Placement Types

Sometimes a student is not able to have his or her needs met at a traditional district’s school. Therefore, it is occasionally necessary to place a child out of their home school in order to provide them with the best fit of services. The determination of what services a child needs comes in the format of an Individual Education Program(IEP). Special education teachers, a district representative and the parent(s) of the child design the IEP. There is an endless array of possible variations of designs for a students Individual Education Program (IEP). It depends on balancing a student’s needs and the school district’s capabilities.
In New York State the schools have established an extensive continuum of placement, program and services to ensure that each student with a disability receives a free appropriate public education in an environment which is least restrictive based on individual needs. The full continuum for school-aged students with disabilities, as detailed in Sections 4401 and 4402w York Education Law and Sections 100.2, 200.1 and 200.6 of the Regulation, must be available to all such students who are eligible for a free appropriate public education to the extent necessary to implement their Individual Education Program (IEP) regardless of where they reside or the circumstances under which they have been placed for care. Placement decisions are made according to New York State requirements consistent with Section 300.533 of Part B which is fully described in the section of the New York State Plan entitled, "Protection in Evaluation Procedures (NYState, 1993-95, 32-33).

The continuum includes programs, services and activities available to the general student population, as well as programs and services for which eligibility for special education is required. Sections 100.2(k) and 100.2(s)(1) of the Regulation indicate that no student may be denied membership or participation in curricular or extracurricular activities on the basis of race, sex, martial status, color, religion, national origin, or disability. Section 200.2(b)(1) of the regulation requires that each Board of Education (BOE) adopt written policy which establishes administrative practices and procedures to ensure programs, and opportunity to succeed in such programs, students with disabilities must also be provided any specialized equipment or adaptive devices needed for them to benefit from education and the consistent use of alternative testing techniques to permit them to demonstrate acquired knowledge and skills as specified in their IEP's. (8NYCRR 100.4(c)(2)(vi) and (vii)) Moreover, the instructional techniques and materials used by schools must be modified to the extent appropriate to provide the opportunity for students with disabilities to meet diploma requirements. At the first annual review of the student's IEP, the Committee on Special Education(CSE) must consider the appropriateness of such modifications. (8NYCRR100.2(s)(2)) (NYState, 1993-95, 32-33)

Special Education programs and services which may be provided to eligible school-age students with disabilities include the following:

Transitional Support Services-These temporary services are provided to a regular or special education teacher to aid in the provision of appropriate services to a student with disabilities transferring to a regular education program or to a program or service in a less restrictive environment. (8NYCRR 200.1(nn) and 200.6(b)(c))

Related Services- These services include speech pathology, audiology, psychological services, physical therapy, occupational therapy, counseling services, and other support services which are provided to students with disabilities in order for them to benefit from their education program. The frequency and duration of such service(s) must be indicated in the IEP and may be provided to students individually or in small groups not exceeding five students per teacher or specialist. More than one related service may be provided in conjunction with regular education program or with other special education program and services. (8NYCRR 200.1(gg) and 200.6(d)

Consultant Teacher Services- These services are provided to a student with a disability who attends a regular education program on a full-time basis. Such services may be provided either directly to the student, through individual or group instruction, to permit the student to benefit from the regular education program; or indirectly through the provision of consultation to the regular education teacher(s) to assist in adjusting the learning environment and/or modifying instructional methods to meet students needs. The total number of students with disabilities assigned to a consultant teacher may not exceed 20, and such services must be provided for a minimum of two hours each week per student. (8NYCRR200.1(00)and 200.6(k))

Resource Room Programs- These programs are supplemental to the regular or special class instruction provided to students with disabilities. Such services must be provided for hours per week at the secondary level at preferably 2 hour per day. (8NYCRR 200.6(g))

In-state or Out-of-state Private Schools-These schools are approved by the Commissioner and provide programs which meet the needs of students with disabilities who have been determined to require such placements. The schools may be located in-state or out-of-state and may have day and/or residential components. (8NYCRR 200.6(h))

Twelve-Month Special Services and Programs- Students shall be considered for twelve-month special services and programs in accordance with their need to prevent substantial regression as determined by the Committee on Special Education (CSE) and provided with the frequency and duration of services and programs as specified in the student's IEP. (8NYCRR 200.6(j))

Day Treatment Programs- These non-residential programs, certified by the Office of Mental Health, are designed for the purpose of providing a comprehensive array of services for mentally ill students with disabilities through integrated mental health and special education programs. A treatment team composed of professional and paraprofessional clinical staff members of the day treatment program, including the child's special education teacher, develop a specific treatment plan which determines the child's need for mental health services and includes the provision of educational services (NYState, 1993-95, 33).


Alternatives to Special Education
There are as many possible plans as there are students. Listed below is a range of service interventions that move from least restrictive to more restrictive depending on what the student requires.


Speech and Language Improvement Services – a speech pathology servcies available as part of student’s regular day school curriculum.

Educationally Related Support Services (OT/PT) – occupational and physical therapy available as part of student’s regular day school curriculum.

Referral for Special Education – any person from the team (inlcuding parent, teacher, social worker) can make referral to request staffing to review a student’s abilities and needs that require servce outside spectrum of regular day school curriculum.

Consultant Teacher – teacher provides ideas to assist teacher in planning curriculum for an inclusion classroom.

Related Services – speech, pathology, audiology, psychological services, physical therapy, occupational therapy.

Resources Room – additional class instruction – tutoring with trained professional.

Special Class – student attends ‘regular’ classroom for majority of classes and out sources for specific needs.

Special Day School – student attends special school but continues to reside with family for personal care.

Residential School – depending on severity of child’s needs and availability of local resources, student may reside at school where they academic and social needs would be met.