Effective Practices in Instructional Programs for Students with Disabilities

The STAR (Students Trying Alternative Resolutions) Program
Bedford Central School District, Pound Ridge Elementary School, Pound Ridge, NY

The STAR program at the Bedford Central School District is a therapeutic intervention program at the elementary school level using social skill learning theory and cognitive behavior therapy in an interactive teaching and learning process. The program incorporates the Boy’s Town and Skillstreaming models to teach students appropriate coping strategies to foster academic and emotional competence. The STAR program has resulted in greater independence in academic and social/emotional functioning by increasing a student’s self-awareness of behaviors and consequences. Individual student records demonstrate the visible decrease in aggressive behavior, the ability of students to recognize and self-correct difficult situations and the demonstration of growth in self-esteem.

Contact: Carol Franks-Randall, Ed.D. at (914) 241-6022 or by e-mail at cfranks-randall@bedford.K12.Ny.US

Inclusion Program for Students with Autism
Brooklyn College Academy and P77, Alternative High Schools and District 75, Brooklyn, NY

The Brooklyn College Academy, a middle college model of alternative education that provides a college preparatory academic program, has implemented an innovative inclusion program for students with autism in the classes and culture of a public high school. Student portfolios and parental reports document how the program has resulted in significant student achievement in the areas of comprehension, attention span, communication and behavior. The program modifies the general education curriculum to the individual needs of the student. The standards that are followed for these students are aligned with State standards for students with severe disabilities.

Contact: Madeline Lumachi, Principal or Amy Salant at (718) 951-4732.

Collaborative Teaching
Buffalo Public Schools, Lorraine Academy School, Buffalo, NY

The Lorraine Academy has established a fully inclusive, collaborative program at the fourth grade level that incorporates many sound theories of learning and teaching. This research-based program has resulted in higher expectations and achievement of students with disabilities. The creative use of speech, resource and Title I staff promotes a variety of grouping options for students. The collaborative planning model provides enriched learning experiences based on research in the areas of cooperative learning, Vaughn’s model of curriculum modification, brain-based research and William Glasser’s Choice Theory.

Contact: Marj Jakiel or Genna Gallivan at (716) 828-4809

Standardized Integration Transition Program
The Children’s Annex, Inc., Kingston, NY

The Children’s Annex has created a standardized procedure to develop integration programs for students with significant needs. Results have shown that approximately 88% of the students who participated in the standardized integration transition program successfully transitioned to less restrictive educational settings. This collaborative model may include the public and private sector, families, students and professionals from varied disciplines. The actualization of this planning effort requires careful scaffolding, ongoing communication and individualized curriculum modification. With regular monitoring, the integration transition program increases opportunities for students with disabilities to participate successfully in their neighborhood schools. This model incorporates systematic and ongoing curriculum modification, supplemental instructional supports often involving assistive technology, cooperative learning, peer support and behavioral intervention systems.

Contact: Jamey Wolff, Program Director at (845) 336-2616

Additional Instructional Time
Clarkstown High School North, New City, N.Y.

The Clarkstown High School North program provides additional instruction and reinforcement in the content areas for students with disabilities. This practice has contributed to the high percentage of students earning local and Regents diplomas in the Clarkstown Central School District (77.5% in 1998). Curriculum modifications and adaptations are tailored to individual student needs. Special and regular education teachers collaborate to provide content course work through effective teaching strategies that meet individual student profiles.

Contact: Anne DiMaria, Special Education Department Chair at (845) 639-6507

Inclusive Education Program Grades K-12
Edwards-Knox Central School District, Russell, N Y

The Edwards-Knox inclusive education program is a multifaceted educational environment in which school-age students with disabilities access the general education curriculum to acquire the knowledge and skills needed to meet high academic standards. This district provides education to 98% of its students with disabilities in its own district programs. Rubrics coupled with thematic units provide the foundation for curriculum modifications. Collaborative planning and collaborative teaming permits the delivery of services within the general education classroom as part of the daily instruction all students receive. Extended classes provide opportunities for additional practice, slower-paced instruction and in-depth exploration of topics.

Contact: Jeff Davis, High School Principal at (315) 347-3410 or by e-mail at jdavis@ekcs.neric.org

Middle School Support Team
Hendrick Hudson School District, Blue Mountain Middle School, Montrose, NY

The Support Team of the Blue Mountain Middle School is a team of six teachers and seven teacher aides which provides a range of special education and academic support services to students. The program is guided by the principles of Glasser’s Choice Theory, the principals of student-centered learning and collaborative classes. The program has resulted in an increase in the number of students with disabilities transitioning to and passing coursework in mainstream classes at the middle school level. This program uses innovative concepts to ensure successful inclusion of students with disabilities (team teaching, individual work assignments, thematic instruction, small class sizes and innovative use of the physical design of the school building). Innovative and individualized scheduling results in the review, adaptation and/or redesign of programs annually to meet the ever-changing needs of students at this school.

Contact: Susan Kosberg at (914) 736-5301 or (914) 736-5337 or by e-mail at SKOSBERG@BMMS1.LHRIC.ORG

 Cooperative Teaching Inclusion Model
Herricks Middle School, Albertson, NY

The Herricks Middle School has created a cooperative teaching inclusion model that meets the student’s individual needs while in a general education academic setting. Results of the English Language Arts Grade 8 exam for June 1999 showed that 100% of the inclusion students are expected to pass the English Regents in grade 11 and 79% are expected to pass the Math I Regents in Grade 9. Special educators and general educators collaboratively plan and teach together. Through adaptations in materials, methodology, presentation and strategies, students with disabilities successfully participate in the general curriculum. A guided study period provides students with extra time and assistance.

Contact: Joseph Zeoli, Special Education Teacher at (516) 625-6479 or by e-mail at jzeoli1999@aol.com.

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