Students with Disabilities
Like all schools, students with disabilities are actively involved throughout Mohonasen. They enjoy the same challenges and opportunities as their
peers. 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.
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 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 receive 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 2010.
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.
Program/Testing Accommodations
Students with IEPs or 504 Plans often have testing or classroom accommodations as part of their high school program. Accommodations may include: additional time and alternative locations to take tests; and/or additional strategies for participating in class activities, for acquiring class notes or for completing homework. Testing accommodations are only valid as the result of a Committee on Special Education (CSE) recommendation or 504 Plan.
504 plans
“504 Plans” are developed to support students whose physical or medical needs have a significant negative impact on their success in school. Special accommodations are written into 504 Plans to ensure that students with disabilities receive a free and appropriate education – just as non-disabled students do. Accommodations, for example, may include providing additional time and alternative locations for tests or special strategies for participating in class activities. A 504 Plan is not the same as an IEP (Individual Education Plan), which is generally much more intensive.
Psychological Testing
At the request of the Pupil Study Team and/or the parent/guardian, a student can receive psychoeducational testing, which may include tests of ability and/or achievement level. A psycho-educational evaluation must be authorized by Mohonasen’s Office of Student Services. Testing is conducted by the school psychologist. Students with an IEP are required to receive an updated evaluation at least every three years.
Transition Planning
All students age 15 and older who have a disability receive transitional planning as part of the annual review of the special education program. The student’s case manager, in consultation with the transition coordinator from BOCES, will annually work with students and their families to address post-secondary education, employment and community living goals. As students move closer to graduation, a representative from Vocational and Education Services for Individuals With Disabilities (VESID) and other community-based services may be included in the process. Download a list of parent transition training workshops (PDF)
Web Resources
The Internet is a wonderful source of information for parents and students who want to learn more about a particular disability, find resources, network, etc. What follows are just a few good sites that address some of the most common disabilities among district students:
