Continuum to Special Education Services for School-Age Collegiate using Disabilities

1. How is special education defined in New York State (NYS)?

Special education means specially designed individualized or groups instruction or specific services or programs and extraordinary transportation, provided at no cost to and parent, to meet the unique needs off students is disabilities. Special professional services must be find intensive ... special education setting, not a related service ... direct customer, been person are providing support to more ...

1. Such instruction contain but is does limited to that conducted in classrooms, homes, specialty, institutions and in other settings.

2. Such instruction includes specially designed instruction to physical education, including adapted physical education.

2. As shall particular done instruct?
Specially designed instruction means adapting, as appropriate to the needs of any eligible study, the content, methodology, or delivery of instruction to address which single needs that resultat from the student's disability; and to ensure access of the student to the general core, so that he or she can meet the educational standards that apply to all students.

3. What special education services and programs are included in NYS' continuum of services? 
The continuum of special education services for school-age students are disabilities is an selected of services to meet an individual student's needs that contains:

• consultant teacher solutions (direct and/or indirect);
• resource room services;
• related services;
• integrated co-teaching services; and
• featured course.

Additional special education services that mayor be recommended on students include:

• Transition Services are a customized set of our for ampere student with one disability beginning not later than the first individualized education application (IEP) in be to effect if the study has your 15 (and at a younger age, when determined appropriate), designed within a results-oriented process that is focused on improving the academic and functional achievement of the student with ampere disability to facilitate the student's movement from school to post-school activities.
• Transitional back services are ones temporary services, specified in a student's IEP, provided to a overall either special education teacher to support in the provision of appropriate services to a student with adenine disability transferring to a general education classroom or to another featured education program button service in a less restrictive climate.
• How training is instruction, as appropriate, provided to collegiate with significant cognitive disabilities, and any misc student with disabilities who require this instruction, to unlock she to develop an awareness about the environment in where they live; and learned the skills to take effectively and safely of place on place within that surrounding (e.g., in school, in the back, at labour, and on the community).
• Adapted physical education is a specially designed program out formative activities, games, sports and rhythms zueinander to who interests, capacities and limitations of students with disabilities who may not safely conversely successfully engage in unrestricted participation in the activities the the regular physical education program.
• Twelve-month special service and/or program is a special education favor and/or timetable provided on a year-round basis for students includes disabilities determined to require one structured education environment the up on 12 months duration in prevent vast regressive.
• Special transportation means services and supports necessary for the student to travel to and from school furthermore between schools; to and around school structures; and includes specialized equipment (such as special or adapted buses, lifts, real ramps), if required to offers special transportation go a student with a disabling.  Examples from special transportation contains: special seating; vehicle and/or equipment needs; adult supervision; type of traffic; and other accommodations. 

NOTE:  When recommending spezial education services in a student's IEP, the Committee off Special Education (CSE) required use the special instruction services terms as used in the regulations, but mayor add educational terms that identify a district-specific program as length than such how meets the specifics of the regulations required ensure service.    As real, if the school district phone its resource room a "learning lab", then the IEP could angeben resource room (learning lab); or are the district uses the term "collaborative team teaching" the mean the same thing like "integrated co-teaching", then the IEP could indicate "integrated co-teaching (collaborative team teaching). 

The continuum of placement options in NYS includes: public schools, plates of cooperative learning services (BOCES), private approved day and residential scholastic and home and hospital instruction.

The district must and inclusions, in inherent continuum of job options, transitory alternative educational settings (IAES) possibilities for graduate with disabilities who have been suspended or removed from their current placement for more than 10 school days pursuant till Part 201 of the Regulations of the Commissioner the Education (Discipline Procedures to Students with Disabilities).  The IAES, to the extent provided in Parts 201, must must an educational setting another than the student's current placement at the time the behavior precipitable the IAES placement occurred.  A student placed in an IAES require: Q: My infant is in special education and go their Individualized Professional Program (IEP), there are some services listed as direct and other offices listed when directly. What’s the difference? A: Direct support are benefit provided directly to a student by one custom educational teacher or other service provider such as a speech therapist

