The history of special education in Central New York is a long and storied one, stretching back to the 19th century when the New York Institute for the Education of the Blind was established. This institute reaffirmed its mission of service to children with disabilities in 1986, and since then, special education services have been provided to meet the needs of students with disabilities. The Least Restrictive Environment (LRE) is a concept that guides the placement of students with disabilities in special classes, separate schools, or other forms of departure from the normal educational environment. This is only done when the nature or severity of the disability is such that, even with the use of complementary aids and services, education cannot be achieved satisfactorily. The Individual Education Plan (IEP) is an important document that outlines a student's special education needs and services.
It is reviewed at least once every three years to assess the student's needs and to review the IEP, as appropriate. Parents are invited to participate in making recommendations for their child's educational program through CSE or CPSE meetings. If placement in an approved private school inside or outside the state is recommended, the Board of Education will organize such programs and services within 30 school days after receiving the Committee's recommendation by the Board. If your child receives services in an Interim Alternative Education Environment (IAES) for disciplinary purposes, you must remain in that IAES until an impartial hearing officer makes a decision about placement or until the removal period ends (but no longer than 45 calendar days), unless you and the school district agree otherwise. If you, together with the Committee, decide that your child does not need special education services or programs, the Committee will provide you with information that indicates why the child is not eligible. It is recommended that your child receive special education services for twelve months (programs during July and August) for the first time. Be an employee of the State Department of Education or an employee of a public agency that has ties to your child's education or care.
If you are concerned about your child's educational programs or special education services, contact your teacher right away and share information about what you see. Before recommending that special education services be provided in an environment that includes only preschool children with disabilities, the CPSE will first consider providing special education services in an environment where age-appropriate peers without disabilities are normally found. Evaluations include information from parents and from a group of evaluators, including at least one special education teacher or other person with knowledge of their child's (suspected) disability. This summary provides an overview of the special education landscape in Central New York and explores the characteristics of students who have an Individual Education Plan (IEP), the environments in which they receive services, and their commitment to school. Together, parents and educators work to ensure that special education programs and services are provided to meet each student's needs. This work provides a useful basis for discussion and further research into this important field.
