Continuum of Special Education Services
The continuum of special education services for school-age students with disabilities is an array of services to meet an individual student's needs in the least restrictive environment. A full description of the continuum of Special Education Services can be found at the State education Department link below:
http://www.p12.nysed.gov/specialed/publications/policy/documents/continuum-schoolage-revNov13.pd
Roles of Special Education Teachers:
Integrated Co-Teacher
Design instruction for students with disabilities and non- disabled peers
Delivery of instruction are based on the 6 co teaching models. They include one-teach; one-support; Parallel teaching; Alternative teaching; station teaching; and team teaching
Planning, delivering and evaluating for all students is shared between both teachers
Integrated co-teaching is the correct term to be used for this model
Students should be grouped based on similarity of need within the class for specialized instruction
Collect and monitor data on student progress for progress monitoring
Make sure that students are utilizing supplemental aids and services
Instruction and discipline is shared between both teachers
Shared grading – both names on the report card
IEP responsibilities for documenting the Academic, Social Emotional, Physical, Management, Effect of Student Needs sections and goals are the responsibility of the special education teacher, however conversations in creating goals should take between all staff who work with the student.
Resource Teacher
Supplementary small group instruction- up to 5 students providing Specially Designed skills' based Instruction.
Teaches student the skills to learn the content and not the content itself
NOT homework help
Supplemental instruction in organizational skills, reading and assistive technology devices
Resource instruction is not provided as regular academic instruction
Collect and monitor data on student progress
Make sure that students are utilizing supplemental aids and services
Skill and strategy instruction based on IEP goals
Regular collaboration with general education teacher to make sure accommodations are used
Share progress monitoring data with general education teacher
IEP responsibilities for documenting the Academic, Social Emotional, Physical, Management, Effect of Student Needs sections and goals are the responsibility of the special education teacher, however conversations in creating goals should take between all staff who work with the student.
Direct Consultant Teacher
Aids the student to benefit from the general education class instruction
Specially designed instruction provided to an individual student or group of students with disabilities
Can be combined with indirect consultant
Not a pullout program
Adapt as appropriate to the needs of the student to meet the educational standards applied to all students
Cannot provide primary academic instruction
Collect and monitor data on student progress
Make sure that students are utilizing supplemental aids and services
IEP responsibilities for documenting the Academic, Social Emotional, Physical, Management, Effect of Student Needs sections and goals are the responsibility of the special education teacher, however conversations in creating goals should take between all staff who work with the student.
Indirect Consultant Teacher
Works with the general education teacher to adjust the learning environment
Works with the general education teacher to modify instructional methods
Consultation is provided by certified special education teacher
Collect and monitor data on student progress
Make sure that students are utilizing supplemental aids and service
IEP responsibilities for documenting the Academic, Social Emotional, Physical, Management, Effect of Student Needs sections and goals are the responsibility of the special education teacher, however conversations in creating goals should take between all staff who work with the student.
Special Class Teacher
Instruction is specially designed to meet the needs of students in the self-contained setting separate from their general ed peers.
Must ensure access to the general education curriculum in some form
Utilizing specially designed instruction
Explicit instruction to teach skills and strategies
Collect and monitor data on student performance for progress monitoring
IEP responsibilities for documenting the Academic, Social Emotional, Physical, Management, Effect of Student Needs sections and goals are the responsibility of the special education teacher, however conversations in creating goals should take between all staff who work with the student.