The Gloversville Enlarged School District is responsible for providing special education services to all resident students who qualify for such supports. These services are coordinated by the district’s Committee on Special Education.
Special Education Philosophy
The Gloversville Enlarged School District is committed to the following principles for special education services and programs.
- We provide special education services that meet the individual needs of the child, are developmentally appropriate and strength-based. These services are planned in collaboration with all the child-serving systems involved in the child’s life and are provided in a supportive learning environment.
- We recognize that the child’s family is the primary support system for the child and participates in all stages of the decision-making and planning process.
- We recognize and respect the behavior, ideas, attitudes, values, beliefs, customs, language, rituals, ceremonies and practices characteristic of the child’s and family’s ethnic group.
- We will bring special education expertise to the student in the general education learning environment to the greatest extent possible.
- All special education instruction will be based on the New York State learning standards.
- Student data will be used to inform and improve instruction.
- Related services provided to special education students will be educationally relevant, evidence-based and will support the student’s learning. These services will be provided to the student in a manner that is least disruptive to the child’s learning.
- Special education is a service not a placement.
Committee on Special Education
The Committee on Special Education/Committee on Preschool Special Education (CSE/CPSE) is sanctioned and regulated by New York State. It acts as a multi-disciplinary team to evaluate the management, academic, physical and social needs of the referred child and determines if there is an educational disability. The CSE/CPSE must then decide on an appropriate program or placement for the student and the need for related services (i.e. occupational therapy, physical therapy, speech therapy, counseling, etc.) if necessary.
Individual Education Plan
The Committees must develop an Individual Education Plan (IEP) for all students who are eligible for special education services. In developing the IEP, the committee considers evaluations, student strengths, concerns of the parent and, where appropriate, student performance on state and district assessments. An IEP documents the following: present level of performance; how the student’s disability impacts his/her participation in the general curriculum; classification of the disability; annual goals; recommended programs and services; whether or not the student will participate in state or alternate assessments; a list of any alternative accommodations; a list of any assistive technology devices; and transitional goals at the appropriate time.
Rights for Parents of Children with Disabilities, Ages 3-21
As a parent, you are a vital member of the Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE) in New York State. The CSE/CPSE is responsible for developing recommendations for special education programs and services for your child. You must be given opportunities to participate in the CSE/CPSE discussion and decision-making process about your child’s needs for special education. The following information concerns procedural safeguards that are your legal rights under federal and State laws to be informed about and involved in the special education process and to make sure that your child receives a free appropriate public education (FAPE.)