Special Education

Philosophy Statement

The Clinton Central Schools aims to proudly educate and empower students to realize their full potential in becoming thoughtful, empathetic, and contributing members of a global society. We strive to ensure all students have equal opportunities for academic success and social development within our educational setting. We empower teachers with the knowledge, skills, and support they need to effectively shift special education practices towards greater inclusivity and collaboration, ultimately enhancing the educational experiences and outcomes for all students. 

While educational programs are tailored to suit each student's specific requirements, ensuring equity is essential across the board. Aligned with this principle, inclusion, collaboration, and least restrictive environment serves as the cornerstone of special education. Within an inclusive educational setting, every student is provided the opportunity to learn, make distinctive contributions that enhance our collective experience, and succeed within a supportive and compassionate community of learners.

Program

Students receiving special education are educated in environments that impose the least restrictions. Whenever feasible, they are integrated into mainstream classrooms alongside typical peers. Ideally, their educational plans are designed to include classroom accommodations that enable them to participate effectively in regular classroom activities without additional support.

However, certain students require extra adult assistance. In the least restrictive setting, this support is initially set at a minimal level and, if deemed necessary, gradually increased based on individual needs rather than perceived benefits. Consequently, assistance is provided only to the extent that is deemed appropriately necessary, ensuring that special education focuses on promoting academic progress, personal development, and self-sufficiency.

Special education is provided on a continuum from supplementary aids, such as related services, teacher consultant, and resource room programs in conjunction with regular classroom placement to special classes, special schools, residential settings, or hospitals. Inclusion is a required partnership with each member of the staff having an important and specific role. Primary responsibility for the educational program of an included special education student rests with the special education teacher. Coordination of instructional goals and collaboration with regular education teachers are essential components of the special education teacher’s role.

Teaching assistants support special education students in becoming self-reliant by providing assistance only when necessary. When students do not need direct support, teaching assistants assist other students who require additional help. Regular education teachers also promote independence among special education students by fostering natural peer groups. The school's commitment to inclusivity aligns with its core values and prioritizes students' best interests.

Determining Special Education Programs/Related Services

The Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE) determines eligibility for special education and related services. Working with parents and teachers, these committees develop Individual Education Programs (IEPs) for each student with a disability, annually. These IEPs detail the student's unique learning needs, including present levels of academic, social, and physical development, as well as management requirements. The document also outlines annual goals tailored to address the student's areas of need.

What is Special Education?

Who receives Special Education services?

Students with mental, physical, or emotional impairments that hinder their educational progress are eligible for special education services. For school-age children, the 13 recognized handicapping conditions include autism, deafness, deaf-blindness, emotional disturbance, hearing impairment, learning disability, mental retardation, multiple disabilities, orthopedic impairment, other health impairments, speech/language impairment, traumatic brain injury, or visual impairment (including blindness).

How are Special Education services provided?

Special education services and programs can be tailored to individual students or provided in group settings with peers who share similar educational needs. Each school district is mandated to establish a Committee on Preschool Special Education (CPSE) for children aged 3-5 and a Committee on Special Education (CSE) for children aged 5-21.

When there's a concern from a parent or teacher about a child's potential eligibility for special education, the district's committee plays a pivotal role. It assesses referrals, organizes student evaluations, reviews outcomes, and determines eligibility and required programs/services.

In collaboration with the student's parents, the committee offers recommendations regarding the necessary special education services and programs, which are detailed in an Individualized Education Program (IEP) for each child.

The IEP outlines the specifics of a child's special education plan, including classroom arrangements, curricula, support services, and educational objectives. An annual review ensures the IEP remains effective in meeting the child's needs, while students undergo re-evaluation at least once every three years to assess continued eligibility.