SPECIAL EDUCATION AND COUNSELING
Special educational services are an integral
part of the Rye City School District. They are designed to meet the diverse
needs of the student population at the elementary, middle, and high school
levels. The programs are provided by a full staff of support specialists including
psychologists, guidance counselors, learning center teachers, a student assistance
counselor, a student intervention counselor, and English Language Learner
(ELL) teachers in addition to special education teachers and aides. Also on
staff are speech language therapists who provide services to disabled and
nondisabled students. The district contracts for the services of an occupational
therapist and teachers of the hearing and visually impaired. Under the auspices
of the Committee on Preschool Special Education (CPSE), preschool students
are provided services at home or in preschool settings. As determined by the
Committee on Special Education, school age students receive in-district special
education services in special class settings, resource rooms, and regular
classrooms. Some students in regular educational classrooms require speech-language
services, counseling, or remediation services as part of their program. Special
education continues to bring new issues and responsibilities that require
review of programs to insure that the district is effectively educating students
in the least restrictive settings with the necessary support. The district
provides the full continuum of program options for disabled students. Related
services are provided to students in conjunction with academic classes to
assist students with disabilities in their total education programs. They
are provided by appropriate specialists based on the student’s individual
needs. Related services include speech therapy, psychological services and
occupational therapy. The Consultant Teacher Program (direct and indirect)
is designed to serve students in the regular classroom. In the direct model,
the special education teacher team-teaches with the regular education teacher
to provide support for the special education students and assistance to all
students. The indirect model encourages teacher cooperation to meet the educational
needs of the identified children through modification of class work or materials
to ensure student success. Resource room services provide specialized supplementary
instruction in an individual or small group setting. The special education
teacher, in collaboration with the regular class teachers, provides instruction
to maintain or improve academic areas. Special classes are provided for students
who require instruction in a small, structured setting. Their academic achievement,
learning rate and/or management needs demand specialized instruction rather
than modified regular classroom programs. The district recognizes the importance
of collaboration and cooperation between regular and special education in
meeting the educational needs of our population. Ongoing staff development
is preparing our teachers to work collaboratively, share expertise, support
a range of abilities and disabilities, accommodate a variety of learning styles,
and more effectively meet the needs of all students.
