The internet is a wonderful source of information for parents and students who want to learn more about a particular disability, find resources, network, etc.

What follows are just a few good sites that address some of the most common disabilities among district students:

• Center for Autism and Related Disabilities at the University at Albany (CARD Albany)

• Asperger Syndrome Education Network

• Children and Adults with Attention Deficit Disorder (CHADD)

• National-Attention Deficit-Disorder Association

• Learning Disabilities

• Obsessive-Compulsive Foundation

• NYS Talking Book and Braille Library

• Vocational and Education Services for Individuals with Disabilities

• Office of Special Ed. and Rehabilitative Services

• New York State Education Department’s Parent’s Guide to Special Education in New York State for Children Ages 3-21

• The ARC New York

• College Autism Spectrum

• National Center for Learning Disabilities

• New York Alliance for Inclusion and Innovation

• College Resources for Students with Disabilities

Listed below are definitions to commonly used terms and acronyms used in special education. Please take the time to familiarize yourself with these terms to make the referral process easier.

DEFINITION OF TERMS

Academic Intervention Services

Student support services which supplement instruction provided in the general curriculum and are designed to assist students in meeting State learning standards. AIS are available to students with special needs and shall be provided consistent with the student’s Individualized Education Plan (IEP).

Advocacy

The act of supporting or defending a child’s interests and rights.

Annual Review

An evaluation, conducted at least one time per year by the Committee on Special Education, for each child with a disability for the purposes of recommending the continuation, modification, or termination of the special education program.

Assessment

Evaluation procedures used to identify a child’s needs and the family’s concerns and priorities about their child’s development.

Assistive Technology Devices and Services

Equipment and services that are approved to be used to improve or maintain the abilities of a child to function including such activities as playing, communicating, or eating.

Child with a Disability

A person under the age of 21 who is entitled to attend public schools because of mental, physical, or emotional reasons can only receive appropriate educational opportunities from a program of special education.

Cognitive

A term that describes the process used for remembering, reasoning, understanding, and making decisions. Your child’s cognitive abilities will be assessed during the evaluation process.

Committee on Special Education (CSE)

This is a decision-making committee appointed by the school board of education to determine eligibility and the appropriate level of services for children aged five to 21 years old. The CSE is a multidisciplinary team established to conduct meetings to develop, review, or revise the individual education program (IEP) of a student with a disability.

Confidentiality

The right that personal information about a child and family is not released without parent consent or only when permitted or required by law.

Consent

The written approval a parent gives to the Committee on Special Education to have their child evaluated and receive services. Consent is always voluntary and a parent may revoke it at any time.

Developmental History

Steps or stages of a child’s growth in such skills as sitting, walking, and talking. This information is gathered as part of the social history requirements.

Dominant Language

The language or other mode of communication that the family normally uses. Evaluations of your child are required to be administered in the child’s dominant language.

Due Process

Procedures designed to protect a person’s rights. This includes requirements for confidentiality, consent, and complaint mechanisms.

Educationally Related Support Services (ERSS)

Services intended for students who are not eligible for special education services yet eligible to receive speech and counseling services.

Impartial Hearing

A formal process at which a family’s complaints can be heard by an impartial hearing officer who will resolve the dispute or complaint regarding the child’s evaluation, IEP, or certain other issues.

Individualized Education Program (IEP)

This IEP is a written plan developed by the CSE which specifies the appropriate level of special education programs and services to be provided to meet the unique educational needs of a student with a disability.

Least Restrictive Environment (LRE)

Means that placement of students with disabilities in special classes, separate schools, or other removal from the regular educational environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved.

Mediation

A method for solving a problem that uses persons trained in helping people resolve their own problems. In mediation, the school district and parent will try to reach an agreement with which both parties are satisfied.

Occupational Therapy (OT)

Services delivered by an Occupational Therapist that relate to self-help skills, adaptive behavior and play, and sensory and motor and postural development.

