Special Services

District 99 is a member of SASED (School Association for Special Education in DuPage County), and special education involvement is directed through the local school attendance area. Procedures for referral, placement, and program development are coordinated by the Department Chair for Special Services. District 99, and its associated districts in SASED, provide programs for students ages 3 through 21.

Students are serviced through a broad spectrum of educational programming.  Placement into any programs/courses is determined at a multidisciplinary conference where an Individualized Education Plan (IEP) is developed to address the need for more intensive instruction.

Every eligible student is assigned a case manager at the beginning of the school year to coordinate their IEP services.  The case manager is the primary contact for day to day issues and services.  Case managers reach out to parents/guardians in the first week of school.

Continuum of Services

South offers a variety of services and programs to support students.  

Co-Taught and Instructional LD Program

The Learning Disabilities program supports students who have identified academic or functional disabilities and may be performing below grade level.  In this program, students can access general education classes, co-taught classes, and self-contained classes that align with their eligibility and need for services.  Students in the program will often enroll in a resource period during the school day to focus on executive functioning skills as well as skill building in deficit areas. In addition, students have access to all related services identified as a part of their special education eligibility.  In this program, students are navigating the school building and taking classes throughout the school in academic department areas.  

Co-Taught and Instructional ED Program

The Emotional Disabilities program supports students who are performing at grade level or above but who require support with emotional regulation, functional skills, and executive functioning skills to be successful in the school setting.  In this program, students can access general education classes, co-taught classes, and self-contained classes that align with their eligibility and need for services.  Students in the program will often enroll in a resource period during the school day to focus on executive functioning skills as well as skill building in deficit areas. In addition, students have access to all related services identified as a part of their special education eligibility.  In this program, students are navigating the school building and taking classes throughout the school in academic department areas.  

Multi-Needs Program 

The Multi-Needs Program is a self-contained program for students whose academic and functional needs require direct intervention and support.  Within this program students are working on academic skills at their level with an emphasis on functional academics.  In addition, students in the program are taught independent living skills and vocational skills through our community based vocational program.  Classes in this program are housed in one wing of the building in order to provide support and access to resources to meet student needs. Students have access to all identified related services as documented on their IEP.  While this program is self-contained, students can earn all credits needed for graduation within the program based on a 4 year schedule rotation, access to general education classes is provided when appropriate and agreed upon by the team. Support from para professional staff is provided in all self-contained classrooms to meet the needs of students.  

Supportive Program

The Supportive program is a self-contained therapeutic program for students with emotional needs whose internalizing behaviors impact their ability to learn in the regular academic setting.  The Supportive program provides a safe and nurturing setting for students to gain increased self-awareness and increased emotional regulation.  Social work services are both embedded in the program and provided to students individually based on their identified needs.  In addition, students have access to all related services identified as a part of their special education eligibility. All students in the program take part in a behavior incentive program to earn daily and weekly rewards for managing and completing the tasks necessary to a focused and engaged student.  All graduation requirements can be met in this program.  Classes are offered on a 2 year sequence.

Directive Program

The Directive program is a self-contained therapeutic program for students with emotional needs whose behaviors impact their ability to learn in the regular academic setting.  The Directive program provides a therapeutic approach to teaching behavior regulation, increased self-awareness and attentional control, and reduced impulsivity through social work and social emotional support embedded in the program.  Individual social work services are also provided based on identified student needs.  In this program students have access to all related services identified as a part of their special education eligibility.  All students in the program take part in a behavior incentive program to earn daily and weekly rewards for managing and completing the tasks necessary to be a focused and engaged student.  All graduation requirements can be met in this program.  Classes are offered on a 2 year sequence.

Initial Evaluation for Special Education Services

Students seeking special education services should contact their counselor to determine options for general education interventions and to discuss the IEP evaluation process.  In order to be eligible for services a student needs to have a disability, an adverse educational impact due to the disability, and require specialized instruction in order to teach skills (which are provided through specialized classes).  All students with a disability do not require special education.

Students with disabilities who do not qualify for special education under the federal Individuals with Disabilities Education Act, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973.  In order to be eligible for a 504 Plan the student (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.  Please visit the Counseling and Student Support Services (CSSS) webpage for questions regarding Section 504 of the federal Rehabilitation Act of 1973.  

Questions about programming, assessment, and placement of students or the provision of special education services should be directed to:

Alyssa Gunderson, South Special Services Department Chair (630-795-8641)

 

Information

Department Chair
Alyssa Gunderson

Department Administrative Assistant
Wes Jewell

IEP Administrative Assistant

Lori Dolce

Department Office
Room A303
630-795-8640
630-795-7195 (FAX)

2023-24 Academic Planning Guide

2024-25 Academic Planning Guide


Staff

Kevin Ahrens

Faculty

Nikki Alessi

Faculty

Sonia Atkins

Faculty

Sabra Barowski

Paraprofessional

Karen Beagley

Paraprofessional

Patricia Berkes

Paraprofessional

Michelle Bodi

Faculty

Jade Bottoms

Nurse - Special Services

Tricia Brawley

Faculty - Vocational Coordinator

Stacey Bretwisch

Job Coach

Adam Bruesch

Faculty

Stephen Buhr

Social Worker

Allison Caffrey

Faculty

Danielle Conrad

Speech Pathologist

Eric Cremer

Paraprofessional

Amanda DeLay

Faculty

Lori Dolce

Executive Administrative Assistant

Olivia Dolce

Paraprofessional

Alice Doro

Faculty

Arthur Drenth

Faculty

Timothy Flannery

Paraprofessional

Liam Fogarty

Paraprofessional

Nicole Forst

Faculty

Barbara Garofalo

Paraprofessional

Barb Gentile

Paraprofessional

John Gilley

Paraprofessional

Evelyn Golden

Faculty

Katherine Goray

Faculty

Haidee Gospodarek

Paraprofessional

Alyssa Gunderson

Special Services Department Chair

Patrick Hayes

Faculty

Chris Hernandez

Faculty

Nicole Hobus

Occupational Therapist

Samuel Honan

Paraprofessional

Wesley Jewell

Executive Administrative Assistant

Alexander Karmgard

Paraprofessional

Edward Kozak

Paraprofessional

Robert Kud

Faculty

Trisha Kurth

Faculty

Shannon Lahey

Faculty

Megan Liston

Social Worker

Sean Liston

Faculty

Sean Lovelace

Faculty

Jessica Madden

Paraprofessional

Kimberly Maley

Paraprofessional

Rebeca Manjarres

Physical Therapist

Tessa McGuire

Paraprofessional

Brandon McSheffery

Paraprofessional

Aricela Mendez

Social Worker

Zachary Miller

Faculty

Kelly Niemann

Faculty

Alyssa Orel

Faculty

Darren Orel

Faculty

GeriAnn Ortega

Paraprofessional

Adam Petersen

Faculty

Heather Peterson

Paraprofessional

Terry Pollard

Paraprofessional

Stephanie Radeke

Paraprofessional

Katherine Ranallo

Paraprofessional

Danielle Riegler

Speech Pathologist

Laura Rothamer

Faculty - Transition 99

Elizabeth Savage

Paraprofessional

Brian Singer

Paraprofessional

Jessica Syring

Faculty

Nade Tambik

Paraprofessional

Jamie Trent

Faculty

Mack Trent

Faculty

Amy Walsh

Paraprofessional

Richard Wild

Paraprofessional

Mary Wiley

Paraprofessional

Brett Wolf

Faculty

Lisa Woodman

Paraprofessional