Committee on Preschool Special Education

The term "Preschool Student with a Disability" refers to a preschool student who has been identified by the Committee on Preschool Special Education (CPSE) who is eligible to receive preschool programs and services, and is not entitled to attend the public schools of the district. To be identified as having a disability, a preschool student shall either:

• Exhibit a significant delay or disorder in one or more functional areas related to cognitive, language and communicative, adaptive, social-emotional or motor development which adversely affects the student's ability to learn. Such delay or disorder shall be documented by the results of the individual evaluation which includes, but is not limited to, information in all functional areas obtained from a structured observation of a student’s performance and behavior, a parental interview and other individually administered assessment procedures, and, when reviewed in combination and compared to accepted milestones for child development, indicate:
  • A 12 month delay in one or more functional area(s), or
  • A 33% delay in one functional area, or a 25 percent delay in each of two functional areas, or
  • If appropriate standardized instruments are individually administered in the evaluation process, a score of 2.0 standard deviation below the mean in one functional area, or a score of 1.5 standard deviations below the mean in each of two functional areas; or
  • Meet the criteria as Autistic, Deaf, Deaf-Blind, Hard of Hearing, Orthopedically Impaired, Other Health Impaired, Traumatic Brain Injury, or Visually Impaired.

The following is a listing of the preschool programs and services that are available to preschool students with disabilities. These programs and services are funded by the County but recommended by the Committee on Preschool Special Education. Services are provided in the Universal Pre-Kindergarten (UPK) setting, private daycare settings, home, and in some cases, in preschool classes for children with disabilities.

• Related Services: Preschool students with disabilities may have itinerant speech therapy, occupational therapy, physical therapy, or social work services, depending on their individual needs.
• Itinerant Services: Itinerant Services are special education or related services that focus on the nature of the child's disability. Itinerant services may be provided in the child's home or in a preschool setting not less than two (2) hours per week and the total number of students with disabilities assigned to the special education teacher should not exceed 20.
• Special Class in an Integrated Setting: A special class program in an integrated setting includes both disabled and non-disabled students in the same classroom. This placement is generally recommended when a student has fewer needs or less severe delays, and also when it is felt they would benefit from the modeling of non-disabled peers for social skills and language development.

As of March 2025, the District supports 16 students with disabilities ages 3-5. Additionally, the District also supports no students who are age 2.

Source: Cleartrack

CLEARTRACK 200 - STATISTICS
Clinton Central School District
Disabilities by School for March 2025

Note: The original table visually groups the last three columns under the heading “School.” That grouping has been preserved in the data labels through the individual school column headings.