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.
Elementary Skills Management Class
The Skills Management program at the elementary school is currently providing services to students in grades 2-4. There is no more than a three-year age range. This class was originally designed as a 6:1:1 program, but has been approved to expand to a 9:1:2 program. The second aide is added when a seventh student is added to the class.
This program is designed for students who need significant
behavior support to address communication, cognitive, social or emotional needs.
Students may receive all of their instruction in this program, and mainstreaming
opportunities are available as deemed appropriate by the CSE. Typically, the
students are mainstreamed first for lunch, recess and specials. Mainstream
opportunities in the four core areas (Language Arts, Math, Science and Social
Studies) are arranged in collaboration with a general education teacher at the
student’s grade level.
Social work services are provided both individually and in group sessions to assist the students to improve their self-regulating behaviors, strategies and social interactions. Occupational Therapy, Physical Therapy and Speech/Language Therapy may also be provided, as approved by the CSE.
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 VESID.