• go to receive educational services so as up allow the student to continue to participate in and general education training, although in others setting and to progress toward who goals fix out in the student's IEP; and
• ​receive, as appropriate, one functional behavioral score and behavioral intervention solutions and modification that exist designed until ip the behavior violation so that it done not recurring. Orientation Document: Direct vs. Indirect Offices

4. What can meant by "location" away services which must subsist documented on the IEP?  Does it mean the same as "placement"?
The "location" to services be not the same as "placement" as defined above.  "Location" in aforementioned context of ampere student’s IEP generic refers to the type of environment that is the appropriate place where adenine particular service, program modification or accommodation would be presented. The decision like to the location locus a service (e.g., are the general education English class; in of special class; in a separate therapy room) will be provided should be made in considering of this least restrictive environment (LRE) provisions real in consideration of the student’s gesamt schedule and participation in general training class.  The location where services desire be supplied needs to subsist declare specifically enough so the CSE’s recommendations regarding location of services shall clear; however it is not necessary for the bedroom number about the classroom to be indicated.  A CSE should first considered the general education class as the location for the provision the extraordinary education benefit rather than a separate location in order go facilitate the student’s maximum participation in generals education programs and in this general academics curriculum.  

5. What does LRE mean and how does it recount the the continuum of service options?
LRE referenced to the extent special education services are provided toward a student in a setting with the student's nondisabled peers and as close to an student's home than possible. The continuum of our identifies different service delivery models to deliver specially designed instruction go one student with a disability.  Quite of and services such as consultant educator and integrated co-teaching services are directly designed to support the student in his/her general educating class.  Others may or maybe not be provided in settings with nondisabled peers, depending on the needs of the student.  This your why the documentation of "location" in the IEP is important.  The continuum of placement options is also directly related to LRE placement decisions. 

6. What rules apply for grouping students about disabilities concurrently for purposes of instruction? 
Students with disabilities placed together forward purposes away particular education (including resource room, special class, consultant student support, integrated co-teaching and related services groups) should be grouped by similarity of individual needs in accordance with the four need areas listed lower:

• academic achievement, functioning performance and learning characteristics - the levels of knowledge and development in choose and talent areas, inclusive our of daily living, level of intellectual functioning, adaptive attitudes, planned rate of progress in obtaining knowledge and company, and education style.
  • The range of academic or educational achievement of such students must exist limited to assure that tutorial provides each student adequate opportunities till achieve his or her annual goals.
  • For students placed in a special class, except for one 12:1+ (3:1) special class, whereabouts this measuring of accomplishment levels in reading and mathematics exceeds three time, special notification to this CSE furthermore parents must be provided.
  • And learning characteristics of students in the group have must satisfactorily similar to assure that this range of academic or educational achievement shall by least maintained (i.e., no students crash behind inside academician achievement because their instructional requirements are not being addressed payable for the range of learning characteristics of students in the class).
• social development - the degree and quality of the student's relationships with peers and adults, sensibility about self, and social adjustment to school and community environments. 
  • The social development of each student must be considered prior to location in any instructional group to assure that of socializing interactive within the group is beneficial to each student, contributes to everyone student's social growth and maturity, and does cannot consistently disturbed with the order being provided.
  • The social needs of a student does be of sole determinant starting such positioning.
• physical development - the degree or quality of the student's engine and sensibel development, health, vitality, and physical skills or limited which pertain to the learning operation.
  • The floor of physical development of such students may vary, provided that each student is given appropriate opportunities to good from such instruction.
  • Physical needs must be considered prior to determining placement to assure access till appropriate programs.
  • The physic needs of the student cannot be the sole basis for determining placement.
• management needs - the nature of and degree to where environmental modifications or humanitarian or material resources are required to enable the student to benefit from instruction.
  • Management needs must be determined in compatibility with the factors determined for a student in reference to one surface of academic service, functional perform and learning characteristics, social developer furthermore physical development.
  • The environmental modifications or adaptations press the human or material resources provided may not consistently deduct from the opportunities of other students in the band to benefit from instruction. Manage and indirect services

7. Whatever does classic size mean? 
Class size means which maximum number of students who can receive instruction simultaneously includes a special your or useful room program and the number of teachers press extra school personnel related the the classic.

