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Office of Special Programs

Special Programs Main Contacts
(Both Buildings)
 
 
Director of Student Support Services
 
School Psychologist
Phone: (518) 359-2981 ext. 1005
 

Office of Special Programs

Ms. Beth Bedore, Administrative Assistant

Phone: (518) 359-3322, Ext. 2027

Fax: (518) 359-3230

 

Special Programs Continuum of Services
A student with a disability shall be provided with appropriate special education. Students with disabilities shall be provided special education in the least restrictive environment, as defined in section 200.1(cc). To enable students with disabilities to be educated with non-disabled students to the maximum extent appropriate, specially designed instruction and supplementary services may be provided in the regular class.
Related Services mean developmental, corrective, and other supportive services as are required to assist a student with a disability and includes speech-language pathology and audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, medical services as defined in this section, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students.
 
School Psychologist:
 
The school psychologist works with the entire school community toward the goal of helping all students reach their full potential. A primary role of the School Psychologist is to act as a consultant to teachers, parents and administrators in order to develop strategies that address learning needs. They also specialize in performing sophisticated diagnostic evaluations, which help determine the student’s strengths and weaknesses. Individual assessments also provide information useful in the planning of appropriate educational programs.
 
School Social Worker:
 
The goal of the School Social Work Services is to promote academic achievement and lifelong success by empowering students, families, and educators to develop strengths and overcome obstacles in the home, school, and community environments. Master's-level credentialed and/or licensed school social workers serve as liaisons between home and school environments, providing systemic support to referred students and their families in any of the following ways: advocacy, assessment, consultation, collaboration, counseling, crisis intervention, program development, referrals to community agencies.
 
Speech & Language:
 
The Speech and Language program provides evaluation, consultation, and/or direct therapy to students with communication disorders such as stuttering, impaired articulation, language impairment or voice disorders.
Physical Therapy:
 
Physical therapy involves the evaluation of a student and the planning and use of a treatment plan/program to promote and facilitate postural security and mobility so that children have the freedom to focus on educational tasks. A physical therapist focuses on balance, coordination, motor planning, adaptive equipment, physical handling and architectural barriers.
 
Occupational Therapy
 
OT involves the functional evaluation of a student and the planning and use of a program of purposeful activities to develop or maintain adaptive skills, designed to achieve maximal physical and mental functioning of the student in his or her daily life tasks. OT services focus on fine motor skills, visual-perceptual skills, sensory integration issues, functional living skills, and adaptive equipment.
 
Consultant Teacher services mean direct and/or indirect services, provided to a student with a disability in the student’s regular education classes and/or to such student’s regular education teachers. The minimum number of hours for CT services, two hours per week, applies to direct and indirect services, in any combination. However, if the student is also recommended to receive resource room services, the minimum number of hours of the combined resource room and CT services are three hours per week. The IEP must specify for each service (resource room and CT) the frequency, duration, and location.
 
Direct Consultant Teacher services mean specially designed individualized or group instruction provided by a certified special education teacher, to a student with a disability to aid such students to benefit from the student’s regular education classes.
 
Indirect consultant teacher services mean 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 room program means a special education program for a student with a disability registered in either a special class or regular class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day, no more than 5 students with similar needs. This means that instruction is not provided in place of the student’s regular academic instruction. The IEP must specify the frequency, duration, and location for each service. Regulations prohibit students from spending more than 50 percent of their time during the day in the resource room program. Specialized supplementary instruction (as defined above) must be provided in the resource room program for each student. While the teacher may use classroom-related assignments as the vehicle to provide specialized supplementary instruction to address the unique needs of a student with a disability, a resource room program for a student with a disability cannot be treated as a study hall.
 
Integrated Co-Teaching services, as defined in the regulation, means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students. The CSE could determine that the student needs integrated teaching, for example, for English and math classes only. To meet the individual needs of a student, the CSE could recommend a combination of services, including, but not limited to, integrated co-teaching for some classes, special class(es) for a portion of the day, CT or other supports in other general education classes for the remainder of the day. The specific recommendations must be indicated in the student’s IEP. The maximum number of students with disabilities that can be on the class roster of a class where integrated co-teaching services are provided is 12 unless a variance is provided pursuant to section 200.6(g)(1)(i)-(ii) of the Regulations of the Commissioner of Education A total of 12 students includes any student with a disability in that class, regardless of whether all of the students are recommended for integrated co-teaching services. There is no regulatory maximum number of non-disabled students in an integrated co-teaching class. However, the number of non-disabled students should be more than or equal to the number of students with disabilities in the class in order to ensure the level of integration intended by this program option.
 
