V. How Special Education Students Receive Services

Before a student is determined to need special education services, he or she is evaluated in all areas of suspected disability by a team. An Individualized Educational Program, or IEP, is prepared for eligible students.

All students with disabilities are entitled to access to the general education curriculum and the vast majority of students with disabilities are expected to meet the same educational standards as their nondisabled peers. Students with disabilities receive services in the “least restrictive environment” possible consistent with their educational needs. In most cases, this is the general educational classroom with special education support services. Placement in the general education classroom gives students with disabilities the opportunity to have an appropriate education and promotes their social integration in the school community.

Depending on the student’s disability and educational needs, the placement options are:

The general education classroom with supplementary aids and services (special education teacher support services, i.e., consultant teacher or resource room; related services and/or paraprofessional support services.
Collaborative team teaching.
Special class full-or part time in the neighborhood school.
Special class in a specialized school or program, i.e., District 75.
State supported/operated and state-approved non-public schools.
Home and hospital instruction.

The IEP describes the supports and services that the student is entitled to receive. For students who receive Special Education Teacher Support Services (SETSS), the IEP indicates the number of periods per week, the distribution between direct and indirect services, the location of the service and, for intermediate and high school students, the subject areas where the service is to be delivered. For students in special classes, the IEP indicates the areas of instruction, the number of periods, if part-time, and the staffing ratio. Other supports, such as related and paraprofessional services, are also indicated on the IEP with group size, frequency and duration of service. The IEP also describes the student’s participation in assessments and promotion criteria. Each teacher and provider who is responsible for implementing the IEP of a student with a disability is entitled to receive a copy of the student’s IEP and to be informed of his or her IEP implementation responsibilities. Paraprofessionals are required to have access under the direction of the teacher.

Members frequently report that they are pressured to recommend — or not recommend — certain services by school administrators or supervisors. Decisions regarding student services are made on an individualized basis with input from the child’s teachers based on the needs of the child. Members also report that the services and supports are not being delivered in accordance with students’ IEPs.

The union is available to assist you with your special education questions and concerns:

A union staff member knowledgeable in special education will visit your school at the request of your chapter leader.
Special education questions and complaints may be submitted by e-mail, mail or phone. A special form for complaints is available at the UFT Web site, www.uft.org.
The UFT Teacher Center offers professional development on research-based effective practices in special education.
Functional chapters leaders and executive board members are available to answer questions specific to their practice areas.

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