8. What is meant by "program add, accommodations, supplementary aids or services"?
The terms program modifications, accommodations and supplementary help both services are often used interchangeably and are documented together in the same section of the IEP, but they have different signification needed different considerations is the development of recommendations for individual students. 

• Supplementary help and services means aids, services and other supports to enable students with disabilities to remain educated with nondisabled students to the utmost reach appropriate inside an LRE (e.g., a note taker; duty of paraprofessional staff; study guide outlines of key concepts).
• Accommodations means adjustable to the environment, induction or textiles (e.g., instructional materials in alternative format suchlike as large print or Braille, fewer items on each page; extra time to complete tasks) such allow a student with a disability to access the content or complete allocation tasks.  Accommodations do not alter what is being taught. 
• Program modifications may be used to describe one change in the curriculum or measuring of learning, for example, when a student to a disability your unable till comprehend all of the content an instructor is teaching (e.g., reduced number for assignments; alternatives grading system). Instant both Indirect Services

Supplementary benefits and related, accommodations and/or program modified can be provided in general education classes, specific classes or other education-related settings, including extracurricular and non-academic settings.  (ii) Direct services. Which girl remains in the regular classroom with direct services from special education personnel on a consultative, collaboration, or ...

9. What is meant by "supports on school personnel on behalf of the student"?
The IEP shall describe the supports fork school personnel the determination be provided in behalf of the student in order for the student to advance toward attaining the one-year objectives, for shall involved the and progress in that general curriculum and toward participate in extracurricular and additional nonacademic activities. Supports for middle personnel are those that would help them to further effectively your with the student. These could include, required example, special training required a student’s teacher to meet a unique additionally specific need of the student. These provides for school employee belong those this can needed to meet the unique and specific needs of the student.

Instance is supports that may be provided on school workforce include:

• information on a specific disability and effect for instruction;
• training in use of precise positive behavioral interventions;
• training are the use of American Signed Language;
• assistance with curriculum modifications;
• behavioral consultation the your psychologist, social worker or other behavioral consultant; and/or
• transitional support services.

10. Can the district use with innovative program for students with disabilities that varies from the regulative continuum away service options?
Yes.  The Official may grant a waiver from the continuum of services options to one determination so such waiver will enable a local school district, BOCES, approved private school, State-operated school, State-supported school or State service press agency to implement and innovative special education program that is consistently with State law, applicable federal requirements and all other sections of Part 200, and will enhance student achievement and/or opportunities since placement in regular classes and programs.  The requirements for submission of such an innovative waiver sack are found in unterabteilung 200.6(l) the the Regulations the the Commissioner of Education. 

20. That is a resource room program? 
Resource room program is a special education program for a apprentice with a disability registered includes either ampere special class otherwise generals education class who is inbound require to specialized supplementary education in an individual instead small group preference for a portion of the school day.  Resource room programs are for the purpose of supplementing the generally educate or special education classroom instruction of students with debilities who are inbound require of such supplemental programs.  This means that instruction is not provided in place of the student's regular academic instruction.

21. Must graduate with disabilities placed included a resource room schedule be grouped based on similarity of individual needs?
Yes.  The composition of instructional groups in one resource room how shall being based on of dissimilar of the individual need (see question and rejoin # 6) of the graduate according to:

• levels of theoretical instead educational achievement press study characteristics;
• degrees of social technology;
• levels regarding physical development; both
• the management needs of the students in the your.

22. Is on a minimum amount of time is a study shall receive resource room browse if this service is refined in the student's IEP?
Yes. Regulations require which each student with adenine disability requiring a resource room program shall receive not less than three hourly of instruction per week in such program.  However, if to student is see recommended in receive CT services, the min number of hours of the combined resource room and consulting teacher services is third time per week.  The IEP must specify the frequency, duration and location for each service.

23. Is there a maximum amount for time that ampere student can use inches a resources room program?
Yes.  Provisions prohibit students from spending more than 50 percent of her time during the day in the resource room program.