Parent Support Group

Discussion and information-sharing meetings for parents of children with disabilities.

Pendency

A due process right that the parent and child have that allows the child and family to continue to receive services as described on the current IEP while the parent works to resolve a dispute.

Physical Therapy (PT)

Services provided by a Physical Therapist that relate to large movement difficulties and related functional problems.

Psychological Evaluation

Means a process by which a New York State-certified school psychologist or licensed psychologist uses, to the extent deemed necessary for purposes of educational planning, a variety of psychological and educational techniques and examinations in the student’s dominant language, to study and describe a student’s developmental, learning, behavioral, and other personality characteristics.

Reevaluation Review

A reassessment of the child’s ability and achievement within a three-year period.

Related Services

Means support services such as speech therapy, physical therapy, occupational therapy, psychological services, and counseling services. These services can be delivered in an individual or group setting.

Section 504 Accommodation Plan

An educational plan or modifications for a student suspected of a disability who may not require special education services.

Social History

Preparing an assessment of the social and emotional strengths and needs of the child.

Special Education

Specially designed instruction that includes special services or programs.

Special Education Itinerant Teacher (SEIT)

A preschool special education teacher who provides direct and indirect service in regular programs or a child’s home for students ages three and four.

Speech Therapy (SP or ST)

Services provided by a Speech and Language Pathologist that relate to delays in speech development and communication.

State Education Department (SED)

Refers to the state agency that establishes education regulations and provides support to counties and school districts.

Subcommittee

A decision-making committee appointed by the Board of Education. May perform functions similar to CSE with some exceptions.

DEFINITION OF ACRONYMS

ADA – American with Disabilities Act

ADD/ADHD – Attention Deficit Disorder/Attention Deficit Hyperactive Disorder

APE – Adaptive Physical Education

AE – Age Equivalent

AIS – Academic Intervention Services

ASL – American Sign Language

AT – Assistive Technology

AU – Autism

BOCES – Board of Cooperative Educational Services

BOE – Board of Education

CPSE – Committee on Preschool Special Education

CSE – Committee on Special Education

DB – Deaf and Blind

DD – Developmental Disability

DHH – Deaf/Hard of Hearing

ED – Emotionally Disturbed

FAPE – Free and Appropriate Public Education

FERPA – Family Educational Rights and Privacy Act

IDEA – Individuals with Disabilities Education Act

IEE – Independent Education Evaluation

IEP – Individualized Education Program

IH – Impartial Hearing

IQ – Intelligence Quotient

LD – Learning Disabled

LRE – Least Restrictive Environment

MD – Multiple Disabilities

OHI – Other health Impaired

OI – Orthopedically Impaired

OT – Occupational Therapy

PDD – Pervasive Developmental Disorder

PT – Physical Therapy

SED – State Education Department

SEIT – Special Education Itinerant Teacher Services

SETRC – Special Education Training Resource Centers

SI – Speech Impaired

TBI – Traumatic Brain Injury

TDD – Telecommunication Devices for the Deaf

TRE – Technology Resources for Education

VESID – Office of Vocational & Educational Services For Individuals with Disabilities

VI – Visually Impaired

VR – Vocational Rehabilitation

All students age 15 and older who have a disability receive transitional planning as part of the annual review of the special education program. The student’s case manager, in consultation with the transition specialist, works annually with students and their families to address post-secondary education, employment and community living goals. As students move closer to graduation, a representative from Adult Career and Continuing Education Services-Vocational Rehabilitation (ACCES, formerly known as VESID) and other community-based services may be included in the process.

Mohonasen's transition specialist is available to discuss transition planning starting in 9th grade. Please contact your child's case manager or chairperson to arrange a meeting.

