Special Education

At PS/IS 210, we are committed to inclusive education that meets the diverse needs of all learners. One of the key models we use to support this goal is Integrated Co-Teaching (ICT).

ICT is a classroom setting where two certified teachers—a general education teacher and a special education teacher—work together as a team to deliver instruction. These classrooms include a mix of general education students and students with Individualized Education Programs (IEPs).

Key Features of ICT:

• Two Teachers, One Classroom: Both teachers share responsibility for planning, instruction, and assessment in core academic subjects such as English Language Arts, Math, Science, and Social Studies.
• Collaborative Teaching: Teachers use a variety of co-teaching strategies (e.g., parallel teaching, station teaching, team teaching) to meet the needs of all students.
• Differentiated Instruction: Lessons are tailored to accommodate different learning styles, abilities, and support needs.
• Inclusive Environment: Students with IEPs learn alongside their peers in a supportive, academically rigorous setting that promotes equity and access.

Benefits for Students:

• Increased individual attention and support
• Exposure to diverse teaching styles and strategies
• Opportunities for peer collaboration and social development
• Access to grade-level curriculum with appropriate accommodations and modifications

At PS/IS 210, our Integrated Co-Teaching (ICT) classrooms are inclusive general education settings that follow the same rigorous Common Core Learning Standards as all other classrooms. These classrooms are designed to support a diverse group of learners, including both general education students and students with Individualized Education Programs (IEPs).

👩‍🏫 Collaborative Teaching and Planning

In an ICT classroom, two certified teachers—a general education teacher and a special education teacher—work together as equal partners. They co-plan, co-instruct, and co-assess to ensure that all students receive high-quality instruction tailored to their individual needs.

Together, they design lessons that are:

• Multi-sensory – Engaging students through visual, auditory, and kinesthetic learning experiences
• Differentiated – Adjusted to accommodate various learning styles, abilities, and interests
• Inclusive and Accessible – Ensuring that every student can participate meaningfully in classroom activities

This collaborative model allows for greater flexibility, targeted support, and enhanced student engagement, helping all learners thrive academically and socially.

An IEP, or Individualized Education Program (or Plan), is a legally required document developed for students who have been identified with a disability and need special education services. It outlines how the school will provide personalized support to help the student succeed academically, socially, and emotionally.

The IEP is created by a team that includes teachers, specialists, school staff, and the student’s family. It serves as a roadmap for how the school will meet the student’s unique learning needs through targeted goals, services, and supports.

Accommodations vs. Modifications

Accommodations and modifications are two types of supports included in an IEP. While they both help students access learning, they serve different purposes:

 Accommodations

Accommodations change how a student learns the material without altering the learning expectations.

Examples:

• Extended time on tests or assignments
• Preferential seating (e.g., near the teacher or away from distractions)
• Use of audio books or text-to-speech software
• Breaks during long tasks or assessments
• Visual schedules or graphic organizers
• Use of a calculator or spell-checker

Modifications

Modifications change what a student is expected to learn, often adjusting the curriculum or performance expectations.

Examples:

• Simplified assignments or reduced workload
• Alternate assessments or grading criteria
• Modified reading levels or math problems
• Use of adapted texts or materials
• Alternative projects in place of standard assignments

Why It Matters

These supports ensure that students with disabilities have equal access to education and the opportunity to reach their full potential. By tailoring instruction and expectations to the student’s individual strengths and challenges, the IEP helps create a more inclusive and supportive learning environment.

An Individualized Education Program (IEP) is a personalized plan developed for students with disabilities to ensure they receive the support and services they need to succeed in school. Each IEP includes several essential components that guide instruction and services. Below is an overview of three key elements:

Present Levels of Performance (PLOP)

This section provides a comprehensive snapshot of the student’s current academic and functional abilities. It describes:

• How the student is performing in school across subjects like reading, writing, math, and behavior
• How the student’s disability affects their ability to participate and progress in the general education curriculum
• Strengths, challenges, and learning styles that inform instructional planning

This information helps the IEP team set realistic, meaningful goals and determine the appropriate supports.

Measurable Annual Goals

Each IEP must include specific, measurable goals that the student is expected to achieve within one school year. These goals are:

• Tailored to the student’s individual needs
• Focused on academic, behavioral, social, or functional skills
• Written in a way that progress can be tracked and evaluated

The development of an Individualized Education Program (IEP) is a collaborative team effort that brings together the people who know the student best—both professionally and personally. This team works together to design a plan that supports the student’s unique learning needs and helps them succeed in school.

 The IEP Team Typically Includes:

• General Education Teacher – Shares insight into the student’s performance in the classroom and helps ensure the student can access the general curriculum.
• Special Education Teacher or Provider – Brings expertise in instructional strategies, accommodations, and supports tailored to students with disabilities.
• Related Service Providers – May include speech-language pathologists, occupational or physical therapists, counselors, or other specialists who support the student’s development.
• School Psychologist or Evaluation Specialist – Provides assessment data and helps interpret how the student’s disability impacts learning.
• Parent(s) or Guardian(s) – Offer valuable insight into the student’s strengths, challenges, and history, and play a key role in decision-making.
• The Student – When appropriate (especially in upper elementary or middle school), the student may participate in the meeting to share their goals and advocate for their needs.
• School Administrator or IEP Coordinator – Ensures the IEP meets legal requirements and that services are implemented as planned.

 Why This Team Approach Matters

Each team member contributes a unique perspective, helping to create a well-rounded, personalized plan that supports the student’s academic, social, and emotional growth. Collaboration ensures that the IEP is not only compliant with educational laws but also meaningful and effective for the child it serves.