Special Education & Student Services
Director of Student Support Services
Ms. La Toya Grady
YWCP’s voicemail system is down…..Please email office@youngwomenscollegeprep.org for inquiries….Thank you…
YWCP’s voicemail system is down…..Please email office@youngwomenscollegeprep.org for inquiries….Thank you…
Programs
Special Education & Student Services
Director of Student Support Services
Ms. La Toya Grady
We support students in their endeavors to achieve excellence in and out of the classroom, helping them to develop the strong voices they will need to be leaders.
Continuum of Special Education Services at Young Women’s College Prep
Research on specially designed instruction supports providing high-quality instruction in general education classrooms whenever possible, aligned with the student’s Individualized Education Program (IEP). These inclusive settings offer students with disabilities the best chance to access curriculum content delivered by highly qualified teachers. To support this, YWCP implements the following special education services — resource room services, consultant teacher services directly in the classroom, as well as indirect consultant teacher services and planning with the classroom teacher — tailored to meet individual needs and promote meaningful access, engagement, and progress in the general curriculum.
Placement in a general education classroom alone does not guarantee access to or engagement with the general education curriculum. Meaningful access occurs when students with disabilities are actively learning the content and skills outlined in that curriculum, supported by appropriate services, accommodations, and modifications. These supports address the student’s specific disability needs in the context of curriculum content, instructional methods, materials, physical environment, and assessment practices.
Selecting the most appropriate service delivery option depends on a thorough understanding of the student’s individual needs. This includes identifying the supports, services, and modifications required to ensure the student can achieve their IEP goals and meet New York State (NYS) learning standards.
Young Women’s College Prep continuum of services follows NYSED guidance and ensures the following are offered:
*YWCP collaborates with the student’s home district to ensure all related service needs are met.
Consultant Teacher Services (CT)
CT services are defined as direct and/or indirect services provided to a school-age student with a disability in the student’s general education classes, including career and technical education classes, and/or to such student’s general education teachers.
Direct CT services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction. Direct CT can be combined with indirect CT services.
Indirect CT services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class. Indirect CT can be combined with direct CT services.
Resource Room
Resource room program is a special education program for a student with a disability registered in either a special class or general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day. Resource room programs are for the purpose of supplementing the general education or special education classroom instruction of students with disabilities who are in need of such supplemental programs. This means that instruction is not provided in place of the student’s regular academic instruction.
Related Services
Related services are those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum. Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability.
Related services include, but are not limited to speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, evaluative and diagnostic medical services to determine if the student has a medically related disability, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students.
YWCP collaborates with the student’s home district to ensure all related service needs are met.
What is CSE program?
If your child has a disability that may be affecting his or her learning, the Committee on Special Education (CSE) will find your child to be an eligible “student with a disability.”
What is the CSE process?
Students believed to be educationally disabled are referred to a multidisciplinary team called the CSE. The CSE evaluates students’ abilities. The CSE recommends an appropriate Individualized Education Program (IEP) based on evaluation results.
How do I refer my child to special education?
If you suspect your child needs special education services, your first step will be to contact your child’s classroom teacher and discuss interventions that are in place to address your child’s learning needs. If you believe that your child is not responding to the interventions that are in place, you may request an evaluation. Requests for evaluations must be in writing and addressed to your child’s building principal, or the Director of Pupil Personnel Services at YWCP. When you request that your child be evaluated for special education this is called a referral.
There are specific steps in the CSE process that must be adhered to meet regulations. They include:
13 Categories of Disability Under IDEA Law
There are 13 different disability categories as defined by the Individuals with Disabilities Education Act (IDEA), under which 3- through 22-years-olds may be eligible for services.
In order to qualify for special education, the IEP Team must determine that a child has a disability in one of the 13 categories and it must adversely affect their educational performance.
Possible Classifications for Educational Disabilities
In order for the Committee on Special Education (CSE) to move forward with support services they first must determine if a child has an educational disability. According to New York State Education Law, a student with a disability means a student, as defined in section 4401(1) of Education Law, who has not attained the age of 21 prior to September 1st and who is entitled to attend public schools pursuant to section 3202 of the Education Law and who, because of mental, physical or emotional reasons, has been identified as having a disability and who requires special services and programs approved by the department.
The categories of disability are as follows:
Autism
Autism is defined as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, which adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a student’s educational performance is adversely affected primarily because the student has an emotional disability as defined in paragraph 4 of this section. A student who manifests the characteristics of autism after age three could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied.
Deafness
Deafness means a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects a student’s educational performance.
Deaf-Blindness
Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for students with deafness or students with blindness.
Emotional Disability
Emotional disability means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance:
i. an inability to learn that cannot be explained by intellectual, sensory, or health factors.
ii. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
iii. inappropriate types of behavior or feelings under normal circumstances;
iv. a generally pervasive mood of unhappiness or depression; or
v. a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disturbance.
Hearing Impairment (HI)
Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects the child’s educational performance but that is not included under the definition of deafness in this section.
Learning Disability (LD)
Learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. A student who exhibits a significant discrepancy between expected achievement and actual achievement determined on an individual basis shall be deemed to have a learning disability.
Intellectual Disability (ID)
Intellectual disability (ID) is a term used when a person has certain limitations in cognitive functioning and skills, including conceptual, social and practical skills, such as language, social and self-care skills.
Multiple Disabilities
Multiple disabilities means concomitant impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which cause such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.
Orthopedic Impairment
Orthopedic impairment means a severe orthopedic impairment that adversely affects a student’s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputation, and fractures or burns which cause contractures).
