’s program is guided by their Individualized Education Program (IEP), and instruction is tailored to meet their unique needs.

SNAP classrooms are designed to be calm, predictable, and visually supportive. Teachers use consistent routines, hands-on learning tools, and visual strategies to help students learn and grow. Students have access to a curriculum that supports grade-level learning standards and can also be adapted to include alternate learning standards when appropriate, ensuring flexibility based on each child’s abilities and needs.

A major focus of the SNAP program is helping students develop functional communication skills, so they can express themselves effectively at school, at home, and in the community. In addition, the program emphasizes building daily living and adaptive skills that promote greater independence.

While SNAP was originally designed to support students with autism, the program serves children with a variety of learning needs who benefit from a structured, individualized approach to learning. Community-based instruction and real-world learning experiences are also an important part of the program.

Primary: Communication

Secondary: Life Skills

Strategy Ed

Strategy Education Program (Strategy Ed)

The Strategy Education Program is designed for students who benefit from a highly supportive and structured learning environment focused on building real-life skills. This program provides individualized instruction based on each student’s strengths and needs, as outlined in their Individualized Education Program (IEP).

Students in the Strategy Education Program receive rigorous instruction in both academic content and daily living skills that help them build independence at school, at home, and in the community. The curriculum is designed to be flexible—supporting access to grade-level standards when appropriate and incorporating alternate learning standards for students who need them.

A primary focus of the program is on life skills development, including self-care, problem-solving, organization, and community participation. Students also receive support in building functional communication skills, helping them to express themselves effectively in a variety of settings.

This program serves students with a wide range of disabilities and learning needs. Instruction is hands-on, visual, and engaging, with routines and multi sensory support in place to help students succeed and grow in all areas of their development.

Primary: Life Skills

Secondary: Communication

SES

Structured Education Setting (SES) Program

The Structured Education Setting (SES) Program is designed for students who need a supportive and responsive learning environment that focuses on both social-emotional growth and academic learning. This program provides specially designed instruction (SDI) tailored to meet the individual needs of each student, as outlined in their Individualized Education Program (IEP).

The SES Program helps students build the skills they need to manage their emotions, navigate social situations, and stay engaged in learning. Staff use the Circle of Courage framework—built on the core values of belonging, mastery, independence, and generosity—to guide daily interactions, build trust, and support students in becoming confident, capable learners and community members.

Students in SES have access to grade-level curriculum and academic content, with the flexibility to adjust instruction based on individual learning needs. The program places a strong emphasis on helping students develop essential behavioral and social skills such as coping strategies, conflict resolution, self-regulation, and following school routines. Instruction in executive functioning skills—such as organization, planning, and time management—is also embedded into the daily routine to support long-term success.

The primary focus of the SES Program is to support students’ social-emotional and behavioral development so they can fully engage in meaningful academic learning. We recognize that building these foundational skills is essential for students to access and succeed in rigorous academic content. Our goal is to help students thrive both in and out of the classroom by equipping them with the self-regulation, coping, and interpersonal skills they need—while also supporting their growth toward grade-level academic expectations.

Primary: Social-Emotional Behavioral

Secondary: Academics

Instructional Program

Instructional Program

The Instructional Self-Contained Program is designed for students who benefit from a smaller, structured learning environment with individualized academic instruction and targeted support. The program’s primary focus is on helping students succeed in core academic areas while also addressing their social-emotional and behavioral needs to ensure they are ready and able to learn.

Students in this program receive specially designed instruction (SDI) aligned to grade-level standards, with flexibility to adjust content and pacing based on individual needs. Instruction is delivered in a way that supports meaningful engagement, mastery of essential skills, and progress toward academic goals. In addition, students receive explicit support in developing executive functioning skills such as organization, task initiation, focus, and time management—skills that are key to independent learning and long-term academic success.

While academics are the core of the program, we also recognize the importance of social-emotional growth. Staff work closely with students to reinforce positive behaviors, support emotional regulation, and build skills that help students interact effectively with peers and adults throughout the school day.

Primary: Academics

Secondary: Social Emotional Behavioral

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