Continuum of Service for School Age Children

This service is provided by a special education teacher who supports students with disabilities in a general education classroom. This is not a pull-out service and service may be delivered directly, indirectly, or a combination of the two. Direct consultant teacher service includes specially designed individualized or group instruction provided by a special education teacher to students with a disability within general education classes. Indirect consultant teacher services are those in which a special education teacher works with the general education teacher to adjust the learning environment and/or modify instructional methods / materials to meet the needs of a student with a disability who attends the general education class. This service is provided outside of the classroom time. Per NYSED regulations, the maximum caseload for a consultant teacher is 20 students; consultant teachers who also provide resource room instruction can have caseloads of 25 students in grades 7-12 only.

This service provides specially designed instruction and academic instruction to a group of students with disabilities and nondisabled peers. Integrated co-teaching services means students are intentionally grouped together based on similarity of need for the purpose of receiving specially designed instruction in a general education class, usually daily for the identified class. Students receive instruction at their grade level with both a special education teacher and a general education teacher. The general education teacher and special education teacher share responsibilities for the delivery of primary instruction, planning, and evaluation for all students and instruction will be differentiated to meet the students’ needs; however the curriculum is not modified. Per NYSED regulations, the maximum number of students with disabilities in an integrated co-taught (ICT) classroom cannot exceed 12 students or 50% of the total number of students in the classroom.

A special class in a 15:1 setting is designed to provide primary instruction tailored to the specific needs of a group of students with disabilities, in a self-contained setting, separate from their non-disabled peers. This class consists of students grouped together due to their need for specially designed instruction. While in this setting, students receive their primary instruction apart from non-disabled peers, but they must still have access to the general education curriculum.

Speech/Language, occupational therapy, physical therapy, hearing impaired, visually impaired, adaptive physical education, and counseling/social work services are available to students in special education programs. Working with the classroom teacher, related service providers have an opportunity to share expertise, provide direct service and make recommendations for strategies for the teacher and the student.

Resource room programs are for the purpose of supplementing the general education or special education classroom instruction of students with disabilities who are in need of specialized, supplemental instruction. Students receive special education services from a special education or certified reading teacher in small groups in a separate location (‘pull-out’), based upon similarity of needs. Resource instruction supports general education through small group review, re-teaching of course content, instruction in organizational and study habits, and teaching ‘mini-lessons’ targeting deficient skills. Per NYSED regulations, the total caseload cannot exceed 20 students (grades 1-6) or 25 (grades 7-12) and groups must not exceed 5:1 student to teacher ratio. If circumstances arise which would result in a ratio greater than 5:1, the District would apply to the New York State Education Department Special Education Quality Assurance (NYSED SEQA) for a variance to Part 200.6(f).

Any student needing services as a transition from special education services to general education services in the year he/she leaves a special education program has declassification support services as deemed appropriate by the Committee on Special Education. These services may include academic support services.