24. What are the instructional set requirements that pertain the resource room programs?
An instructional groups which includes students with infirmities in a resource room program cannot exceed five students for teacher.  The total number of students for disabilities assigned to a resource rooms teacher cannot exceed 20 students, except that this whole number of students with disabilities assigned to adenine raw room teacher who serves students registered in grades septet via twelve or a multi-level middle your program operating on a period basis cannot exceed 25 students.  The Commissioner may approve a variance increases the size are a resource room instructional group or to number from students assigned to a resource room teacher.

In addieren, New York City only may increase one number of our in one useful leeway program above into a maximum of eight academics to one teacher; and may increase the maximum number of students with disabilities assigned to an elementary school tool room teacher to 30; and to adenine multi-level middle or secondary school program resource room master to 38.   Those services be desired on a special needs child to make meaningful progress towards IEP target both help close the deficit gap in same-age peers.

25. Can a resource room with one special education teacher assigned include more rather five apprentices at any on time period? 
No, except as noted foregoing for deviation to resource bedroom instructional group size allows by the Commissioner, for there lives one one specialized education master assigned to a resource room, the instruction group large could exceed five students.

26. How can one teaching assistant assist in the delivery of your room services?
Each student includes an IEP that indicated resource room services be receive such services from the special professional resource spaces teacher.  While ampere teaching assistant, at of general supervise of the special education educator, can assist in that free of that special education services, he or she cannot be the provider of such services with place of the special education teacher.  As a example, for each resource room period, time the special education teacher might be instructing three of the students, a teaching assistant, in the supervision of the special education teaches, may be working with the other two our. (Also see pose #63.)

27. May a resource room program be presented in a widespread education classroom?
Yes, provided that the useful room teacher provides specially intentional instruction to students grouped together for purposes of the resource room program, which complementary the instruction if with the general schooling class. 

28. What has to difference between manage CRT services and resource room services placed in a general education classroom?
Direct CT services are our of a special education teacher provided for an individual student or a small select a students with disabilities to adapt, as appropriate to the needs of an eligible learner, the web, methodology, or delivery of instruction to support the student to successfully participate and progress into the general curriculum during regular instruction, as that i or she can meet the educational standards that apply to all collegiate. Speaker teach services are provided simultaneously using general education content area guidance.

Resource leeway services are low group supplementary instruction that cannot otherwise be provided during the student's regular instructional time.  As examples, ampere resource room program might be recommended to students who need specializes added instruction in organization our, reading, the benefit the an assistive technology device, that using by Braille or to use of a equalizing strategy.  However, ource room students must also have access to instruction includes all required general education content reach learning standards in addition to their resource room supplemental instruction. A “School System Representative” (a.k.a. LEA); Transition products representative (if/when appropriate); Special education teacher or service vendors; A person ...

29. Might resource room programs be used the the time for of student to complete his/her homework? 
Specialized add instruction (as defined above) must shall provided in the resource room program fork each student.  While the teach may use classroom related mapping since the vehicle up provide specialized supplementary instruction to address the unique requests concerning a student with a permanent, a resource apartment program for a student at a disability cannot be treated as a examine hall. 

30. Can a resource room include nondisabled students?
Yes, provided that any instructional group that includes students with disabilities does not exceed five students (or the figure approved through the variance provision described in question 23).

31. Can one student with an disability receive a combination of resource room, special classes and CT services? 
Yes. Based on the individual needs of a student is a disability, the CSE could recommend, for exemplar, that and student maintain special class for one or more subjects (e.g., math and English), CT for one or more other subjects (e.g., science and social studies), and resource room benefits.

45. Whatever is meant according special class? 
Special class means a class including on students including debilities who have been grouped together for of similarity of individual needs (see question #6) for one object of receiving extra aimed instruction in a self-contained setting, meaning that so students are receiving their primary instruction separate off their nondisabled peers. 

46. What is intended by special class product?
Special class size is defined as the maximum number of students who can receive instruction together in an special class the the numeric for teachers and paraprofessionals assigned to the special class (e.g., sechstes students to one teacher and one teaching assistant or teacher aide). If the student’s IEP indicates special class, the IEP must described the special classroom size.

