Academics -  Student Services / Special Education

Like all schools districts, students with disabilities are actively involved throughout the Liberty school community. 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 Liberty’s -programs, plans and resources for students with disabilities. For more information, call the Director of Student Services, Eileen Conway-Whitaker at (845)292-5400 ext. 5112.


Child Find
If you are a parent or guardian of a child aged 3 through 21 who is living in or attending a public or private school within the LCSD during the upcoming school year and suspect that this child may have a disability, please contact the Student Services Office at (845) 292-5400 x 5106. You must register in the district and meet with a representative from the Student Services office. For more information, click HERE.

Graduation Requirements
Please click here for the Graduation Requirements (PDF document).

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. 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.

top of page

Information About Attending College

A Practical Guide for People with Disabilities Who Want to Go to College
Everything you need to know, from planning on how to manage your disability on campus to planning on what to do with your degree once it’s in your hands, is addressed in this guide, with additional resources in the back.

Parent Guides for Special Education:

• “A Parent’s Guide to Special Education in New York State for Children Ages 3-21” (PDF document)

• En Español, “Guía para los padres, Educación Especial en el Estado de Nueva York para niños de 3 a 21 Años" (PDF document)

• “Preschool Special Education: Learning Outcomes and Indicators for Kindergarten Participation” (PDF document)

• “Rights for parents of children with disabilities”

• En Español, “Derechos para padres de niños con discapacidades”

• The National Dissemination Center for Children with Disabilities has revised its publication, Categories of Disability Under IDEA. The new guide reflects changes made as part of IDEA 2004.

top of page

Information about Assistive Technology:

Assistive technology is considered for all students with an IEP (Individualized Educational Plan). Students with a 504 classification, or students who receive some services that are considered specialized education, MAY be considered for the use of assistive technology. As a result of IDEA (Individuals with Disabilities Education Act) legislation, students with disabilities must have an equal opportunity to participate in and benefit from a school district's programs and activities.

Assistive technology is any item, piece of equipment, or product system; whether purchased, modified, or created that is used to increase, maintain, or improve the functional capabilities of an individual with a disability.
Assistive technology is used in the classroom first and foremost, but multiple environments must be considered as well. The purpose is to address the life skill areas of communication, mobility, recreation, vocation, independence, and therapy/rehabilitation.

The need of a student who requires assistive technology is evaluated on an annual basis, could be considered at any time. For more information, please contact Eileen Conway-Whitaker at (845)292-5400 ext. 5112.

top of page

Web Resources - Organizations and Professional Resources:

Education and Special Needs

http://www.autismndi.com
This site helps parents understand, implement and maintain a gluten and casein free diet for autistic children.

http://www.nysed.gov/
NYS Department of Education home page

http://www.cec.sped.org/
Council for Exceptional Children home page. The Council for Exceptional Children (CED) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

http://www.kidsource.com/
The source for in depth and timely education and healthcare information that will make a difference in the life of parents and their children. Offers a free newsletter and lots of useful info.

http://www.ldonline.org/
LD Online is a service of The Learning Project at WETA, a public radio station in Washington, D.C. It contains access to articles, other sites, and a bulletin board to discuss special needs issues.

http://www.scboces.org/
Home page of Sullivan BOCES. Curriculum, Standards and Assessment

http://ericir.syr.edu/
The Ask Eric site is a database of searchable articles on education. IT is primarily directed to educators but may be of interest to parents.

www.sullivanarc.org
SullivanArc is a not-for-profit agency dedicated to providing support and services to over 800 individuals with intellectual and/or developmental disabilities and to their families. A chapter of NYSARC, Inc., SullivanArc is located at 162 East Broadway in Monticello, NY.

Parent Support

http://www.webring.org/cgi-bin/webring?ring=parented;list
The Parent Education Ring is a gathering of web sites that have a common purpose of providing information and resources for parents and professionals who work with them.

http://www.a0kteacherstuff.com/
A0K Teacher stuff provides teachers, educators and parents with resources to work with their students or children. It contains resources for reading, math, science, online reference books, special needs children information, freebies for teachers and an online discount bookstore.

http://www.advocacycenter.com/
The Advocacy Center is a non-profit organization that provides education, advocacy and support for individuals with developmental disabilities, traumatic brain injuries, and their families in NYS.

Software Reviews

http://www.superkids.com/
A site for parents and teachers containing reviews about educational software for kids and occasional articles about issues in education.

top of page