School Psychologist

Psychologists conduct psycho-educational evaluations for students who are experiencing difficulties in school. These evaluations include assessment of students’ cognitive abilities, academic skills, and/or social-emotional status. In addition to evaluations, psychologists may consult with teachers and parents regarding a variety of issues, counsel students individually or in groups, and deliver classroom lessons. The combination of activities in which a psychologist engages varies from building to building. School Psychologists in Mohonasen also facilitate building level CSE meetings.

School Counselor

Elementary school counseling is a developmental and preventive program, which supports positive personal, social, and emotional growth for all students. Counselors help students reach their academic goals through counseling (individually and in small groups), large group guidance (i.e., whole class lessons), and consultation with teachers and parents, and collaboration with school and community agency staff members.

Speech Therapist

Speech therapists address students’ speech and language needs (i.e., fluency, articulation, receptive/expressive language and pragmatic language) through individual or small pullout group sessions. They may also provide services within the context of the classroom to facilitate generalization of skills. The manner in which services are provided may vary from building to building.

Special Education Teachers

Special education teachers are divided into two groups: those who are responsible for a 12:1:1 self-contained program and those who address students’ needs through less restrictive services on the continuum (i.e., consultant teacher, resource, 15:1 special class). Teachers who oversee a self-contained program generally do not provide any other services along the continuum. The degree to which other special education teachers provide consultant teacher, resource, and/or 15:1 services will vary from year to year depending on the needs of the students. Service delivery models also vary across buildings.

Academic Intervention Service (AIS) Teachers

These teachers provide academic support to students who are at risk for failing the New York State ELA, math, and social studies tests. A two-tier system of criteria exists to determine which students qualify for AIS services. Students receiving special education services may also qualify for AIS services. A wide range of services falls under the umbrella of academic intervention. These services replace services formerly known as remedial reading and math. In addition to AIS teachers, classroom teachers may also provide AIS services. The type of service provided is determined according to students’ needs. Service delivery models vary across buildings.

Chairperson – Committee on Special Education (CSE) or Preschool Special Education (CPSE)

The chairperson is a specially trained district administrator who will facilitate all district level CSE and CPSE meetings. This person’s role is to help the committee come to consensus on decisions regarding your child. A CSE chairperson will work particularly hard to ensure that a parent’s voice is heard. This person is also knowledgeable about the programs and services available to students with disabilities.

Forms and Letters

Medicaid Consent Form

The Rotterdam Mohonasen School District asks that all families of students with disabilities sign a Medicaid Consent Form. This form allows us to access the records (for example: IEP, progress notes), needed for claiming Medicaid reimbursements, as well as to access a family’s Medicaid information if applicable. We work to get this form from all families of students with disabilities, regardless of their individual Medicaid status.

Once a family has consented and returned the signed Medicaid Consent Form, it is valid for all future years their child is enrolled in the Rotterdam Mohonasen School District.

Medicaid Annual Written Notification

Annual Written Notification of intent to continue seeking reimbursements will be given to families that have previously signed a Medicaid Consent Form. If a family has previously signed a Medicaid Consent Form, the written notice will be provided to the families annually.

Additionally, you may find more information regarding Medicaid here: https://www.frontlineeducation.com/blog/parental-consent-school-medicaid/

The Mohonasen Central School District Extended Year Program is available for eligible students with disabilities. The Committee on Special Education (CSE) must determine whether a student requires extended school year services in order to prevent substantial regression. Substantial regression (a loss of eight weeks or more over a period of eight weeks) would be indicated by a student’s inability to maintain developmental levels due to a loss of skill, set of skill competencies or knowledge during the months of July and August. Students are considered for 12-month special services and/or programs to prevent substantial regression if they are:

• Students whose management needs are determined to be highly intensive and require a high degree of individualized attention and intervention, and who are placed in special classes;

• Students with severe multiple disabilities whose programs consist primarily of habilitation and treatment, and who are placed in special classes;

• Students recommended for home instruction whose special education needs are determined to be highly intensive and require a high degree of individualized attention and intervention, or who have severe multiple disabilities and require primarily habilitation and treatment;

• Students whose needs are so severe that their needs can only be met in a seven-day residential program; or

• Students receiving other special education services who, because of their disabilities, exhibit the need for 12-month special service and/or program to prevent substantial regression.