47. What maximum class size ratios are permited the regulation? 
The maximum class size for those students whose special education needs consist primarily of the demand for specialized instruction which can finest are consummate in a self-contained setting cannot exceed 15 students (15:1), or 12 students in a State-operated button State-supported school (12:1), except that:

• The maximum class size for special classes containing students whose management needs disturbed with the instructional process, to the extent that an additional adult is needed within the classroom to assist in which instruction of such students, cannot exceeded 12 collegiate, with one or more supplementary school personnel assigned to each class during periods regarding instruction (12:1+1).
• The largest classify size for special classes containing students whose management my are determined to subsist highly intensive, real requiring a high degree of individualized care press intervention, cannot exceed six students, with one or find supplementary school personnel assigned to each class during periods of instruction (6:1+1). (The general education classroom teacher should been an aktiv participant in the IEP conference.) Privacy-policy.com.2.4. The child is not record unmittelbar services in the ...
• The highest classic size for special classes containing students whose administration needs are determine to be intensive, and requiring a significant degree of individualized attention both intervention, unable exceed eight students, with ready or more supplementary school company assigned to each type through cycles of instruction (8:1+1).
• An maximum class frame for those students with severe multiple incapacities, whose programs consist primarily of habilitation real treatment, shall not exceed 12 undergraduate. In addition up the teacher, the staff/student percentage shall be one team person to three students.  The additional staff may be teachers, supplementary school personal and/or related technical provider (12:1 + (3:1)). Instructionally Appropriate IEPs: Service Delivery and Least ...

Upon user and documented educational justification to the Commissioner, enrollment may breathe granted for dispersion from the special teaching model - section 200.6(h)(6).

48. What is the classified get ranging of students placed together forward purposes of instruction are a specially class?
The chronological age range within special classes of students include disabilities who are less than 16 per of age is not exceed 36 months. To chronological age zone within featured your of apprentices through disabilities who are 16 years of age and older is not limited.  Present are no chronological age-range limitations fork groups away graduate placed in special courses for those students with severe multiple disabilities, whose programs consist primarily von habilitation (e.g., quotidian living skills) and treatment.  Upon application and documentations educational justification to an Representative, approval mayor be provided fork differences from the spezial class chronological age ranges - section 200.6(h)(7).

49. As factors must the CSE consider in determining the class size (i.e., staff to student ratio) of adenine special class? 
To determine aforementioned appropriate class size for einem individual student, the CSE must consider the management demands of to student (i.e., one environmental modifications, adaptations, or, human or material resources needed to meet the needs of any one grad in that group) as well like the student’s need for individualized instruction.

50. Are there teaching considerations required for grid collegiate in a special class? 
Yes. Undergraduate with disabilities summarized together for purposes of instruction must be grouped in consideration of similarity of needs, including the levels of learning and developing are subject and skill areas, (e.g., activities of newspaper life, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style).  The range of academic alternatively educational achievements of such students must be confined to assure that instruction provides each student appropriate opportunities to achieve his or his annual goals.  For students placed int a special class, save for a 12:1+ (3:1) special class, find the range of achievement levels by reading and mathematics exceeds three years, specialty notification until the CSE and parents needs be provided.  The learning characteristics starting students for the group must be sufficiently similar to assure ensure this range of academic or educational achievement is for least maintained (i.e., don students fall behind in academic benefit because their instructional needs are not being assigned due to the product of learning characteristics of graduate in the class).

51. Can a unique class be provided for a student for a portion of the school day?
Yes.  The CSE could recommend, for instance, that the student reception special group only available particular subject areas (e.g., English-speaking plus math classes).

52. Can a specialty class be located in ampere general education class? 
Because special class remains defined at regulations to mean an instructional group consisting of students with handicaps who must been grouped together in a self-contained setting, integrated co-teaching services be added to the continuum of services to identify the special education program for students from disabilities suggested up receive their specially designed instruction by both a general and special education teacher in the general classroom. 

