The Department of Special Education and Student Services
Wappingers Central School District
Our Programs
 
Language Based Self-Contained Special Education Class  The Language Based Self-Contained (LBSC) Class is comprised of twelve students who demonstrate specific reading disabilities and language processing disorders.  The students present with average to below average intelligence and are homogeneously grouped according to grade.  The SCLB class is staffed by one Special Education Teacher, one Speech and Language Pathologist, and one Teaching Assistant.  The Special Education Teacher provides direct instruction tailored to the specific reading disability.  The Speech Pathologist provides language processing instruction within the classroom setting.  A Teaching Assistant provides additional support under the direction and supervision of the Special Education Teacher.  The District grade level curriculum is incorporated into the language program, and speech services are integrated into the daily schedule.  Each subject area is immersed in a multi-sensory reading, writing and oral approach.  The program is based on the scientifically proven methods of the Wilson Reading System, Orton-Gillingham Approach to Reading and Spelling, Preventing Academic Failure, and Lindamood-Bell Phoneme Sequencing Program for Reading, Spelling and Speech.  Students integrate with the general education population for all Special Area subjects, and if appropriate, mainstreaming takes place for one or two academic subjects.  There are currently five LBSC Classes throughout the District at both the elementary and middle school levels.
 
Self-Contained Class (non-categorical)  The Self-Contained class is comprised of twelve classified students heterogeneously grouped.  Abilities range from well below intelligence to average intelligence.  There may be a maximum of a three year age span among the students.  There is one Special Education Teacher and one Teaching Assistant.  Depending on individual needs, there may also be a certified Teaching Assistant (Health) shared among two or three different students.  Instruction is delivered in small groups according to each student's Individual Education Program (IEP).  Related services such as Speech Therapy, Occupational Therapy, Physical Therapy and Counseling are usually delivered in a separate location.  Students integrate with the general population for Special Area subjects and other academic subjects as appropriate.  Self-Contained classrooms are placed throughout the District, at every grade level.
 
Basic Help  The Basic Help class is a program that provides a small structured classroom environment for students who require an intensive focus on basic academic skills, daily living skills and preparation for employment.  The classes are primarily comprised of twelve students, one Special Education Teacher and one Teaching Assistant, and are located at the secondary level with community employment opportunities available at the high schools. 
 
Self-Contained Regents Program  The Self-Contained Regents Program at Roy C. Ketcham High School includes students who require a smaller, structured environment to complete their course work.  The program accepts students who are highly motivated, exhibit little or no negative behavior and are able to complete the rigors of the Regents academic classes.  The classes are comprised of twelve students, one Special Education Teacher and one Teaching Assistant.  These classes are available for English, Social Studies, Science and Math at grades 9 - 11.
 
Special Education Alternative (Project SEA)  Students who participate in this program have varying disabilities and have an average or above average IQ.  They require close supervision and a structured learning environment due to intense learning and behavioral needs.  The program is structured to provide support to students who have difficulty maintaining focus and working independently.  Students in this program have basic academic skills and the potential to earn a high school diploma.  However, behavioral and emotional needs have interfered with the learning process and their ability to successfully integrate within the building mainstream.  Within the program, academic skills will be consistent with the established outcomes for each curriculum area and the goals and objectives on each student's IEP.  To help students function appropriately at school, support personnel for the program include social workers, guidance counselors, school psychologists and teaching assistants.  Individual and group counseling will be provided consistent with the IEP.  Candidates who complete this program will be candidates for a high school diploma.  This program is housed at John Jay High School. 
 
Inclusion Team Teaching  Inclusion team teaching was developed to allow increased opportunity for classified students to receive primary instruction with their general education peers.  There have been inclusion teams established in each of the secondary schools primarily in the areas of English, Mathematics, Social Studies and Science with inclusion teams in other areas being developed on an as needed basis.  Elementary inclusion teams have been established in every building.
 
The inclusion team classes teach the same curriculum as is being taught in other comparable subject area sections.  The special education students participating in the inclusion team classes are carefully selected.  The primary difference in inclusion classes is the additional staffing that is available to the students.  Each of the secondary inclusion teams includes a subject area general education teacher, a special education teacher and a teaching assistant.  This staffing allows for more intensive classroom support and individualization of instruction for all students within the classroom.
 
Inclusion teams have been formed as a collaborative venture between general and special education.  Every effort is made to pair teachers who are interested in the teaming concept, and staff development and planning time are generally offered by the District to support the program.  A balance in the enrollment of general education and special education students is sought. The inclusion team teaching program has proven through the years to be an effective system for academic support to special and general education students.  Due to the nature of the team program, all students participating have a greater opportunity to achieve success.