Special Class means a class consisting of students with disabilities who have been grouped together because of similar individual needs for the purpose of being provided specially designed instruction as defined in subdivision of this section. Specially-designed instruction means adapting, as appropriate to the needs of an eligible student under this Part, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students. Special class size is defined as the maximum number of students who can receive instruction together in a special class and the number of teachers and paraprofessionals assigned to the special class (e.g., six students to one teacher and one teaching assistant or teacher aide). If the student’s IEP indicates a special class, the IEP must describe the special class size. The maximum class size for those students whose special education needs consist primarily of the need for specialized instruction which can best be accomplished in a self-contained setting cannot exceed 15 students (15:1), or 12 students in a State-operated or State-supported school (12:1), except that:
 
  • The maximum class size for special classes containing students whose management needs interfere with the instructional process, to the extent that an additional adult is needed within the classroom to assist in the instruction of such students, cannot exceed 12 students, with one or more supplementary school personnel assigned to each class during periods of instruction (12:1+1).

  • The maximum class size for special classes containing students whose management needs are determined to be highly intensive, and requiring a high degree of individualized attention and intervention, cannot exceed six students, with one or more supplementary school personnel assigned to each class during periods of instruction (6:1+1).

  • The maximum class size for special classes containing students whose management needs are determined to be intensive, and requires a significant degree of individualized attention and intervention, cannot exceed eight students, with one or more supplementary school personnel assigned to each class during periods of instruction (8:1).

  • The maximum class size for those students with severe multiple disabilities, whose programs consist primarily of habilitation and treatment, shall not exceed 12 students. In addition to the teacher, the staff/student ratio shall be one staff person to three students. The additional staff may be teachers, supplementary school personnel and/or related service providers (12:1 + (3:1))

Chronological age range within special classes composed of students who are less than 16 years of age must not exceed 36 months. The chronological age range within special classes composed of students who are 16 years of age and older and students in 12:1:4 classes is not limited. Upon application and documented educational justification to the New York State Education Department, approval may be granted to exceed the chronological age range. The age range may not be exceeded unless and until the State Education Department grants the variance.
 
Students with disabilities are grouped for special class services based upon similarity of educational needs. These needs include, but are not limited to:
 
  • Levels of academic or educational achievement,
  • Learning characteristics and styles,
  • Social development,
  • Physical development,
  • And the management needs of the students in the classroom.

Classes may be composed of students with the same disability or with different disabilities but with similar educational/functional needs.

Procedural Safeguards

(46-page PDF) can be viewed & downloaded here. 

 

Section 504: Parent/Student Rights
Parent/Student Rights under Section 504 

 

Information about Referral to the Committee on Special Education

For more information about referring a child to the Committee on Special Education please refer to the website A Parent’s Guide to Special Education on the New York State Education Department’s and the Procedural Safeguards website at:

http://www.p12.nysed.gov/specialed/publications/policy/parentguide.htm 

 

Fo more information, contact Beth Bedore, Committee on Special Education Secretary, at (518) 359-3322 x.2025 or [email protected]

 

ACCES-VR Adult Career and Continuing Education Services Regional Offices

The ACCES-VR Regional Offices provide services to individuals with disabilities to prepare them for employment. Services include: physical and/or psychological examinations; vocational evaluation; guidance and counseling; medical services (to improve ability to work); job and work adjustment training; meal allowances, books, tools and transportation for on-the-job support; other goods and services needed to obtain a job; job coaching; supported employment services; training in job seeking; job placement services and follow-up services. For information about the ACCES-VR Office in your region, refer to http://www.acces.nysed.gov/vr/ or call 800-882-2803.

 

Commission for the Blind and Visually Handicapped

Located within the Office of Children and Family Services, CBVH is responsible for the administration of programs and services to legally blind individuals to enhance independence and facilitate opportunities to participate in the community. CBVH provides a range of services for individuals who are legally blind through the independent living and vocational rehabilitation provisions of the Federal Rehabilitation Act, as well as through programs serving children and older individuals who are blind. For information about CBVH, call 1-866-871-3000 (TTY: 1-866-871-6000).

