Special Programs

The objectives of the Oriskany Central School Special Education Programs reflect the intent of IDEA and align with the regulations of the Commissioner of Education as set forth in Articles 81 and 89 of the New York State Education Law. The purpose of special education is to provide a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) for students under the age of twenty-one who are identified as having a disability. Special education is designed to address the individual academic, social, physical, and management needs identified in a student’s Individualized Education Program (IEP).

As a district, we must ensure that students with disabilities have access to high-quality instruction, the opportunity to meet the same standards as all students, and the preparation necessary to successfully transition to post-school learning, independent living, and employment. As academic rigor and expectations for all students in New York State continue to increase, policies and practices must evolve to support students with disabilities in meeting these challenges.

Students with disabilities must have access to and participate in the general education curriculum and in courses that prepare them to take and pass required examinations. As determined by the Committee on Special Education (CSE) and outlined in each student’s IEP, students with disabilities must be provided with the necessary services and supports, including supplementary aids and services and appropriate accommodations, to participate in and make progress in the general education curriculum. This opportunity must be available to students regardless of their placement—whether in a public school district, BOCES, approved private school, State-operated or State-supported school, or Special Act School District.

The New York State Education Department (NYSED) has released its Blueprint for Improved Results for Students with Disabilities. While many components and key principles are essential for students with disabilities and their families, the Blueprint focuses on seven core principles and evidence-based practices. Improving outcomes for students with disabilities requires a renewed commitment to these foundational principles.

1. Students engage in self-advocacy and are involved in determining their own educational goals and plans.
2. Parents, and other family members, are engaged as meaningful partners in the special education process and the education of their child.
3. Teachers 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.
4. Teachers provide research-based instructional teaching and learning strategies and support for students with disabilities.
5. Schools provide multi-tiered systems of behavioral and academic support.
6. Schools provide high quality inclusive programs and activities.
7. Schools provide appropriate instruction for students with disabilities in career development and opportunities to participate in work-based learning.

https://www.nysed.gov/special-education/blueprint-improved-results-students-disabilities