Special Education

Special Education

The Special Education Department at Clarence High School provides a variety of services to meet the individual needs of each student identified with a handicapping condition. These programs reflect the commitment to educate each student, to the maximum extent appropriate, in the least restrictive environment. These special education programs are determined annually by the Committee on Special Education. Each student’s individual needs and goals are assessed and appropriate accommodations are made. The following are brief definitions of the different programs that currently provided.

 

 

Resource Room Model

The program includes remedial, compensatory, and developmental instruction that is provided in a small group of no more than 5 students. The student typically reports to the resource room the number of days recommended on his/her IEP, receiving assistance from a special education provider.

 

Consultant Teacher Model

This program includes interventions and supports by a special education teacher within the classroom or through meetings with the general education teacher.  The special education teacher may push into the classroom to provide organizational supports for the student(s) or to co-teach with the general education teacher to provide instructional support. In addition, special education students may also receive resource room or an academic support period (ASC), provided by a special education teacher, to receive remedial, compensatory, and developmental instruction .

 

Co-Teaching Model

The program includes the teaming of a general education teacher and special education teacher in the general education setting. The teaming of the teachers in the core academic courses brings different styles, strategies, and expertise into the classroom to provide a strong, positive approach to learning for special education students, as well as general education students. The special education teacher may also provide support and assistance on a daily basis to the students in an academic support period (ASC). This allows remedial, compensatory, and developmental instruction provided in a small group setting so the students be successful with the content curriculum.

 

15:1 Self-Contained Model

This program contains academic classes of up to 15 students taught by a certified special education teacher.  The students are taught the Regents content curriculum required for local or Regents diploma. Curriculum presentation contains specially designed instruction to meet both the student’s individualized needs and curriculum standards. The instruction also addresses skill deficits and IEP goals of each student .

 

12:1:1 Self-Contained Model

This program includes students who will receive either a NYS Career Development and Occupational Studies Commencement Credential(CDOS) or the Skills and Achievement Commencement Credential diploma (SACC). The program includes integration and exposure to the general education curriculum while also building employability experiences and skills in the community. The students work to achieve their IEP goals developed by the Committee on Special Education (CSE)