This service is delivered by a school social worker or school psychologist depending on the request and may include counseling sessions (individual and/or group), psychological evaluations, consultations, testing, and assessments.
This service is designed to assist students who are visually impaired through consultation, evaluation, and support. The teacher works directly with the student and/or cooperatively with the student’s classroom teacher(s) in order to assist with curriculum materials and/or to provide support for academic performance.
This service is designed to assist students who are hearing impaired through consultation, evaluation, and support. The teacher works directly with the student and/or cooperatively with the student’s classroom teacher(s) in order to assist with curriculum materials and/or to provide support for academic performance.
A teacher will specially design a differentiated program of activities, games, sports, and rhythms with consideration given to the interests and developmental level of students with disabilities who may struggle to safely or successfully engage in unrestricted participation in the regular physical education program.
Services of a Resource and/or Consultant teacher may be requested by districts that are providing programs for students with disabilities in a regular school setting, private day school, or at the Career & Technical Center. The Resource/Consultant teachers provide instructional services directly to individual students or to small groups of students (ratio 5:1) and provide support to the regular classroom teacher(s) or career and technical program instructors.
Assistive Technology (AT) devices and services were first defined in federal law in the Individuals with Disabilities Education Act of 1990 (Public Law 101-476). The use of technology to enhance learning is an effective approach for many children. Students often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). AT tools combine the best of both of these practices.
The aim of this Co-Ser is to ensure that districts have the capacity to work with all students who have unique needs assisted by technology. The Base Service of this Co-Ser includes half-day, in-district coordination. Referrals for students with disabilities are initiated through the Committee on Special Education (CSE) process. The students are assessed by a qualified Assistive Technology content area specialist. Confidential reports are submitted to the district CSE chair/director. Purchase of Professional Development in Assistive Technology for General Education (Co-Ser 555.001.004) is designed to support both special education/general education students/teachers and is eligible for aid. Certified personnel provide direct and indirect support service in the integration and use of assistive technology devices, materials, and strategies to students, educational teams, and families.
This service is designed to provide short-term, ad hoc advanced behavioral support to individual students and staff through the development of classroom and individualized behavioral support plans and support for implementation fidelity. Functional perspective, assessment, and/or analysis will be utilized as appropriate to the needs of the students. The key feature of this service is that it is designed based on student and staff need. Elements that may be included are context analysis, records review, behavioral observations, written support plans, implementation support, and a high level of behavioral expertise. Typically offered as a team approach to problem solving, it will involve a social worker, behavior analyst with a background as a classroom teacher or school psychologist, and a behavioral specialist with specialized training in proactive and positive behavioral support. Progress monitoring is another available feature that may be added to this support service.
Route 9W, PO Box 1176 Port Ewen, NY 12466 phone: 845.339.8722