What roles are teachers with a Students with Disabilities certificate eligible for?

Integrated Co-Teaching

Special Education Teacher Support Services

Abbreviation

ICT

SETTS

Description of the setting

Students with disabilities who receive Integrated Co-Teaching services are educated with age appropriate peers in the general education classroom. ICT provides access to the general education curriculum and specially designed instruction to meet students’ individual needs. (Information from: uft.org)

Specially designed and/or supplemental instruction to support the participation of the student with a disability in the general education classroom.

Consultation to the student's general education teacher. (Information from: uft.org)

Group Size and Case Load

The number of students with disabilities in an Integrated Co-Teaching class may not exceed 40 percent of the total class register with a maximum of 12 students with disabilities. Integrated Co-Teaching classes must adhere to general education class size limits. Under Integrated Co-Teaching, classes that normally have a class size limit of 20 students will increase to 25 students, with a maximum of 10 students having disabilities. The limit of 12 students with disabilities in an Integrated Co-Teaching class was added in 2008 as a result of changes in state regulations. (Information from uft.org)

Group size for SETSS services may not exceed eight students.

The total number of students with a disability assigned to a resource room (SETSS) teacher in New York City may not exceed 30 students at the elementary level or 38 students with disabilities in grades 7 through 12 or a in multi-level middle school program operating on a period (departmentalized) basis.

(Information from uft.org)

Types of services

Integrated Co-Teaching may be provided for all subjects or on an individual subject basis.  When Integrated Co-Teaching is recommended for less than the full school day, the student’s IEP must indicate the specific subjects or instructional areas in which the student requires Integrated Co-Teaching services. Students can also receive supplementary aids and services, including special education teacher support services, or special class services for the periods they are not in an ICT class. When SETSS is provided in addition to special class services, the three hour minimum for SETSS services still applies.

Direct Services provide specially designed instruction and/or supplementary instruction delivered by a special education teacher through individual and/or small group instruction to provide the student with compensatory skill development and remediation activities. They address the areas of deficit that have been identified for that student and strengthen the student's cognitive skills. Direct Services are provided to address educational needs directly related to the student's disability and not to provide additional academic instruction.

Indirect Services provide collaborative consultation between the special education teacher and the general education teacher which focuses on adjusting the learning environment and/or modifying and adapting instructional techniques and methods to meet the individual needs of the student in the general education classroom. Agreed-upon strategies are delivered by the special education teacher and/or the general education teacher.

Alternate Assessment

Standard Assessment

Students might be in this setting because they.....

Have a diagnosis of autism or another disability. They are significantly below grade level. They receive various related services which can include occupational therapy, physical therapy, speech services, hearing services and counseling.  Their cognitive, social and communication abilities preclude them from standardized assessments.

-Function at or close to General Education students

-Able to handle a close to grade level workload

-Are socially emotional able to withstand pressure of test taking, with modifications I.e.- extra time, scribe

-Misdiagnosed or Parental denial

As a teacher, something I should consider when I am planning for these students is....

Their academic level

What type of learner the students are, are they kinesthetic or visual.  You never plan an activity that all students can’t participate in. You must adapt your lessons for every student in the room.

With students who use communication devices you want to ensure the devices will be ready for the students to respond or complete the task with

Also be aware of any sensory or behavior issues that can arise because of a lesson or materials

You want to make sure the activities are age appropriate especially when working with older students

Make sure you have any

-No matter the setting, students learn in a variety of ways- be flexible

-Be genuine – do not try to be someone you’re are not

-Rapport is everything

-Try to find a real-world connection to subject matter

The way that these students are assessed at the end of the year are through...

New York State Alternate Assessment

School based assessments such as Brigance, SANDI, SANDI Fast, IXL

New York State assessments

The number of paraprofessionals I might have in this setting are...

This ranges in the setting:

12:1:4- 12 students, 1 teacher and 4 paraprofessionals

6:1:1- 6 students, 1 teacher and 1 paraprofessional

8:1:1- 8 students, 1 teacher and 1 paraprofessional

12:1:1- 12 students, 1 teacher and 1 paraprofessional.

You can have additional paras in the classroom based on the student’s individual needs. For example, I teach an 8:1:1 but I have 3 paraprofessionals

Things that the best teachers do who work in this setting are....

Look at the student not the diagnosis

They must be dedicated, committed, compassionate, understanding and must not take things personally.

Think outside of the box

Works well with colleagues because you will be working with paraprofessionals, families, , family workers and related service providers

-Prepared for each class. -PLAN

-Change/ Modify lesson when needed

-Engage parents

-Continuous Professional Development