Special Education

Department Overview

Like all school districts, students with disabilities are actively involved throughout the Liberty school community. These students frequently receive additional services or participate in special programs to accommodate their disabilities while supporting 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, as well as links to additional supports.

Student Services provides oversight for Special Education, psychological counseling, and other related services as outlined in a student’s Individual Education Plan (IEP). The department also ensures compliance with Commissioner’s Regulations Part 200 for students with disabilities, and the staff listed below are available to assist with navigating these services.

The Student Services Department supports both the mission and vision of the Liberty Central School District. In doing so, faculty and staff are dedicated to empowering students to contribute and thrive in a diverse community by acknowledging and pursuing their potential. The district is committed to collaboration—bringing together general and Special Education expertise to support student success.

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What is Special Education?

Special Education is specially designed instruction that addresses the unique needs of a student eligible to receive Special Education services. Special Education is provided at no cost to parents and includes the related services a student needs to access her/his educational program.

The services for any given student with a disability are determined on an individual basis by a multidisciplinary team. The decision-making process involves teachers, school counselors, psychologists, social workers, parents, administrators, the Committee on Special Education (CSE), and the student, as appropriate. CSE procedures for referral, evaluation, Individualized Education Program (IEP) development, placement, and review are in accordance with the New York State Education Department (SED) Regulations.

All Special Education instruction is based on the New York State learning standards. The district utilizes an array of Special Education support and services in both integrated and nonintegrated settings to promote meaningful access, participation, and progress in the general education curriculum.

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Referral Process for Special Education

If you suspect that your child may have a physical, cognitive, or emotional disability, you have the right to refer your child to the District’s Committee on Special Education.

What is a Referral for Special Education?

A referral is a written statement asking that the school district evaluate the student to determine if he or she needs Special Education services. This written statement should be addressed to the chairperson of your school district’s committee or your school principal.

Who Can Make a Referral for Special Education?

A parent, the student’s teacher, or district designee can make a referral for Special Education.

What Are the Steps in the Special Education Process?

• More information regarding your rights is set forth in the New York State Education Department’s Parent’s Guide to Special Education in New York State for Children Ages 3-21.

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Explanation of Evaluation & Tests Performed

• Physical – sight, hearing, physical development; medical needs; physical & health factors which affect school progress – conducted by the school physician or child’s pediatrician
• Psychological – general intelligence; learning strengths and weaknesses – conducted by the school psychologist
• Academic Achievement – basic academic skills in the areas of reading, writing, and math -conducted by the case manager or school psychologist
• Speech and Language – receptive/expressive oral language, production of sounds, voice, fluency, auditory-perceptual skills – conducted by the Speech-Language Pathologist or Speech Therapist (as applicable)
• Motor – coordination, strength, visual perception, visual-motor integration, sensory processing, self-care skills- conducted by the Occupational Therapist and/or Physical Therapist (as applicable)
• Social History – Parent’s perception of child’s development and other factors that may affect school performance – conducted by the school psychologist with parental input
• Classroom Observations – performance in the current educational setting; relationship to teacher and other students; learning styles, attention span- conducted by the school psychologist

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The Committees on Special Education and Preschool Special Education (CSE/CPSE)

The Committee on Special Education and the Committee on Preschool Special Education are multidisciplinary teams appointed by the Board of Education which convene to determine eligibility. While the purpose of these committees is similar, CPSE is specifically for preschool students ages 3-5, and CSE is for school-age students ages 5-22.

If determined eligible, the CSE/CPSE will:

• Make recommendations on classification, evaluation, and educational programs and services
• Ensure the Individualized Education Program (IEP) of each student addresses the unique needs of the student relative to his or her disability in order to progress in the general education curriculum
• Ensure the IEP includes accommodations and modifications as they relate to student needs
• Consider input from all team members

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Programs for Students with Disabilities

Consultant Teachers

Consultant teachers are Special Education teachers who work with the regular classroom teachers to help 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. 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. Having consultant teachers helps LCSD achieve that goal.

Resource Room

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. This is also a time when they monitor the student’s progress.

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 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. Parents are encouraged to attend all meetings as a member of the committee.

Information about Assistive Technology

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. Assistive technology is considered for all students with an IEP. 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. The need of a student who requires assistive technology is evaluated on an annual basis and could be considered at any time.

