Link IB World School
Special Education Needs
Special Education Needs Philosophy of Link IB World School shares the International Baccalaureate Organization belief that, “Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.” (Learning diversity and the IB Programmes: Special educational needs within the International Baccalaureate Programmes, 2010.)
Link IB World School will ensure that the necessary provisions are made for pupils with special education needs. The ultimate goal of this school is to create an inclusive environment for all students, with collaboration among teachers and parents and authentic connections between IB and special education. Within our dynamic learning community, Link will provide equitable education for students with disabilities that are both inclusive and supportive and based on respect, support and problem solving. Our inclusive learning environment will be friendly, welcoming, healthy and protective for all students.
Utilizing the IB Standards and Practices and the beliefs set forth in our mission statements, our school strives to support a diverse student body of learners. Whether it be through teaching and learning strategies, resources, or collaboration with experts and parents, our students are supported throughout their IB PYP program. All students should have access to an appropriate education in order to be lifelong learners.
The mission of the Special Education Program is to individualize the instruction and support of special education students based on specific identified needs in order for them to achieve at their highest level. We believe the focus of special education instruction is to create individualized education plans that drive our services. A spectrum of services offered both within and outside of the general education classroom will help bridge the learning gaps for special education students. Behavioral, emotional, and social learning are critical components for students with deficits in these areas.
Committee on Special Education (CSE)
The district provides a continuum of special education services which allow for the placement of preschool and school-age students in the least restrictive environment consistent with their needs. The least restrictive environment means that the placement of students with disabilities in special classes, separate schools or other removal from the general education environment occurs only when the nature or severity of the student’s disability is such that even with the use of supplementary aids and services, education in the general education environment cannot be satisfactorily achieved. A student’s need for special education services is assessed through an evaluation process that begins with a referral:
The Committee on Special Education (CSE) is responsible for arranging for the evaluation of any school age student who is suspected of having a disability.
The process begins when a written request for an evaluation is made by either:
- the student's parent or person in parental relationship,
- a professional staff member of the school district in which the student resides, or the public or private school the student legally attends,
- a staff member of a state approved special education program,
- a designee of an education program affiliated with a child care institution
- a licensed physician or judicial officer,
- a professional staff member of a public agency with responsibility for welfare, health or education of children;
- or a student who is 18 years of age or older, or an emancipated minor, who is eligible to attend the public schools of the district.
The referral must be in writing to either the school principal at the location where the child is educated or to:
Committee on Special Education
Clarkstown Central School District
62 Old Middletown Road
New City, NY 10956
Once a referral is received the Special Education Office will arrange for the evaluation which will include the following, at no cost to the parent:
- An individualized psychological evaluation,
- A social history,
- An observation,
- Other appropriate assessments or evaluations as necessary to ascertain the physical, mental and emotional factors, which contribute to the suspected disability,
- A physical evaluation.
Initial Eligibility Meeting:
Once the evaluation process is completed the parents/guardian will be invited to meet with the Committee on Special Education (CSE) to determine if their child is eligible to be classified as a student with a disability and receive special education services. At this time, an Individualized Education Program (IEP) will be created if the student is determined to be eligible. An IEP is a written statement, developed, reviewed and revised as needed but at least annually. It is developed in agreement with the Regulations of the Commissioner of Education. An IEP outlines the modifications, accommodations, placement, goals and/or related services that are necessary to meet the unique educational needs of a student with a disability. All services, accommodations, modifications, and potential educational placements are discussed at the at the initial eligibility meeting once the student is determined to be classified as having a disability.
In the Link IB World School the individualized needs of students are met in the general education classroom through integrated co-taught mode. This ensures equal access of all students to the PYP program.