Special Education Services – School Age


    The Elmont Union Free School District maintains a variety of Special Education services that are offered to children identified by the Committee on Special Education (CSE).


    In each school there is a Child Study Team designed to help all teachers.  At these team meetings, an individual student is focused on and strategies are offered to general education and special education teachers to assist them in meeting the individual needs of the students in their classes.  Meetings are held on a weekly basis.


    The Elmont School District has adopted a Response to Intervention Plan.  In order for a student to be referred to the Committee of Special Education, the student must have received intervention at the Tier III Level.   For more information, please refer to the Response to Intervention Plan.


    The New York State Department of Education recognizes thirteen classifications.  They include:

    ·         Autism

    ·         Deafness

    ·         Deaf/Blindness

    ·         Emotional Disturbance

    ·         Hearing Impairment

    ·         Intellectual Disability

    ·         Learning Disabilities

    ·         Multiple Disabilities

    ·         Orthopedic Impairment

    ·         Other Health Impairment

    ·         Speech/Language Impairment

    ·         Traumatic Brain Injury

    ·         Visual Impairment


    All children suspected of having a disability can be referred by the parent, teacher, school staff or physician.  A student with a disability means a child with a handicapping condition as defined in Section 4401 (1) of the Education Law…who, because of mental, physical or emotional reasons, has been identified as having a disability and who requires special services and programs approved by the District.  A student may not be considered disabled if the determining factor is:

    • the lack of appropriate instruction in reading, including essential components of reading instruction.  This includes:

    a.     phonemic awareness

    b.    phonics

    c.     vocabulary development

    d.    reading fluency, including oral reading skills

    e.     reading comprehension strategies

    • the lack of instruction in math
    • limited English proficiency


    Prior to, or as part of the referral process, the student will have received appropriate high –quality, research-based instruction regular education settings, including that the instruction was delivered by highly qualified personnel.


    Once referred and parental consent has been received, the following evaluations are necessary to determine if a handicapping condition exists:

    • Social history
    • Psychological evaluation
    • Educational evaluation
    • Updated medical report
    • Teacher’s report
    • Classroom observations
    • Other evaluations, as needed


    When evaluations are completed, the Committee on Special Education, which consists of a multidisciplinary team, invites the classroom teacher and the parents to attend the meeting.  At the meeting, the results of assessments are reviewed.   It is determined whether the student qualifies for special education services and an appropriate level of services is recommended.

    The continuum of services offered in the District are as follows:


    • Related services only which may include speech therapy, socialization, counseling, occupational therapy of physical therapy
    • Resource room program is a special education program for a student with a disability registered in a general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.
    • Collaborative teaching model occurs in a general education setting where students with disabilities are also included.  In this setting a general education teacher and special education teacher work collaboratively to meet the needs of the students.  Small group instruction and supplementary services are available to all students in this setting.
    • Special Education class is a class consisting of students with the same disability or with differing disabilities who have been grouped together based on similar individual needs for t he purpose of providing a special education program.

    A variety of self-contained special education classes are available in the district.


    If a student requires more intensive services, various out-of-district programs, including Board of Cooperative Educational Services (BOCES) will be explored.