Students with Disabilities
Like all high
schools, students with disabilities are actively involved throughout
Mohonasen. They enjoy the same challenges and opportunities as their
non-disabled peers. These students frequently receive additional
services or participate in special programs to accommodate their
disabilities while facilitating their success in school and life.
What follows is a BRIEF explanation of some of Mohonasen’s
programs, plans and resources for students with disabilities. For
more information, call the Director for Special and Alternative
Education at 356-8221/8220.
Consultant Teachers
Since the goal is to provide a quality education in the least restrictive environment, most disabled students learn side-by-side with their non-disabled peers in general education classrooms. Consultant teachers are special education teachers who work with the regular classroom teacher to help “integrated” students find success in the general education environment. Consultant teachers, for example, may co-teach lessons, restructure assignments, provide special accommodations and follow-up with students and teachers after class.
Resource Room
Special education teachers are available to
meet with students in small groups outside the general education
classrooms to make sure students get the supplemental supports
needed to meet high academic standards. The nature of these supports
is spelled out in each student’s Individual Education Plan (IEP).
The resource room is staffed by special education teachers who
provide additional instruction to strengthen the skills of disabled
students. Resource room teachers also work closely with students’
regular classroom teachers to provide students with necessary
accommodations and modifications.
Special classes
While all disabled students are encouraged to participate in general education classes, for some this environment proves to be very restrictive. Some students require the additional support and structure of special classes designed to address their unique instructional needs. These classes have low student-to-teacher ratios and allow for more individualized instruction.
IEP plan
The Committee on Special Education must
develop an Individual Education Plan (IEP) for all students who are
eligible for special education services.
In developing the IEP, the committee considers evaluations, student
strengths, concerns of the parent and, where appropriate, student
performance on state and district assessments.
An IEP documents the following: present level of performance; how the student’s disability impacts his/her participation in the general curriculum; classification of the disability; annual goals; recommended programs and services; whether or not the student will participate in state or alternate assessments; a list of any alternative accommodations; a list of any assistive technology devices; and transitional goals at the appropriate time.
Non-Regents Diploma Options for Students with Disabilities
The State Education Department has ruled that
the local diploma will be available to students with disabilities
who enter the ninth grade up through 2009.
These students must still take the five required Regents exams.
However, if they fail to pass one or more exams, students with
disabilities who pass a Regents Competency Test (RCT) in the same
subject would then qualify for a local diploma. This “safety net”
applies to any student who has been identified through the Committee
on Special Education (CSE) or through documentation on a Section 504
by a Multidisciplinary Team. It is also available to students with
disabilities who have been “declassified” in grades 8-12, if
recommended and documented by a CSE.
Students with disabilities may also qualify for an “IEP diploma” which certifies that the student has met all the goals set in his or her Individual Education Plan.
