Continuum of Services
Duanesburg’s continuum of services enables students with disabilities to be educated with non-disabled students to the maximum extent appropriate. This continuum is comprised of the provision of specially designed instruction and supplementary services in a variety of settings as determined appropriate by the Committee on Special Education. This range of programs and services include the following:
Consultant Teacher Services
Consultant Teacher Services are available at all schools
within the Duanesburg Central School District. Consultant teacher services may
be direct and/or indirect services provided to a student with a disability who
attends regular education classes and/or to such student's regular education
teachers. The CSE determines which services will be provided. Consultant Teacher
Services will be provided for a minimum of two hours per week. If provided in
combination with Resource Support Services, total services must be for a minimum
of three hours per week.
(1) Direct consultant teacher services means specially designed individualized or group instruction provided by a certified special education teacher to a student with a disability in order for the student to benefit from instruction in his or her regular education classes.
(2) Indirect consultant teacher services means consultation provided by a certified special education teacher to regular education teachers to assist them in adjusting the learning environment and/or modifying their instructional methods to meet the individual needs of a student with a disability who attends their classes.
Resource support services are approved by the CSE to supplement instruction provided in the regular or special classroom instruction of students with disabilities who are in need of such supplemental programs. Students who are approved by the CSE to receive resource room services must be provided with a minimum of three hours of instruction per week. Students who are recommended for consultant teacher services and resource room services must be provided with a minimum of three hours of instruction per week.
Related services are recommended by the committee on special
education in order to meet the specific needs of a student with a disability as
established in the individualized education program (IEP). Related services may
be provided in conjunction with a regular education program or with other
special education programs and services.
Related Services include, but are not limited to:
SPEECH AND LANGUAGE THERAPY
Speech-language therapy is provided to students who have been diagnosed as having a disorder or delay in communication (articulation, fluency, language, or pragmatics). Speech therapy involves direct intervention with students and consultation with teachers about the most effective ways to facilitate the child’s communication in the class setting. Speech/language therapy is generally provided in small groups, however may be provided individually when needed.
OCCUPATIONAL THERAPY (OT)
OT involves the functional evaluation of the student and the planning and use of a program of purposeful activities to develop or maintain adaptive skills. Activities are designed to achieve the student achieve maximal physical and mental functioning in his or her daily life tasks. Fine motor/self-help skill development, sensory processing, and functional life skills are addressed in occupational therapy. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational environment.
PHYSICAL THERAPY (PT)
PT is a related special education service provided to students in the areas of gross motor skill development, functional mobility, positioning, and environmental adaptations. Evaluation, direct service, indirect service (monitoring), and consultation are provided to assist students in accessing the educational environment.
SCHOOL SOCIAL WORK
School Social Work provides counseling to students and their families, classroom consultation, crisis intervention, and referrals to outside agencies. School Social Workers are often part of the assessment process for special education students and often provides direct and indirect services to those students. School Social Workers consult with teachers and administrators and participate on educational teams within our schools.
TEACHER OF THE DEAF
The Teacher of the Deaf designs and implements specialized instruction to meet the needs of students with varying degrees of hearing impairments.
Home and Hospital Instruction
Special education services are provided on an individual basis for a student with a disability who is confined to the home, hospital or other institution because of a disability. Students with disabilities who are recommended for home and/or hospital instruction by the committee on special education shall be provided instruction and appropriate related services as determined by the committee on special education in consideration of the student's unique needs. Home and hospital instruction shall only be recommended if such placement is in the least restrictive environment.
A student with a disability may be placed in an in-state or out-of-state private school program when recommended by the Committee on Special Education. Private school placement shall only be recommended if such placement is in the least restrictive environment.
Transitional Support Services
Students with disabilities at the high school level receive transitional support services to assist them through the transition from high school to secondary education or employment. These services are provided through collaboration between the parents, CSE, guidance, special education department and ACCES (formerly known as VESID).