**Adaptive Physical Education (APE)

In New York State, all elementary and secondary school students must receive physical education as part of their education program. The federal Individuals with Disabilities Education Act (IDEA) entitles all students with disabilities to receive a free, appropriate public education, including appropriate physical education. Adaptive physical education means a specially designed program of developmental activities, games, sports, and rhythms suited to the interests, capabilities, and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program.

Related Services

Related services include developmental, corrective, and other supportive services to assist a student with a disability such as:

• Speech/language therapy
• Audiology
• Psychological services
• Physical therapy
• Occupational therapy
• Counseling services
• Orientation and mobility services
• School health services
• School social work
• Assistive technology

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Preschool Students with Disabilities

A three- or four-year-old child suspected of having a delay may be referred to the CPSE for a multidisciplinary evaluation. The child may be referred to the CPSE by his/her parents, designee for the school district in which the student resides, or a designee of a public agency with responsibility for education of the student. With written consent of the parent, the child is evaluated using results from, at a minimum, a physical examination, psychological evaluation, social history, observation of the child, and other appropriate assessments to evaluate physical, mental, behavioral, and emotional factors that may impact the child’s ability to learn.

A CPSE meeting is held to review the evaluations and determine eligibility for an Individualized Educational Plan (IEP) based on specific criteria. Qualifying students will be classified as a Preschool Student with a Disability and will receive programs and services designed to their individual needs.

Continuum of Preschool Programs and/or Services

• Related Services Only
• Special Education Itinerant Services (SEIS)
• Related Services and SEIS
• Special Class/Integrated Setting
• Special Class
• 12-month Special Services/Programs

Graduation Requirements

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School-Aged Students with Disabilities

Students between the ages of 5 and 22 qualify for Special Education services if they meet the criteria for one or more of the 13 areas of disability classifications, as determined by the CSE and as defined in Part 200.1 of the Regulations of the Commissioner of Education.

Autism

A developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before the age of three, that adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

The term does not apply if a student’s educational performance is adversely affected primarily because the student has an emotional disturbance.

Deafness

A student with a hearing impairment so severe that the student is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects educational performance.

Deaf-Blindness

A student with a hearing and visual impairment, the combination of which causes such severe communication and other developmental and educational problems such that the student cannot be accommodated in Special Education programs solely for students with deafness or students with blindness.

Emotional Disturbance

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance:

• An inability to learn that cannot be explained by intellectual, sensory, or health factors.
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
• Inappropriate types of behavior or feelings under normal circumstances.
• A generally pervasive mood of unhappiness or depression.
• A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia.
• The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Hearing Impairments

Impairments in hearing, whether permanent or fluctuating, adversely affect the student’s educational performance, but that is not included under the definition of deafness in this section.

Intellectual Disabilities

Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affects a student’s educational performance.

Learning Disabilities

A disorder in which one or more of the basic psychological processes involved in understanding or in using language, spoken or written, manifests itself as an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, intellectual disabilities, emotional disturbance, or of environmental, cultural, or economic disadvantage. A student who exhibits a discrepancy of 50 percent or more between expected achievement and actual achievement determined on an individual basis shall be deemed as having a learning disability.

Multiple Disabilities

Concomitant impairments (such as intellectual disability – blindness, intellectual disability – orthopedic impairment, etc.), the combination of which causes educational needs that cannot be accommodated in a Special Education program solely for one of the impairments. The term does not include deaf-blindness.

Orthopedic Impairments

A severe orthopedic impairment that adversely affects a student’s educational performance. The term includes impairments caused by a congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.) and impairments from other causes (e.g., cerebral palsy, amputation, fractures or burns which cause contractures, etc.).

Other Health Impairments

Having limited strength, vitality or alertness, including a heightened awareness to environmental stimuli that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems including, but not limited to, a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, attention deficit disorder or Tourette Syndrome, which adversely affects a student’s educational performance.

Speech or Language Impairments

A communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, which adversely affects a student’s educational performance.

Traumatic Brain Injury

An acquired injury caused by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, anoxia, or brain tumors with resulting impairments that adversely affect educational performance. The term includes open or closed head injuries or brain injury from certain medical conditions resulting in mild, moderate, or severe impairments in one or more areas, including cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing and speech. The term does not include injuries that are congenital or caused by birth trauma.

Visual Impairments

Impairments in vision that, even with correction, adversely affect a student’s educational performance. The term includes both partial sight and blindness.