The IEP for the extended school year program may differ from the IEP developed for the school year program. The CSE determines the type and amount of services that a student needs for an appropriate extended school year program. The IEP developed for the extended school year program should focus on the areas in which the student is expected to experience regression. The IEP for the July-August program should indicate those areas where the student needs services to prevent substantial regression.

A small percentage of students will require related services only or itinerant specialized instruction in order to prevent substantial regression. In this instance, these services will be scheduled on an individual basis.

IEP vs. 504 Plan: The Basics

• An IEP is an in-depth document for all students who require special education services. A 504 plan can accommodate students who can learn within a general education environment with stated modifications.

• A 504 plan does not necessarily mean a child qualifies for special education services as per the child study team or districts’ respective equivalent.

• 504 plans can be utilized on an as-needed basis – for instance, physical accommodations for a student with a temporary injury. IEPs constitute a fully active special education plan for students and are renewed annually.

• Everything included in a 504 can be included in an IEP, but not everything in an IEP is included in a 504.

• An IEP can provide services and supports that a 504 plan can’t, such as specialized instruction.

Source: https://www.niche.com/blog/iep-vs-504-plan-whats-the-difference

General Descriptions

IEP: A blueprint or plan for a child’s special education experience at school.

504: A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

What it Does

IEP: Provides individualized special education and related services to meet a child’s unique needs. These services are provided at no cost to families.

504: Provides services and changes to the learning environment to enable students to learn alongside their peers. As with an IEP, a 504 plan is provided at no cost to families.

What Law Applies

IEP: The Individuals with Disabilities Education Act (IDEA). This is a federal special education law for children with disabilities.

504: Section 504 of the Rehabilitation Act of 1973. This is a federal civil rights law to stop discrimination against people with disabilities.

Who is Eligible ?

IEP: To get an IEP, there are two requirements:

1) A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others.

2) The disability must affect the child’s educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

504: To get a 504 plan, there are two requirements:

1) A child has any disability. Section 504 covers a wide range of different struggles in school.

2) The disability must interfere with the child’s ability to learn in a general education classroom.

Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That’s why a child who doesn’t qualify for an IEP might still be able to get a 504 plan.

Independent Educational Evaluation

IEP: Families can ask the school district to pay for an independent educational evaluation (IEE) by an outside expert. The district doesn’t have to agree. Families can always pay for an outside evaluation themselves, but the district may not give it much weight.

504: Doesn’t allow families to ask for an IEE. As with an IEP evaluation, families can always pay for an outside evaluation themselves.

Who Creates It?

IEP: There are strict legal requirements about who participates. An IEP is created by an IEP team that must include:

• The child’s parent or caregiver

• At least one of the child’s general education teachers

• At least one special education teacher

• School psychologist or other specialist who can interpret evaluation results

• A district representative with authority over special education services

With a few exceptions, the entire team must be present for IEP meetings.

504: The rules about who’s on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

• The child’s parent or caregiver

• General and special education teachers

• The school principal

What's in it?

IEP: The IEP sets learning goals and describes the services the school will provide.; it’s a written document.

Here are some of the most important things the IEP must include:

• The child’s present levels of academic and functional performance—how the child is currently doing in school

• Annual education goals for the child and how the school will track progress

• The services the child will get—this may include special education, related, supplementary, and extended school year services

• The timing of services—when they start, how often they occur, and how long they last

• Any accommodations—changes to the child’s learning environment

• Any modifications—changes to what the child is expected to learn or know

• How the child will participate in standardized tests

• How the child will be included in general education classes and school activities

504: There is no standard 504 plan. Unlike an IEP, a 504 plan doesn’t have to be a written document.

