Special Education

 

As your child begins to receive special education services in the high school setting at The Urban Assembly School for Emergency Management (UASEM), it can be a time of many emotions and changes for your family. I want you to know that we are excited to have the opportunity to partner with you and meet the specific learning needs of your child. At UASEM we believe that EVERY student can and wants to learn and be successful. We support their growth as they evolve into knowledgeable, skilled, and confident citizens capable of succeeding in their work, personal, and family lives. The special education department is committed to supporting families as we work collaboratively to maintain high standards and achieve intended outcomes for students.

 

At UASEM, 21% of our students have Individualized Education Plans (IEPs). Our students have been successful in the least restrictive environment using the Integrated Co-Teaching model. The Integrated Co-Teaching model provides students with two certified teachers in the four-core content areas, English, Math, Social Studies, and Sciences. We believe that students learn best from each other as they engage in rigorous grade-level tasks that prepare them to be on track to graduate. All of our students with disabilities graduate with Regents and Advanced Regents Diplomas.

 

At UASEM, we are continuously working and striving towards the least restrictive environment that
aligns towards students' post-secondary plans. Let’s take a look at our school data from the 2020-2021 school year, we were able to reach 100% of our students receiving their recommended special education
programs compared to 87% city wide.

 

UASEM is once again on track of accomplishing 100% of students with IEPs receiving their recommended programs.

 

 

UASEM provides a rigorous and comprehensive program for all students with disabilities. The Special Education Department offers a range of quality instructional supports and services designed to meet the individual needs of students while providing meaningful access, participation, and progress in the general curriculum. The Special Education Department works to ensure that our students become adaptable life-long learners and responsible, ethical citizens, with the ability to make informed decisions in a changing global society. We do this by providing a curriculum that is rich with real-world application and practical learning.

 

We provide Integrated Co-Teaching as well as related services to afford students with disabilities enriched opportunities to thrive in an educational environment that actively promotes continuous academic, social, and personal growth.

 

 

This program delivers specially designed instruction to a group of students through the support of a special education teacher in the regular education classroom setting for the core academic areas of Mathematics, Science, English, and Social Studies. Co-teaching teams employ a variety of instructional practices designed to increase students’ access and exposure to the general education curriculum and may encompass team, parallel, alternative, and station teaching models. In addition, students in the Integrated Co-teaching Program are provided the opportunity to meet with their special education teachers on a daily or alternate day basis for the purposes of previewing and reinforcing those critical academic concepts addressed in the general education setting

 

Across the United States of America (U.S.), students who receive special education services continue to do so throughout their educational careers without ever being considered for declassification and/or declassified from their recommended programs. Many of these students are confined to special education even when data suggests that they should not be. When warranted, special education services are indeed helpful. When unwarranted, students suffer, as does our educational system and nation. Simply stated, it is inappropriate for a student to remain in a particular special educational setting if they have the ability or have proven that they should move along the special education continuum or discontinue services.

 

Declassification will be presented as an option to those students who have made such significant progress that the Committee on Special Education has recommended that they no longer continue to require direct special education support. However, such students may be approved for declassification support services for one additional year to aid in their transition from special education to full-time regular education. Declassification Support Services typically encompass periodic (quarterly) indirect consultation sessions provided by a special education teacher or related service provider. Students receiving this level of support often continue to receive their program modifications and testing accommodations, during their “declassification year.”

 

Section 504 of The Rehabilitation Act requires public schools to offer services and accommodations for eligible students with disabilities. These services help students with special health needs fully take part in school.

 

Your child may be eligible for health services, educational accommodations, or both.

Review the Guidelines for Provision of Health Services for more details on how to apply.