What special education services are offered by local schools?

Chester Union Free School District and Monroe-Woodbury School District shared how they strive to provide quality services to students in need of special education services.

Chester UFSD’s multi-faceted approach to special education

Chester Union Free School District doesn’t have specific classes for students on the autism spectrum; they’re either in general education classes with support or special education classes for students with a variety of special needs, including autism. “Speech therapy is often needed and counseling is important; that helps them to develop communication skills and interact with peers and adults,” according to Rachael Loftus, Chester’s director of Special Education and Pupil Personnel Services. “It helps with appropriate expression of emotions, including frustration.”

There are students on every part of the autism spectrum, from those who are high-functioning, who might just need support like counseling or speech therapy, to students who are non-verbal and use communication devices, according to Loftus. “The district works cooperatively with other agencies for students whose needs are greater than Chester can provide: Orange-Ulster BOCES, The Center for Spectrum Services, The Center for Discovery (Sullivan), and also Rockland BOCES. Placement depends on needs and space — we always start close to home,” said Loftus. Chester contracts with outside agencies for an occupational therapist and a certified occupational therapy assistant.

Staff work with a student’s particular area of strength or interest and incorporate it in reading and writing to interest and engage the student.

Chester uses some assistive communication devices and “some out-of-district placed students may use an iPad, loaded with an app, like ‘TouchChat’ or ‘Lamp: Words for Life’. The Committee on Special Education will look at a student’s evaluation and, in consultation with the speech therapist and teacher, will decide on an appropriate app.” Loftus said.

Students who are overstimulated by noise might use a headphone or take lunch in a separate location, so they’re not overwhelmed, said Loftus. “Sometimes it’s just over-stimulation and we can work on sensory strategies to help students calm down.” Loftus said.

Monroe-Woodbury’s on-staff experts aim to elevate students with special needs

The Monroe-Woodbury School District offers a continuum of special education services from kindergarten through age 21. Students on the autism spectrum are part of the special education program; there are no separate programs just for autism. “Evaluations are typically done in-house by a special education teacher, psychologists, speech therapists, social workers, and physical and occupational therapists. All are on staff — not contracted out,” according to Eric Eulau, director of special education for Elementary. The district has a committee on pre-school special education as well.

The Committee on Special Education meets and discusses the needs of the student and makes recommendations and plans for programming and services for that student.

All students, classified or not, receive computers: kindergarten and 1st grade get iPads; all students who are in second through 12th grade are given Chromebooks.

For communication facilitation for students with individualized education programs, strategies can range from picture cueing systems to communication devices. Speech and language therapists may use different systems: “Whether it’s group or individual therapy, or going in to some of the classrooms, it’s not just a system, but also a related service that assists students with severe expressive and receptive language communication disorders,” said Christine Ricker, director of Pupil Personnel Services.

Monroe-Woodbury uses positive behavior interventions and support. “It’s not used in every building in our district; it’s a building-by-building decision,” according to Eulau. “Monroe-Woodbury also has three behaviorists that work in the school district with the staff on doing behavioral assessments and plans,” said Eric Hassler, assistant superintendent for curriculum and instruction.

“We look at the data and the data tells a story; it tells us if the child is behaving well in one area or situation. What are the circumstances? What are the antecedent conditions?” said Karen Jordan, director of special education — secondary. “If there is an uptick in [inappropriate] behavior, we try to really focus in on that area through positive interventions to help with their behavior so they can stay in the least restrictive environment.” There are no psychiatrists on staff but the district does have psychologists and social workers, and additionally, school counselors at the secondary level.

For some low-incidence-related services, such as a teacher of the visually impaired or a teacher of the hearing impaired, Monroe-Woodbury contracts with BOCES.