A 504 plan generally includes the following:

• Specific accommodations, supports, or services for the child

• Names of who will provide each service

• Name of the person responsible for ensuring the plan is implemented

Notice

IEP: When the school wants to change a child’s services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations.

Families also have “stay put” rights to keep services in place while there’s a disagreement about the IEP.

504: The school must notify families about an evaluation or a “significant change” in placement. Notice doesn’t have to be in writing, but most schools do so anyway.

Consent

IEP: A parent or caregiver must consent in writing for the school to evaluate a child. They must also consent in writing before the school can provide the services in an IEP.

504: A parent or caregiver’s consent is required for the school district to evaluate a child.

How Often It’s Reviewed and Revised

IEP: The IEP team must review the IEP at least once a year. The child must be reevaluated every three years to determine whether services are still needed.

504: The rules vary by state. Generally, a 504 plan is reviewed each year and a reevaluation is done every three years or when needed.

How to Resolve Disputes

IEP: IDEA gives families several ways to resolve disputes (usually in this order):

• Mediation

• Due process complaint

• Resolution session

• Civil lawsuit

• State complaint

• Lawsuit

504: Section 504 gives families several options for resolving disagreements with the school:

• Mediation

• Alternative dispute resolution

• Impartial hearing

• Complaint to the Office for Civil Rights (OCR)

• Lawsuit

Funding/Costs

IEP: Students receive these services at no charge. States receive additional funding for students with IEPs.

504: Students receive these services at no charge. States do not receive extra funding for students with 504 plans. But the federal government can take funding away from programs (including schools) that don’t meet their legal duty to serve kids with disabilities. IDEA funds can’t be used to serve students with 504 plans.

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 score a 55-64 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.

On June 30, 2013, the Individualized Education Plan (IEP) Diploma sunsetted. As of July 1, 2014, students with disabilities may also qualify for two exiting credentials: the Skills and Achievement Commencement Credential, or New York State Career Development and Occupational Studies (CDOS) Commencement Credential.

Additional information regarding Graduation Pathways is available on www.nysed.gov.

Placement Procedures For New Referral

The principal (or designee) receives a referral to CSE/Child Study Team or Student Support Team and forwards it to the appropriate committee.

Principal (Either of the following two procedures may be followed.)

Child Study or SST Teams

Meeting is held to determine what the issues are and what information is needed.

Relevant assessments are conducted and information is collected.

Child study team reviews information.

Recommendations are made regarding accommodations to student’s present program.

CSE

(Referral is made to CSE if it is suspected that student has a disability.)

Information and consent forms are sent to parents and evaluations are conducted according to procedures outlined in Part 200 Regulations.

School psychologist or primary service contacts parents to discuss program options and recommend services.

CSE meets to review information and make recommendations regarding program, services, and IEP.

Evaluating psychologist assists in locating appropriate program and services according to CSE recommendations.

Placement Procedures For Transfer Students

Student registers with Registrar

If special needs are indicated, Registrar must notify the Student Services Office. Parent of student meets with Student Services staff to clarify previous services received. The student’s school building is determined and school psychologist and subcommittee chairperson are contacted and an interim placement is made consistent with current IEP.

OR

The student’s school building is determined and school psychologist and subcommittee chairperson are contacted. An interim placement or temporary services, which may include tutoring, are provided until placement consistent with the IEP is achieved.

Records are obtained from previous school district and reviewed by psychologist and receiving teacher(s)

Further evaluations are conducted by the psychologist if necessary.

CSE meeting is held to make recommendations and develop new IEP appropriate to demonstrated needs and current evaluations.

Placement Procedures For Identified CSE Student

Annual review is held by building CSE subcommittee, or District CSE, if appropriate.

Student’s needs and current levels of functioning are reviewed.

CSE develops IEP and recommendations are made regarding appropriate placement and program.

Parent or teacher may request CSE meeting at any time to discuss IEP recommendations or implementation.