Special Education

Philosophy Statement

It is a fundamental belief at Fayetteville-Manlius that all students should be challenged to their full potential. They should be encouraged to strive for achievement and to appreciate the importance of growth and development. In addition, all students should be provided comparable levels of education.

Although educational programs vary from student to student based upon individual needs, equity is imperative across the spectrum. Consistent with these beliefs, inclusion becomes the foundation for special education. In an inclusive educational environment, each student can learn, each student has unique contributions which enrich us and each student can achieve through involvement in a thoughtful and caring community of learners.

Program

Students who receive special education are educated in the least restrictive environment. Whenever possible, they are included in the regular classroom with typical students. Ideally, their educational programs incorporate classroom accommodations so they can function in a regular classroom setting without assistance.

Yet some students need additional adult support. In a least restrictive environment, this support is established initially at a minimal level, and, if necessary, based on need rather than benefit, increased over time. Thus, support is provided only to the level appropriately necessary, so that special education is directed toward academic achievement, personal growth and self-reliance.

Special education is provided on a continuum from supplementary aids, such as related services, teacher consultant, and resource room programs in conjunctions with regular classroom placement to special classes, special schools, residential settings, or hospitals. Inclusion is a required partnership with each member of the staff having an important and specific role. Primary responsibility for the educational program of an included special education students rests with the special education teacher. Coordination of instructional goals and collaboration with regular education teachers are essential components of the special education teacher’s role.

Communication with the home is the responsibility first of the special education teacher then the regular classroom teacher and, if necessary, the teaching assistant under the direction and supervision of a teacher. In keeping with the belief that all students are entitled to comparable levels of education, a teaching assistant provides academic or other designated support to one or more special education students in a regular classroom setting for a prescribed time.

When the students are attending an activity not requiring teaching assistant support, the teaching assistant is assigned to other special education students requiring additional adult support. Teaching assistant support for special education students is intended to facilitate self-reliance, by encouraging students to process or complete tasks independently.

Similarly, regular education teachers help special education students develop independence by fostering natural peer groups within the classroom. An inclusive school environment requires the commitment of all, accords with our fundamental beliefs, serves the best interests of students and is the end to which our district is dedicated.

Determining Student Services programs/related services

Eligibility for special education and all special education programs/related services are determined by the Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE). These committees, in conjunction with parents and teachers, help develop Individual Education Programs (IEPs) for each school-age or preschool-age pupil with a disability on an annual basis. These IEPs include information about the unique learning needs of each student, such as the present levels of performance in the academic, social and physical development and the student’s management needs. The IEP document includes annual goals in the student’s areas of needs.