Special Education Services at PS 133
General Education
With Related Services
Your child will be educated in the same classroom as general education peers. They will receive related services, such as physical therapy or counseling, in the classroom or in a separate location.
With Special Education Teacher Support Services
In a program with Special Education Teacher Support Services (SETSS) your child will be educated in the same classroom as GE peers. They will receive direct or indirect SETSS from a special education teacher. Your child's IEP may recommend:
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Direct SETSS
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Indirect SETSS
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A combination of the two
Direct SETSS
A special education teacher provides specially designed instruction part-time to a group of up to eight children. This may be in the general education classroom or somewhere else in the school.
Indirect SETSS
A special education teacher works with the general education classroom teacher to:
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Adjust the learning environment
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Modify instruction to meet students’ needs
Integrated Co-Teaching (ICT) at PS 133
Classrooms with Integrated Co-Teaching (ICT) services include students with IEPs and students without IEPs. No more than 12 (or 40 percent) of the students in the class can have IEPs. There are two teachers, a general education teacher and a special education teacher. The teachers work together to adapt materials and modify instruction to make sure the entire class can participate. The model is sometimes called “inclusion” as it allows children to get the special education services they need right in the classroom, rather than having to spend part of the day apart from their peers. This is a great benefit for them.
Can parents request that their child be placed, or not placed, in the ICT classroom?
Special education students will be placed in the ICT class according to the recommendations spelled out in their IEPs. As for general education students, they will be placed in the ICT class on the same basis that they would be placed in general education classes. That is, the students are grouped so that each class includes a mix of abilities, a mix of behavior styles, and a balance between boys and girls. The current teachers, who know the children well, put the groups together at the end of each year. Because the process is so complex, the school does not honor requests for a specific teacher or class, including for ICT.
