Justice Page Middle School Special Education


If you are a student with a current Individualized Education Plan (IEP), please contact your special education case manager to assist you in making course selections as guided by your IEP.

Special education services for students with identified disabilities are available to students in areas mandated and guided by laws, rules, and regulations. Students do not register for these services or programs. The special education services a student receives are determined through a formal individual evaluation process or are planned with parents as a continuation of needed services identified prior to enrolling at Justice Page Middle School.

There are two types of special education programs at Justice Page Middle School: a Resource program, and a Citywide Autism program. For more specific questions relating to Special Education, please contact Cassie Zonnefeld, School Social Worker.


Justice Page Middle School’s Resource program provides students with special education services to best meet each student’s needs as prescribed in his or her IEP: collaborative and consultative special education support for students in general education classrooms, supplemental instructional support in a special education classroom, and/or core instruction in a special education classroom. Curricula will be selected based on individual student need, state standards and the curriculum being utilized in the general education. Special care is provided in the transition from elementary to middle school special education services and for the middle school to high school transition.


The Autism program is designed to serve students who have been identified as having Autism Spectrum Disorders. Program components include highly structured, individualized programming, intensive communication and language training, social skills training, utilization of natural environments for instruction, positive behavioral programming, educationally based sensory activities, as appropriate, and inclusion with mainstream peers and activities when appropriate. Curricula will be selected based on individual student need, state standards and the curriculum being utilized in the general education. Students will range from a full inclusion model (for students pursuing academic goals exclusively) to a functional skills model (for students pursuing remedial academic, life skills, and community skills). Services are provided in included and separate settings, as appropriate. When in the mainstream, there may be additional adult support with the student(s) to help with social/communication skills, answer questions and make sure the student(s) are on-task, engaged and generally understanding the curriculum.