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 Welcome...
to the Shenendehowa Parents’ Handbook for Students with
disabilities. This handbook is the idea of a group of parents and
staff participating in a monthly series of focused forums. This
handbook has been created as a work in progress. We will be
updating our materials through the Shenendehowa website. This
handbook is designed to be a support document to parents. For
more explicit definitions and guidelines, please reference Parts 200
and 201 of the Regulations of the commissioner of Education and
Article 89 of New York State's Consolidated Laws. These are
available through www.nysed.gov/vesid/publications.
Please
visit the website on a regular basis. We look forward to your
feedback to let us know how we can make it more helpful.
Philosophy
(Specifically related to special programs and services)
Our primary responsibility as a
student-centered community partnership is to create an educational
environment and program that addresses the needs of all of our
students. The emphasis will be on programs that meet students at
their current levels and move them forward. Students with a range
of physical, social, emotional, and psychological needs, as well as
varying levels of intellectual development, are part of this
community. As such, they are entitled to instruction that meets
their needs, encourages personal growth and independence, and allows
them to be contributing members of society.
Students with special
needs will be educated, to the greatest extent possible, with
non-disabled peers. Instruction will take place in their home
schools, or as close as possible, and include all of the special
education services each child needs to meet with success.
Individualized programs will be developed which allow for varied
learning styles and approaches and will be adjusted to meet a
student’s changing needs. Efforts will be made to optimize special
education programs within the physical capabilities and fiscal
realities of the district.
Within the instructional
environment, each student will be treated with dignity and respect,
enabling him or her to function as an equal member of the larger
group. The community’s commitment to fostering acceptance and
respect for all students cannot be forgotten. It is each
stakeholder’s responsibility to promote and model support for all
children. This partnership, which includes active parent
participation, will enhance acceptance and self-esteem of students
with varying needs and maximize each student’s potential to attain a
productive, satisfying life. |