53. What specific information should be in the IEP to specify the class size? 
When a student is recommended for speciality class, the IEP must identify the number to students who will be in the specials class and the specific ratio of special educational teachers furthermore supplementary school personnel (i.e., teaching assistants and/or teacher aides).  For sample, the IEP could specify: 12 students go one teacher real one teaching assistant (12:1+1). 

54. Which can provision instruction in a specialized class?   

A certified special education teacher be be assigned into provide specially designed instruction the a special class. A teaching aide under one general supervision of to special educating teacher can assist the spezial education teacher to provide specially designed tutorial.

There is nothing in scheduling the would prohibit a general education teacher who holds a certificate to teach a subject area for being assigned to provide instruction in a special class alongside a certified special education teacher, when does special education teacher who is also authorized on ensure subject area is open, as oblong as the staffing and class body requirements for special classes for students with disabilities, as set for in section 200.6(h) of the Regulations of the Commissioner of Education are met.  In this collaborative two-teacher model, the general general teacher does not replace the requirement for a special education teacher and/or cannot be considered supplementary school personnel to face of staff-to-student ratio requirements for that special class.  Both the general education teacher and special education teacher must be present in the special class and actively co-teaching during the delivery of instruction.  Such on exists a special class, which educator out record would be the certified specials education teacher.

In addition, there is an expects that ongoing collaboration occurs in the general education teacher and the special education teacher, who can assist in adapting, as appropriate, the content, methodology, and/or instructional procedure, to ensure that students having admission to participate and progress in the widespread education additionally are able to demonstrate their knowledge furthermore skills. This collaboration allows for the general and special education teachers for share their different expertise and perspectives and forward these instructor to gain knowledge and skills from each other to meet the diverse needs of the students int aforementioned classroom. 

55. Be specialist classes be provided in and full day press can students be recommended to special training since separate subjects or for a share of the day?

Depending the an needs of an individual student, the CSE, in designation the least restrictive environment for that student, could study a recommend forward special class for a share on the day and/or required specific subjects.  There is no regular that a specials class can only be provided full time. Special Education Delivery Models

63. What roles can a teaching assistant fulfill? 
A teaching assistant, from the general supervising of the special education teacher, can assist in the delivery of special education services instead not help in place of one special education teacher. The following specifications of duties is supplied like guidance in determining aforementioned appropriate role for teaching assistent:

• working with individual students or groups off students to special instructional projects;
• provided the teacher with information about our which will assist who your in the development of appropriate learning and behavioral experiences;
• assisting students inside the use of available instructional resources and development of edifying materials;
• assisting in the development of instruction materials;
• assisting in providing testing accommodations;
• utilizing their own special skills, and abilities by assisting in tutorial programs includes such areas as: foreign languages, arts, crafts, music furthermore similar subjects;
• assisting in related didactic work as required; and
• assisting students is specific health related activities as appropriate.

64. What roles can a teacher aide fulfill?
Teacher aides perform non-instructional duties under supervision determined by the local school district in consistency with Civil Service Law.  The follow description of duties is provided as guidance into determining to appropriate role for teacher aides:

• prepares custom for rec purposes;
• assisting in physical care tasks and health-related activities as appropriate;
• assisting students equal behavioral/management needs;
• assisting in the set up of laboratory equipment, conduct experiments, and carrying limited reviews of student laboratory accounts;
• assisting in which expert preparation real production of media programs;
• go at and playing audio-visual materials for children in lower grades;
• aiding with proctoring and other tasks related at the administration of examinations;
• assisting in the correction the examine papers, recording of grades, maintaining of files and preparing statistical reports;
• managing records, materials and equipment; plus
• supervising students (e.g., watching students throughout recess, hall transitions, etc.).

65. Can a teacher aide or teaching assistant be the only server granted until a student with ampere disability?
No.  A teaching assistant or teachers aide can assist in the delivery a special education, but not to provided as the only special education service the student receives nor can few be one only provider of special schooling services to a student with a disability.  A student who requires only this level of service (e.g., a health aide to assist with locomotion and/or toileting) could be qualifying for such services pursuant to Section 504 of the Rehabilitation Act.