Placement for the provision of services could be in a number of different settings, based upon the child’s individual needs. These placements include:
Regular Classroom: Student receives services in the regular classroom.
Regular Classroom and Related Services: Student receives program in the regular classroom and receives related services as recommended on the Individual Education Plan.
Regular Classroom and Consultant Services Direct and/or Indirect: Student receives program in the regular classroom with direct and/or indirect support from a consultant.
Regular Classroom and Resource: Student receives program in the regular classroom that is supplemented by Resource (push-in or pull-out) service.
Special Class: Student receives services in a self-contained special classroom on a daily basis. Students in special classes are grouped according to similarity of needs.
Special School: Student receives program in a separate day school serving students with special needs.
Specialized Facilities: Nonpublic Schools - Student needs are intensive enough to require day or residential programs.
Description Of Services
The following are services that the Subcommittee/CSE may recommend for students based on their individual needs:
Declassification Support Services
provided to a student for up to one year after
he/she has been declassified
services will include those that support the student’s participation and success in the general education school program
declassification services will be determined by the SERC/CSE and may include resource, consultant or related services
a description of the services to be provided will be delineated in the minutes summarizing the SERC/CSE meeting or in an IEP
Transitional Support Services
assistance provided to general education or special education teacher instructing a student with a disability who is transferring to general education or a less restrictive placement
student maintains their identification for duration of services
level of service specified in the student’s IEP
provide flexibility in design and delivery of
provided to students with disabilities either in conjunction with a general education program or with other special education programs or services
services may include, but are not limited to, speech and language, occupational therapy, physical therapy, vision therapy, orientation and mobility, counseling, and/or adapted physical education
provision of these services enables students with disabilities to be successful in the school setting
Consultant Teacher Services - Indirect
provided to the teachers of identified students who are enrolled in general education classes
services include assistance with the provision of academic modifications as described in the Individual Education Plan (IEP)
provision of testing modifications for the student in an appropriate setting
instruction to the general education teacher in the strategies/methodologies that will promote student success in the general education classroom
Consultant Teacher Services - Direct
provided directly to students with disabilities who are enrolled in general education classes
services include assistance with the provision of academic modifications as described in the IEP, re-teaching of key concepts or content addressed in class
assistance with organizational and study skills
provision of testing modifications
provision of the strategies/methodologies that promote student success in the general education classroom
Resource Services - Pull Out
pull out resource services are provided in a structured setting outside the general education program
instructional groups in a resource setting consist of a maximum of five students
students are grouped according to similarity of needs based on their management, academic, physical, and social development
the special education teacher may provide supplemental instruction to students in this setting, reinforcing key concepts or reteaching specific content
students may access testing modifications as delineated in the IEP in this setting
in addition to supplementing regular classroom instruction, the special education teacher in the resource room works with students to develop organizational and study skills and clarify assignments
students attend a special class for daily instruction to the extent indicated on their IEP
size and composition of a special class is based on similarity of individual student needs according to the students’ management, academic, physical, and social development
the special education teacher provides primary instruction in specific content areas in this setting
curricula emphasis may include the regular curriculum without modifications, the regular curriculum with modifications, a parallel curriculum, or a unique curriculum
Home and Hospital Instruction
for students who are disabled or ill and cannot benefit from appropriate public schooling
students are provided instruction in their home setting or hospital based as needed
instruction may be equivalent to content-area coursework (credit-bearing) or supplant the general education program
the CSE determines the need and duration of
home or hospital instruction while the IEP delineates what goals and
objectives will be taught
In-State or Out-of-State Private Schools
for students whose disability, or disabilities, are manifested in such a way that appropriate public facilities for instruction are not available
instruction may be equivalent to content-area coursework (credit-bearing) or supplant the regular education program
the CSE determines the need for in-state or out-of-state private school placement while the IEP delineates what goals and objectives will be taught