DIVISION OF SPECIAL EDUCATION

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    Individualized Education Programs

    All students with disabilities who require special education services have Individualized Education Programs (IEPs). The IEP contains information about your child's interests, strengths, needs, goals, and educational program.

     

    Specially Designed Instruction

    The Division of Special Education is committed to ensuring that every student with a disability receives specially designed instruction (SDI) as per Part 200 regulations for New York State. Per the regulations, specially designed instruction means adapting, as appropriate to the needs of an eligible student under Part 200, the content, methodology or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

     

    The Division of Special Education also uses the New York State Education Department’s Blueprint for Improved Results for Students with Disabilities to guide its work with teachers, students, and families. The blueprint focuses on seven research and evidence-based guiding principles for all students with disabilities. The principles are:

    • Students engage in self-advocacy and are involved in determining their own educational goals and plan.
    • Parents and other family members are engaged as meaningful partners in the special education process and the education of their child.
    • Teacher’s design, provide, and assess the effectiveness of specially designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
    • Teachers provide research-based instructional teaching and learning strategies and supports for students’ disabilities.
    • Schools provide multi-tiered systems of behavioral and academic support.
    • Schools provide high quality inclusive programs and activities.
    • Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

     

    Continuum of Services

    Buffalo Public Schools provides a continuum, or range of placement options. An array of services is available to support a student in his or her least restrictive environment. This ensures exposure to the curriculum as well as support in areas of need. The continuum of special education services includes:

    • consultant teacher services (direct and/or indirect);
    • resource room services.
    • related services.
    • integrated co-teaching services; and
    • special class.

     

    Transition Services

    Transition services are included in each student’s IEP. Transition planning starts as early as age 12. Transition planning is important for students because it addresses the question, "What am I going to do after graduation?" It includes a coordinated set of activities that promote movement from school to adult life. Some of the components discussed as part of a student’s transition planning include:

     

    • Adult Living/Daily Living
      • Self-care
      • Household management
      • Finance and budget
      • Safety and health
      • Guardianship and estate planning 
    • Career/Employment
      • Career awareness and exploration
      • Vocational assessments
      • Community-based education
      • Job shadowing/Work-based education/Work study
    • Recreation/Community Participation
      • Personal/Social skills
      • Mobility/Transportation
      • Citizenship - Rights and responsibilities
      • Recreation/Leisure activities
      • Community activities
    • Post-Secondary Education/Training
      • Community/Career education
      • Vocational/Trade school
      • College/University
      • Military

     

    Differentiated Programs

    High school differentiated programs allow students with disabilities to access and succeed in CTE. Participating students learn special entry levels skills that industry requires.  The programs mirror the traditional certified CTE programming.  Upon completion, these programs afford students the skills for entry level job opportunity with an employable profile.  The district continues to develop new programs that are streamlined for successful outcomes and personalized self-worth through productivity.  The differentiated programs currently offered are Graphic Communications/Business, Auto Technology, Culinary, Interior Design, Business, Technical Theatre, Horticulture, and Environmental Facility Management.