Other Health Impairment (OHI)
Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, attention deficit disorder or attention deficit hyperactivity disorder or Tourette syndrome, which adversely affects a student’s educational performance.
Speech or Language Impairment
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment, that adversely affects a student’s educational performance.
Traumatic Brain Injury (TBI)
Traumatic brain injury means an acquired injury to the brain caused by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, and anoxia or brain tumors with resulting impairments that adversely affect educational performance. The term includes open or closed head injuries or brain injuries from certain medical conditions resulting in mild, moderate or severe impairments in one or more areas, including cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not include injuries that are congenital or caused by birth trauma.
Visual Impairment
Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a student’s educational performance. The term includes both partial sight and blindness.
Section 504
Section 504 helps ensure that students with disabilities have equal access to educational opportunities.
What is a 504 plan?
504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way. These plans prevent discrimination. And they protect the rights of students with disabilities in school. They’re covered under Section 504 of the Rehabilitation Act. This is a civil rights law.
504 plans are not part of special education, so they are different from IEPs. 504 plans and IEPs are covered by different laws and work in different ways. The end goal is the same: to help students thrive in school. (Learn more about the difference between IEPs and 504 plans.)
What’s in a 504 plan?
504 plans often include accommodations. These can include:
Changes to the environment (i.e. taking tests in a quiet space)
Changes to instruction (i.e. checking in frequently on key concepts)
Changes to how curriculum is presented (i.e. getting outlines of lessons)
Accommodations do not change what students learn, just how they learn it. The goal is to remove barriers and give students access to learning.
Understanding the Basics of Section 504 Plans
At its core, a Section 504 Plan is an educational blueprint designed to provide support and accommodations to students with disabilities. Originating from Section 504 of the Rehabilitation Act of 1973, a federal civil rights law, it aims to eliminate barriers and ensure students with disabilities receive an education comparable to that of their non-disabled peers. Unlike the Individuals with Disabilities Education Act (IDEA), Section 504 does not require a public school to provide an educational program that is individualized to meet the unique needs of a child and that results in educational benefit, but rather one that ensures access to an education that is comparable to the education provided to those who are not disabled.
This distinction highlights the key difference between a Section 504 Plan and an Individualized Education Program (IEP). While both are intended to support students with disabilities, an IEP, which falls under IDEA, is typically more comprehensive. IEPs are designed for students who require special education services, providing a customized educational plan tailored to the child’s individual needs. In contrast, a Section 504 Plan does not necessarily involve specialized instruction but focuses on providing accommodations and modifications to help students access the general education curriculum.
Understanding this distinction is crucial for educators, parents, and students to ensure that the right type of support is provided. A Section 504 Plan ensures equal access to education, while an IEP offers more intensive, specialized educational support. Both play vital roles in supporting diverse learners, but their applications differ based on the student’s specific needs and qualifications under each program.
The Evaluation Process
The journey towards a Section 504 Plan begins with a critical step: evaluation. This process is essential in determining whether a student is eligible for accommodations under Section 504. It involves several key steps, each playing a vital role in ensuring a fair and accurate assessment of the student’s needs.
The role of the student, parents/guardians, teachers, and school counselors in this process is paramount. Parents provide invaluable insights into their child’s needs and are key advocates throughout the process. Teachers contribute essential observations about the student’s academic performance, behavior in the classroom, and possible classroom modifications and accommodations that may meet the specific needs of the learner. School counselors play a crucial role in planning for graduation, ensuring course work and regents exam requirements are met.
Comprehensive assessments are vital in this process. They ensure that the evaluation considers all aspects of the student’s abilities and challenges. A thorough evaluation not only aids in accurately determining eligibility but also in developing an effective and individualized Section 504 Plan that addresses the student’s unique needs, fostering their academic success and well-being.
Developing Effective Section 504 Plans
Creating an effective Section 504 Plan is a collaborative effort that requires careful planning and consideration of the student’s unique needs.
Adult Career and Continuing Ed Services Vocational Rehabilitation (ACCES- VR)
ACCES-VR’s mission is to assist individuals with disabilities to achieve and maintain employment and to support independent living through training, education, rehabilitation, and career development. Their vision is that all individuals with disabilities who want to work will have the opportunity to achieve employment and independence. YWCP collaborates with representatives and counselors from ACCESS-VR to provide our students information about the services provided, support with the application process, and coordinating meeting times for counselors and students.
For more information on Adult Career and Continuing Ed Services Vocational Rehabilitation (ACCESS-VR) visit their website: https://www.acces.nysed.gov/vr
Pre-Employment Transition Services (Pre-ETS)
Pre Employment Transition Services (also known as Pre-ETS) is a program that supports students with disabilities (ages 14-22) in preparing for a successful future career.
Pre-ETS offers various career preparation services that align with your strengths, interests, and goals including exploring jobs and careers, getting guidance on what to do after high school (such as entering the workforce or applying to college), training on self-advocacy skills, and even assistance in finding hands-on opportunities to learn and get experience in career fields that interest you.
Pre-ETS doesn’t replace your school’s transition planning and educational services, it serves as a complement to school supports. The goal of Pre-ETS is to address the unique challenges that disabled students face when preparing for employment, exploring post-secondary options, and developing essential soft skills, thereby improving job readiness and future success.
*As a vendor for ACCES-VR , Pre-ETS currently only offers these services to students in Rochester, New York and surrounding areas. While Disability EmpowHer Network’s programming is typically intended for girls, women, and fem-aligned folks with disabilities, our Pre-ETS services are available to students of all genders.
For more information on Pre-Employment Transition Services (Pre-ETS) visit their website: https://www.disabilityempowhernetwork.org/preets