Programs and Services
At Milwaukee Public Schools (MPS), we are committed to providing special education programs and services that promote inclusive schooling where all students can learn and thrive together.
The Department of Specialized Services provides a wide range of programs and services across the district to meet the requirements of the Individuals with Disabilities Education Act (IDEA) and to promote inclusion. We also offer services to students with disabilities who attend private or parochial schools.
To receive services, a child must first qualify for special education (have an IEP) or be eligible for a 504 plan. The student’s IEP or 504 plan will outline the specific services they will receive.
If you suspect that your child has a disability, you can make a special education referral at any MPS school or at Central Services. If your child already has an IEP (or a 504 plan) and you have any concerns, please contact your child's special education teacher.
Assistive Technology (AT)
Federal special education law defines assistive technology (AT) as "any device or service that directly assists an individual who has a disability to increase, maintain, or improve functional capabilities in the classroom, home, and/or community." AT helps students compensate for impairments so that they may engage more fully in learning experiences at school and at home. Tools can range from low- to high-tech, but in general, the simplest accommodations are the best and most effective.
Assistive technology is considered for all students with disabilities, no matter the type. Students with learning disabilities, cognitive delays, problems with speech, sensory impairments, movement difficulties, or behavioral concerns can all benefit. AT can be used in different ways:
- Students with disabilities may require AT to be able to access textbooks, art activities, writing requirements, math assignments, or more.
- Students who struggle with speech may require AT as augmentative alternative communication, such as picture supports or voice output devices.
- Students with disabilities who have difficulty reading textbooks and other materials may require accessible educational materials (AEM). Eligibility is determined by the IEP or 504 team, and students who qualify can also have access to reading materials in an alternate format at home.
If you are interested in learning more about assistive technology solutions for your child—for in school or at home—please contact their special education teacher.
Audiology and Deaf and Hard-of-Hearing (DHH) Services
MPS educational audiologists provide comprehensive hearing evaluations for students enrolled in MPS or being evaluated by MPS for special education. Hearing evaluations are completed when hearing concerns are present or after a failed school hearing screening. Audiology services are also provided for students with hearing impairments or auditory processing disorders.
Audiologists maximize the educational potential of students with hearing loss by addressing their unique auditory needs. They support students—as well as teachers and families—in various ways:
- Advocate for students with hearing loss or auditory processing disorders
- Provide guidance for children and parents
- Consult with teachers regarding the impact of hearing loss or auditory processing disorders
- Assess classroom acoustics to identify possible listening challenges and make recommendations for how to improve the listening environment
- Determine the need for individual or group amplification
- Select, fit, repair, and maintain appropriate assisted listening device(s)
Students with hearing impairments can receive deaf and hard-of-hearing (DHH) services at any MPS school. Four schools in particular contain classrooms that provide intensive programming for DHH students: Neeskara Elementary School (K3–grade 5), Milwaukee Sign Language School (K3–grade 8), Golda Meir School (grades 6–9), and Rufus King International High School(grades 9–12).
At these schools, dedicated DHH teachers work with students, staff, and families to:
- Assist other teachers in providing quality comprehensive programming for students with hearing impairments
- Assist with making environmental adjustments in classrooms to make sound more accessible
- Provide instruction in expanded core curricular areas
- Share resources and educational information with parents
If you have any concerns regarding your child’s hearing, please contact your child’s school to discuss.
Autism Programming
MPS proudly provides a variety of learning environments for our students on the autism spectrum. We recognize best practices in working with neurological differences and provide support in social/communication, rigidity, sensory, and other individual factors.
MPS also provides autism-specific support for teachers working with students on the spectrum. This support encourages inclusive practices that emphasize students' strengths and unique approaches to the learning community.
If you have any concerns regarding your child’s needs in regard to autism spectrum disorder, please contact your child's special education teacher.
Behavioral Support
All MPS schools participate in a Positive Behavioral Interventions and Supports (PBIS) system. This is a schoolwide, tiered-intervention approach to behaviors that effectively helps to reduce classroom disruptions and student suspensions. Students whose behavior continues to interfere with their learning or that of others after intensive behavioral interventions may qualify for special education services to address their individual needs.
Special education teachers work with other school personnel to develop strategies and goals to address each student’s strengths and weaknesses in order to help them make changes in their behavior. The IEP team may develop a behavioral intervention plan (BIP) that addresses the meaning and the cause of behaviors. This plan focuses on helping teach alternate, positive behaviors while reducing problem behaviors.
The Department of Specialized Services offers schools and teachers direct support for implementing BIPs as well as developing schoolwide strategies for reducing negative behavior. If you have a concern about your child’s behavior, please contact your school psychologist.
Early Childhood Services
Occupational and Physical Therapy Services
Students learn best when they have structured and consistent movement breaks throughout the day. Movement is especially important for students with disabilities, as they sometimes have a limited ability to move independently, control their movements, achieve adequate endurance, organize schoolwork, or stay focused on a task.
Students with IEPs or 504 plans are eligible for therapy services, which are provided when no other team member can address a student’s significant needs:
- Occupational therapy (OT) addresses fine motor skills, sensory processing, and self-help.
- Physical therapy (PT) addresses gross motor skills, mobility, and balance.
Occupational therapists and physical therapists can also provide teachers and families with ideas and resources to promote movement for learning.
Psychological Services
Speech and Language Services
Spoken communication is the foundation for reading, writing, and all human interaction. MPS’s Speech and Language Disabilities Program serves approximately 6,000 students in public, private, and parochial schools across the district. Our speech-language pathologists emphasize the delivery of collaborative, curriculum-aligned services to all students to help them develop speaking, listening, reading, and writing skills.
Speech-language pathologists:
- Provide direct therapy services for students with significant delays in one or more areas, including receptive and/or expressive language skills, articulation and/or phonology skills, voice, and fluency
- Provide augmentative and alternative forms of communication for students with identified needs
Every MPS school has a speech-language pathologist. If you have specific concerns or would like to speak to a speech-language pathologist, please contact your child's school.
Vision Services
Students with visual impairments are supported by teachers of the visually impaired (TVIs) and specialists in orientation and mobility (O&M). These staff members instruct students on how to develop compensatory or functional skills, including communication, orientation and mobility, social interaction, independent living, recreation and leisure, career education, technology, sensory efficiency, and self-determination. TVIs are essential to:
- Make recommendations regarding accessibility of the educational environment
- Adapt or modify instructional materials and visual presentations
- Provide instruction and assessment materials in an accessible format
- Provide educational supplies and equipment to accommodate for visual impairment
- Provide instruction in spatial and positional concepts
- Provide the tools and instruction necessary to travel as safely and independently as possible in the school, community, and home environments