 

Commissioner for Quality Care

The Commission on Quality of Care’s Advocacy Services Bureau coordinates a statewide protection and advocacy program for people with disabilities and their families. The Bureau offers training programs to help parents understand special education laws and regulations. These programs are co-sponsored by local groups. For information about the Advocacy Services Bureau, call (518) 381-7098 (collect) or contact the website at [email protected].

 

Coordinated Children Services Initiative

The Coordinated Children Services Initiative (CCSI) is a multi-agency initiative that assists localities in providing children with emotional and behavioral disabilities at risk of residential placement with services in their homes, schools and communities. The goal of CCSI is to reduce residential placements by developing a local infrastructure that brings together child serving systems to provide a comprehensive and integrated system of care that supports families in staying together. For more information contact VESID at (518) 473-9307.

 

Office of Advocate for Persons with Disabilities

The Office of Advocate for Persons with Disabilities (OAPwD) is a systems advocacy agency for people with disabilities. Its primary mission is to ensure that people with disabilities have every opportunity to be productive and participating citizens through: full access to emerging technology; access to up-to-date, comprehensive information on and referral to programs and services available to people with disabilities and their families; and implementation of progressive legislation protecting the equal rights of people with disabilities. For information about OAPwD, call (800) 522-4369 or (518) 473-6005, (voice, TTY and Spanish call (518) 473-4129(within NYS),(518) 474-5567 (outside NYS)) electronic BBS call (800) 943-2323 or refer to the OAPwD website at https://opwdd.ny.gov/ .

 

Office of Mental Health

The Office of Mental Health (OMH) is responsible for developing plans, programs and services for the care, treatment, rehabilitation, education and training of individuals with mental illness. The Office provides direct services at nineteen adult, six children’s and three forensic psychiatric centers and provides fund allocation and certification of non-State-operated mental health programs. For more information contact the Bureau of Children and Family Services at (518) 474-8394 or visit the OMH web site at https://www.ny.gov/agencies/office-mental-health .

 

Office for People with Developmental Disabilities

The Office for People with and Developmental Disabilities (OPWDD) operates 13 Developmental Disabilities Services Offices (DDSOs) responsible for providing care, treatment, habilitation and rehabilitation services to individuals with intellectual disabilities and developmental disabilities. In partnership with consumers, families, staff, private providers and local governments, the DDSO’s provide person-centered assistance to improve the quality of life of individuals and their families through the provision of housing, employment and family support services. For more information contact 607-240-4900 or visit the OPWDD web site at https://opwdd.ny.gov.

 

Office of Children and Family Services

The Office of Children and Family Services (OCFS) provides operational support and policy direction to local social services districts and youth bureaus across the State and is responsible for the operation of 48 statewide residential and day placement facilities for youth. Programs and services provided through OCFS include child and adult protective, child welfare, domestic violence, pregnancy prevention; family services, youth development and delinquency prevention; juvenile justice; and after care programs. For more information contact (518) 473-7793 or visit the OCFS website at https://ocfs.ny.gov/main/ .

 

Office of Alcoholism and Substance Abuse Services

The Office of Alcoholism and Substance Abuse Services (OASAS) administers a comprehensive program of prevention, intervention and treatment services for persons addicted to alcohol and other drugs. OASAS plans, develops and regulates the State’s system of alcoholism and substance abuse treatment agencies; operates 13 Alcoholism Treatment Centers; licenses and regulates local, community-based providers of inpatient, outpatient and residential services; and monitors programs to ensure quality of care and compliance with State and national standards. For more information contact (518) 473-3460 or visit the OASAS web site at https://oasas.ny.gov/ .

 

Special Education Parent Center

PARENT TO PARENT NEW YORK STATE
500 Balltown Road
Schenectady, NY 12304
(518) 381-4350
1-800-305-8817
FAX: (518) 382-1959
e-mail: [email protected] 
website: www.parenttoparent.org 

 

ADVOCATES FOR CHILDREN OF NEW YORK, INC.
151 West 30 th Street, 5 th Floor
New York, NY 10001
(212) 947-9779
FAX: (212) 947-9790
(Serving the five boroughs of New York City)

 

THE ADVOCACY CENTER
277 Alexander Street, Suite 500
Rochester, New York 14607
(716) 546-1700
1-800-650-4967 (NY only)
Spanish: (585) 797-0032
FAX (716) 546-7069
e-mail: [email protected] 
Web: www.advocacycenter.com