Effective Practices in Instructional Programs for Students with Disabilities

Collaborative Teaching
C. Fred Johnson Middle School, Johnson City Central Schools, Johnson City, N.Y.

The C. Fred Johnson Middle School has implemented a collaborative teaching model that has raised achievement results for students with disabilities. The school’s organizational structure includes instructional teams, two at each grade level (5-7). One to two collaborative teachers are members of each team that share student planning time and teaching. Instructional practices include peer tutoring, cooperative learning designs, teaching devices (i.e., graphic organizers, study guides), and differentiated instruction. Teams have control of the key variables of time and people, therefore offering fluid, flexible groupings. The result is responsible inclusion for all students in a merged system.

Contact: Arthur Chambers, Director of Education at (607) 763-1224 or by e-mail at achambers@jcsd.stier.org or Larry R. Allen, Middle School Principal at (607) 763-1240 or by e-mail at lallen@jcsd.stier.org.

First/Second Grade Partnership Program
Mahopac Central School District, Austin Road Elementary School, Mahopac, NY

The Austin Road Elementary School offers a first/second grade partnership program that enables students to meet high academic standards. The multi-age individualized inclusion class allows every student the opportunity to learn, create, and explore as they develop his/her strengths at an individual pace. Students with disabilities receive modified instruction that is tailored to their specific and individual needs. Students work individually, in pairs and in small groups. The curriculum is designed to integrate all subject areas by theme using a variety of modalities.

Contact: Penny Wieser at (845) 628-1346

Elementary School Inclusion Practices
Mt. Morris Elementary School, Mt. Morris, NY

The Mt. Morris Elementary School has developed a coordinated, comprehensive and responsive program that ensures all students are challenged within the regular classroom. The school serves 84% of its students with disabilities in regular classrooms. Diverse student needs are met through adaptations in the physical, social/emotional and behavioral environments, as well as through teaching methodologies, curriculum content and student evaluations. Inclusion at Mt. Morris is unique in the depth, breadth and scope of the program. This is accomplished through teacher teaming, interagency collaboration, a strong home/school partnership, staff development initiatives, the use of consultants from area colleges and a specially designed effort to assimilate the children with emotional disabilities in the regular education setting.

Contact: Robert Riviello, Elementary School Principal, at (716) 658-2019 or by e-mail at RRiviello@GVmail.Mt-Morris.K12.NY.US.

The Interdisciplinary Integrated Model
James Madison High School, High School District #78, Brooklyn, NY

The Interdisciplinary Integrated Model at James Madison High School is designed to reinforce New York State Learning Standards. Results have shown increased attendance, an increase in the number of students with disabilities participating in Regents examinations, and an increase in the number of homework assignments completed. The program utilizes a multisensory, multimedia approach to learning and teaching. Regular and special education teachers team teach in four different disciplines with the regular education teachers as the content area specialists and the special education teachers as the learning styles/individualization strategists. Teachers are scheduled for a common preparation period to discuss lesson plans and teaching strategies. Thematic based units are developed. The multi-media cluster within the integrated classroom supplements content-area instruction. Workshops and materials have been designed to address topics such as principles of learning, performance standards, using rubrics, team building, effective learning strategies and employing technology in a cluster classroom.

Contact: Linda Waite, Assistant Principal, Special Education Department at (718) 758 -7200 or by e-mail at jmadisonlibrary@worldnet.att.net.

Immersion Program
Riverhead Central School District, Roanoke Avenue Elementary School, Riverhead, NY

The Immersion Program at the Roanoke Elementary School was first implemented in 1992. Students with mild to moderate disabilities are educated alongside their nondisabled peers in a language-enriched general education environment. Achievement scores demonstrate that the program promotes students’ academic and social growth. The general education teacher and special education teacher team-teach the curriculum, with modifications to the program as needed for individual students. Parallel block scheduling has all children at a grade level attending a one-hour ability group lesson daily. The success of the program has led the program to be replicated throughout the district and by other school districts.

Contact: Kathleen J Anthony, Learning Consultant at (631) 369-6812.

Collaborative Teaching in an Inclusive Program
Seaford Union Free School District, Seaford, NY

The Seaford Union Free School District has developed an inclusive program modeled after the training provided by the New York State Partnership for Systems Change Grant. Co-teachers (general and special education teachers) work collaboratively in K-12 general education classes. Students are provided with supplemental aides and services based upon their individual needs. Collaboration also exists between related service providers and teachers. At Seaford, over 90% of the students are presently attending general education classes with a continuum of creative supplemental aids and services, including cooperative learning strategies, thematic instruction, curriculum modifications and assistive technology. Extensive in-service training is provided to develop a common philosophy and to promote collaborative teaching and curriculum modifications.

Contact: Ms. Barbara A. Frisenda, Director of Special Services at (516) 783-0771

Varied Options and Partnerships with Regular Education Teachers
Sewanhaka Central High School District, Elmont, NY

The Sewanhaka Central High School District has stressed partnerships among regular and special education teachers since the inception of its highly specialized programs for students with disabilities. As a result, over 95% of special education students have achieved a local or Regents diploma. New curriculum is written collaboratively, subject area department meetings often include special education teachers and lesson planning is discussed among regular and special education staff to ensure congruence. The high school offers a variety of programs to meet student needs such as community-based internship programs, direct instruction remedial reading programs and intensive therapeutic environments. Special education teachers have developed partnerships with regular education teachers to share ideas, materials and techniques. Supplemental programs include math and science labs, Regents prep courses, homework helper, Operation Success (science and social studies remediation), peer tutoring, language enrichment and Saturday classes.

Contact: Dr. Roselyn Kessler at (516)488-9853 or 488-9854 or 488-9855

Effective Practices in an Inclusion Program
Southampton Union Free School District, Southampton UFSD, Southampton, NY

Southampton’s inclusion programs for special education students span 4^th to 9^th grades and comprise many techniques and methods. After several years of staff development, teacher collaboration and parental involvement, the Southampton School District has attained a high standard of inclusion for students with disabilities. As a result, since 1995, students with disabilities have demonstrated gains in academic achievement in the areas of math and reading. The fourth, eighth and ninth grade students in the inclusion model are fully immersed in the content areas with time set aside each day to preview, review and re-teach. General and special education teachers are part of the same team and work in a collaborative manner.

Contact: Rosanne J. Westgate at (631) 591-4511

Instructional Supports in an Inclusion Program
Wantagh Union Free School District, Wantagh, NY

The Wantagh Public School uses a team teaching approach to educating students with disabilities. The partnerships between general and special educators and support staff allow for great success not only in life skill and language support programming, but also in Regents-level achievement. The percentage of students with disabilities graduating with Regents diplomas went from 8% to 25%. From Kindergarten through 12th grade, noncategorical inclusion classes allow Wantagh’s students to assimilate, associate and succeed. Each grade level K-12 has a skills period in which intensive language development, reading, math and writing skills, organizational skills and test taking strategies are emphasized. A special education teacher and a teacher aide work collaboratively with the four content-area (Math, English, Science and Social Studies) teachers. Both the regular and special education teachers are responsible for teaching, evaluation, classroom management, parent contact, development of curricular materials and lesson planning.

Contact: Maria Talierco Siciliano at (516) 781-8000

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