CPSE Program Recommendations
 
The CPSE must consider the appropriateness of services to meet the student’s needs in the least restrictive environment in the following order:
  • related services only
  • special education itinerant services only
  • related services in combination with special education itinerant services
  • an integrated special education preschool program
  • a half-day preschool program
  • a full-day preschool program
  • If the CPSE determines that a student needs a single service that service must be provided only as a related service or only as a special education itinerant service.

The Committee shall first consider providing special education services in a setting where age-appropriate peers without disabilities are found.

1. RELATED SERVICES;

Services defined in Section 4401 of Education Law, including speech pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling, orientation and mobility services, medical services as defined by regulation, parent counseling and training, school health services, school nurse services, (nursing services provided by a qualified school nurse or other health services provided by a qualified person designed to enable a student with a disability to receive a free and appropriate public education as described in the IEP of the student), school social work, other appropriate developmental or corrective support services, appropriate access to recreation and other appropriate support services.

Related Services are provided at a site recommended by the Committee on  Preschool Special Education and approved by the Board of Education including, but not limited to:

  • An approved or licensed pre-kindergarten or Head Start Program
  • The work site of the provider
  • The student’s home*
  • A hospital
  • A state facility
  • A child care location as defined in section 4410

The initial location for the delivery of one or more related services must be stated on the IEP.

2. SPECIAL EDUCATION ITINERANT SERVICES;

Provided by a certified special education teacher of an approved program on an itinerant basis at a site determined by the BOE, including, but not limited to

  • An approved or licensed pre-kindergarten or Head Start program
  • A student’s home*
  • A hospital
  • A state facility
  • A student care location

Changes of location for the provision of services may occur without the review of the CPSE.

* Students are entitled to services in the home if the Committee on Preschool Special Education recommends and the Board of Education approves of the determination  that documented medical or special needs indicate that the student should not be transported to another site. 

The purpose of Special Education Itinerant Services is to provide:

  • Direct Service: Specialized individual or group instruction to a preschool student to aid such student in benefiting from the early Childhood program.
  • Indirect Services: Consultations provided by a certified special education teacher to assist the student’s teacher in adjusting the learning environment and/or modifying instructional methods to meet the individual needs of a preschool student with a disability who attends an early Childhood program.

Special Education Itinerant Services are not less than two hours per week, and total number of students with disabilities assigned to the special education teacher should not exceed twenty (20). Related services shall be provided in addition to SEIT services in accordance with the student’s IEP.

 

3. INTEGRATED SPECIAL CLASS;

No more than 12 preschool student staffed by at least one special education teacher and one paraprofessional or teaching assistant. This class may be provided:

  • In a class of no more than 12 preschool students which includes both students without disabilities and students with disabilities.
  • In a class of no more than 12 preschool students with disabilities which is housed in the same space as a preschool class with non-disabled students taught by another teacher.

4. SPECIAL CLASS (Half or Full Day)

A special class is defined as a class consisting of students with the same disabilities or with differing disabilities who have been grouped together because of similar individual needs for the purpose of being provided a special education program in a special class.

  • Chronological age range shall not exceed 36 months.
  • Maximum class size shall not exceed 12 preschool students with at least one teacher and one paraprofessional or teaching assistant.
  • Services are provided not less than 2-1/2 hours per day, 2 days per week.

If the CPSE recommends a preschool student to an approved program which has no space available in the specific special class which will meet the student’s unique needs as recommended on the IEP, the approved program may temporarily increase the enrollment of a class up to a maximum of 13 preschool students for the remainder of the school year, by a procedure to be established by the Commissioner, to ensure that the student receives a free appropriate public education. If the attendance during the instructional time exceeds 12 students, another staff member shall be assigned to the class. Other staff members may include related service providers and/or supplementary school personnel.

5. RESIDENTIAL SPECIAL EDUCATION PROGRAMS AND SERVICES:

This program is a minimum of five hours per day, five days a week, for twelve months. Placements in residential programs must be approved by the Commissioner in accordance with 200.6(1) of the Commissioner’s Regulations.

6. INTERIM ALTERNATE EDUCATIONAL SETTING (IAES)

Available to students who have been suspended or removed from their current placement for more than 10 school days, An IAES is an education setting, other than the student’s current placement at the time the behavior precipitating an IAES placement occurred. The school district will ensure that a student placed in an IAES continues to receive services so as to:

  • Enable the student to continue to participate in the regular education curriculum, although in another setting;
  • Enable the student to progress toward the goals set out in the student’s IEP; and
  • Receive, as appropriate, a functional behavior assessment and a behavioral intervention services and modifications that are designed to address the behavior violation so that it does not reoccur.
 

 

 

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