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Related Therapies and Services

Counseling

Counseling services are provided by the school guidance counselor, social worker, or psychologist. This related service helps students improve their social, emotional, and coping skills. Goals may address appropriate school behavior and self-control, peer relationships, conflict resolution, withdrawal, and low self-esteem.

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Occupational Therapy

School-based occupational therapy is focused on supporting a child’s overall ability to access her/his educational program within the school environment. Occupational Therapy may include: fine motor functioning, sensory processing, visual motor and visual perceptual skills, and self-care skills/activities of daily living.

What Are Some Signs That Would Indicate That School-Based Occupational Therapy May Be Necessary for a Student?

Examples may include, but are not limited to:

• difficulty cutting with scissors
• inefficient grasp on writing utensils
• illegible handwriting
• difficulty coloring, drawing, and tracing
• difficulty with alertness, attention, or self-regulation
• deficiencies in daily living skills
• need for physical support or adaptations for posture, alertness, attention, etc.
• difficulty with sensory integration

With parental consent, school-based occupational therapists evaluate recommended students to determine whether school occupational therapy services are warranted as part of the IEP (individualized education plan). If it is recommended that a child receives occupational therapy at school, the therapist will set goals and objectives related to supporting the child’s success and independence at school.

Physical Therapy

School-based physical therapy is provided when a student needs therapy services to function in an educational environment and is provided at no cost to the parents. School-based physical therapy works on skills necessary for a student to function at school as opposed to medically based physical therapy where the focus is on a student’s medical needs. This type of physical therapy is usually recommended by a doctor and is provided in a clinic, hospital, or at home and is usually paid for by insurance companies or Medicaid.

With parental consent, school-based physical therapists evaluate recommended students to determine whether therapy services are warranted as part of the IEP (individualized education plan). If it is recommended that a child receives therapy at school, the therapist will set goals and objectives related to supporting the child’s success and independence at school.

What Are Some Signs That Would Indicate That School-Based Physical Therapy May Be Necessary for a Student?

Examples may include, but are not limited to:

• having difficulty negotiating the school – walking patterns, stair climbing, opening/closing doors, up/down ramps, wheelchair skills, etc.
• gross motor skills (large motor skills) – jumping, skipping, hopping, etc.
• posture – does not sit properly, slumps on desk frequently, etc.
• self-care skills – transferring on/off toilet, getting backpack on/off, etc.
• balance skills – falls frequently, stumbles when walking, etc.
• coordination skills – difficulties throwing, catching and kicking, etc.
• transition skills – on/off school bus, walking in the classroom line, going from sitting to standing, etc.

Speech-Language Therapy

School-based speech and language therapy services target skills imperative for school success. A delay in skills must show an adverse effect on a child’s academic performance within the classroom.

With parental consent, school-based speech and language pathologists evaluate recommended students to determine whether therapy services are warranted as part of the IEP (individualized education plan). If it is recommended that a child receives therapy at school, the therapist will set goals and objectives related to supporting the child’s success and independence at school.

Communication Disorders

The following are general definitions of communication needs that may be present in a child with speech and language deficits:

Language Disorder

• Difficulty understanding and using language to communicate thoughts and ideas
• Vocabulary weakness, trouble with grammar, and trouble following directions

Articulation or Phonology Disorder

• Difficulty producing sounds and sound combinations in speech
• Speech can be difficult to understand and distracting to the listener

Pragmatic or Social Language Disorder

• Difficulties with communicating in a socially acceptable manner
• Children with concerns in this area struggle with turn-taking, maintaining conversational topics, asking and responding to questions appropriately, and using and understanding body language cues.

Functional Behavior Assessment

A functional behavioral assessment (FBA) is a process for gathering information about behaviors of concern, whether the behaviors are academic, social, or emotional. The FBA may lead to a behavior intervention plan (BIP). A behavior intervention plan is a written improvement plan created for a student based on the outcome of the functional behavior assessment (FBA). The FBA should identify what is maintaining or causing a challenging behavior, and the BIP specifies the actions to take to improve or replace the behavior. A BIP is an individualized plan with more intensive support and oversight. A BIP could result in changes in instruction, types of support or intervention, or the environment. A BIP focuses on teaching alternative behaviors to meet the child’s needs and serves the same function as the behavior of concern. The process of creating a BIP is led by a team and includes the parents, teachers, support staff, and the student.

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Access guidance, regulations, and statewide resources from the New York State Education Department (NYSED) to help families understand Special Education services, rights, and supports.