Classroom
Configurations
Student/Teacher
Ratios and Locations
Special
Education programs are structured according to
student-to-staff ratio (e.g., 6:1:1, 12:1:4). Students in
programs with a low student to staff ratio require more
intensive services. Some BOCES classes are located in
component school districts, and some are operated in BOCES
centers. Students taught in BOCES special education
classes in component schools have greater opportunities to
interact with their non-disabled peers and to participate
in the regular education program.
Grouping
Instruction
is provided to students grouped by similarity of needs
rather than by disability classification. Similarity of
needs is determined by the level of academic/educational
achievement, learning rate, social and physical
development, as well as the management needs of pupils.
Except for 12:1:4 classes and classes which consist of
students over the age of 16, the range of ages of students
in each instructional group is no more than 36 months.
Availability
and Special Services
Special
classes and related services are available during the
regular ten-month and extended school year (ESY)
twelve-month programs. Related services and evaluations
are available in the areas of assistive technology,
audiology, occupational and physical therapy, speech and
language therapy, counseling and school social work.
Services are also available for students who are visually
impaired or blind and hearing impaired or deaf. Students
in more staff-intensive programs generally require higher
levels of related services.
Special
Education Configurations
12
Students: 1 Teacher: 2 Paraprofessionals
The 12:1:2 class configuration offers support from an
additional adult(s) (paraprofessional) for those students
whose academic/cognitive/or social needs require more
management than can be offered within a regular classroom
setting even with the use of supplementary aids and
services. The Skills Development classes and the
School-To-Work program operate with a 12:1:2
configuration.
12
Students: 1 Teacher: up to 4 Paraprofessionals
This configuration provides a self-contained special class
setting for students with severe multiple disabilities
whose needs primarily require rehabilitation and
treatment. The program, which is located in component
schools and community settings, whenever possible, serves
those with two or more disabilities resulting in
multisensory or motor deficiencies and developmental lags
in cognitive, affective and psychomotor areas. The
B.E.A.R.S. program (BOCES Educating Autistic and Related
Disorders Students) serves children with autism in 12:1:4
classes. Students with the dual diagnosis of mental
retardation-emotional disturbance are also served in a
specialized 12:1:4 class.
8
Students: 1 Teacher: 2 Paraprofessionals
6 Students: 1 Teacher: 1 Paraprofessional
These classes are designed for students whose
academic/cognitive and/or socio-emotional needs require
intensive management and highly individualized interaction
and intervention. Students who can benefit from
integration opportunities are assigned to 8:1:2 and 6:1:1
component-based classes, while some more restrictive 6:1:1
classes are center-based. The Horizons Collaborative Day
Treatment program is constructed on a 6:1:1 model.
Pre-School
Special Education Program
Pre-School
Special Education employs a 12 Students: 1 Teacher: 2
Paraprofessionals model. These classes are for children
with disabilities ages three to five. The program is
characterized by stimulating, transdisciplinary learning
environments.
Therapies
are integrated in the preschool program. Intensive
management and individualized intervention as well as
parent training and participation are integral components
of the program.
Extended
School Year Program for Students with Disabilities (July/August
component)
The
BOCES Extended School Year (ESY) Program serves students
with disabilities who need a 12-month structured learning
environment to prevent significant regression. Operating
as a full-time day program for thirty (30) days, it serves
students ages three to 21 in classes consistent with Part
200 of the Regulations of the Commissioner of Education.
Students who do not need a full-day summer program may
receive only appropriate related services as recommended
by their local school district’s Committee on Special
Education.
|
