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SPECIAL EDUCATION PROGRAM     
     Students are placed into Special Education Programs when the nature or severity of their learning problem is such that education in regular classes, even with supplementary and compensatory services, cannot meet their academic and/or social/emotional needs. A range of services is provided within the District for students who have been designated as students with disabilities by the Committee on Special Education. Programs for students requiring more restrictive environments are also available out of the district in other districts, BOCES, Private Day or Residential Education Agencies.


Related Services:

Related services are provided to Special Education students according to the IEP (Individualized Education Plan) approved recommendations of the Committee on Special Education. Speech‑language pathology, counseling, psychological services, occupational therapy, audiology, orientation and mobility services, parent counseling and training, school health services, Teacher of the Visually Impaired services, Teacher of the Hearing Impaired services, and physical therapy are provided by District personnel deemed necessary by the Committee on Special Education. 

Consultant Teacher‑Model:

 The Special Education Consultant Teacher Model is another program available in the Commack School District. Representing a midpoint between the Resource Room and full mainstreaming, this model is effective in providing the individualized assistance needed by special education students placed in mainstreamed settings.

 Consultant Teacher ‑ Direct:

The Direct Consultant Teacher works with the general education teacher in a regular or modified classroom to support special education students. The instruction is designed to assist students to benefit from the regular education program. Although all students benefit from the Consultant Teacher, the student designated as "special" is not singled out as needing support. Both teachers work cooperatively to instruct and reinforce subject area concepts. In addition, the Consultant Teacher and the general education teacher gain insights from the program since the Special Education teacher observes instructional techniques employed with non‑designated students, while the subject area teacher better understands special education strategies and modifications.

 Consultant Teacher ‑ Indirect:                                                                          Top of Page

 The Indirect Consultant Teacher monitors the child's progress and collaborates with the general education teacher to modify the learning environment to meet the needs of students with disabilities in the classroom.

Resource Room Program:

District Resource Room Programs provide diagnostic prescriptive support systems for Special Education students. The Resource Room teacher acts as the primary vehicle for the remediation process. The program is based on on‑going communication between the Resource Room and General Education Teachers.

 The Individualized Education Plan establishes the goals and objectives of the intervention strategies used by the Resource Teacher. A wide variety of concrete, multisensory programs and materials, computer assisted instructional and management programs and teacher designed academic skill materials are used in the program. Ongoing articulation between the Resource Room Teacher and General Education Teacher is an essential component of the program.

Inclusion Model:                                                                                               Top of Page

The Inclusion Model is in place at all levels in the Commack School District. The kindergarten inclusion class is at North Ridge. The first and second grade inclusion classes are available at Wood Park and North Ridge; and the third, fourth, and fifth grade inclusion classes are available at Mandracchia-Sawmill and Burr Intermediate Schools. Each inclusion class contains a total of approximately 20 - 25 students (classified and non-classified). A .5 Special Education teacher, a general education teacher and a teacher assistant work as a team in the inclusion classes to follow the general education curriculum and meet the needs of each student in flexible, small groups, and through whole group and peer tutoring activities.

The Middle School and High School offer an Inclusion Program featuring a general education teacher and a special education teacher working cooperatively in the classroom.

Self Contained Special Education Classes:

Special Education Self Contained classes for students in Grades K-12 have been established to provide more restrictive, highly structured learning environments for students requiring intensive instruction throughout the day. Classes are formed on the basis of similarity of the individual needs of the students, rather than Special Education classification, according to the following four (4) levels:

  • academic achievement

  • social development

  • physical development

  • emotional/behavioral development

The students are placed in either a (15 :1) class ratio grades 6-12 or a (12:1) class ratio grades K-5. The variation in chronological age can be thirty-six (36) months.

Mainstreaming is encouraged when the student is able to function within a regular classroom. Special Education students at the primary and the intermediate level are mainstreamed in special area subjects such as art, music, physical education and lunch. General Education and Special Education Teachers plan joint field trips, arts-in-education programs and curriculum related projects throughout the year.

A self-contained class for students diagnosed with autism utilizing the methodology of Applied Behavioral Analysis (ABA) has been established at the North Ridge Primary site for students in grades K-2. This class has a 6:1:2 ratio consisting of six (6) students supervised by a special education teacher, and two teacher assistants. A .2 autistic consultant, a .3 psychologist, a .4 speech therapist, and an occupational therapist consultant provide services in the classroom. Discrete trial teaching is emphasized. Performance data on each student's learning program is reviewed daily with any changes made as needed. Parent Training Workshops and Consultation Services are provided during day and evening hours.

Home Instruction:

This program provides home instruction for Special Education students according to the following:

Elementary Level (K-6) - minimum of five (5) hours per week

Secondary Level (7-12) - minimum of ten (10) hours per week
 

Commack Special Education Dept. 912-2033
For further information for parents: SEPTA (Special Education PTA)

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