Special Education
At Fordham Arts, we believe strongly that the inclusive environment of a co-taught classroom provides scholars an opportunity to learn alongside their peers with the support of general education and special education instructors who prepare lessons and learning experiences that feature specially designed instruction to meet the needs of individual students.
To achieve high-level instructional outcomes for all students, our consistent practice relies on what we refer to as "the 200% model," in which both co-teachers have equal roles and responsibilities in the lesson and in the classroom. Co-planning, co-assessing, and co-reflection are embodied in co-teaching which provides students in the the classroom with two or more certified teachers to support academic development towards the identified learning targets. In co-taught classrooms, both teachers truly share the classroom and instructional responsibilities. This removes the stigma from integrated co-teaching (ICT) classrooms in which, too often, students experience division from their peers when only working with one teacher. This shared, collaborative relationship leads to a warm, welcoming environment in which students are enabled and encouraged to take academic and intellectual risks.
Please feel free to contact FHSA's Special Education Coordinator, AP Nicholas Verrillo with any questions.
Special Education Parent Focus Group
Special Education includes services, programs, and specially designed instruction to meet the individual needs of students with a disability. Students with disabilities who require special education services have Individual Education Programs (IEPs) created by a team that includes you, the family.
Guiding Principles:
- All students must have a sense of belonging and acceptance inspired and reinforced by their school community.
- General education is always the first consideration for any student with an IEP.
- Decision making regarding special education services is a team process inclusive of the family and student.
- Supplementary aids and services, accommodations, modifications, and specially designed instruction can and should be provided in a general education classroom.
Get involved with the Special Education Focus Group!
Join us for regular monthly meetings to connect with our instructors about developing skills in the classroom, adopt strategies to support your child at home, and connect with Fordham Arts families to share ideas.
Meetings are held virtually on Zoom. Our first meeting is Monday, September 9th. After that, join us on the first Monday of each month.
SY 24-25 Special Education Parent Focus Group Meeting Calendar
| September | 9th at 5:30 pm |
| October | 7th at 5:30 pm |
| November | 4th at 5:30 pm |
| December | 2nd at 5:30 pm |
| January | 6th at 5:30 pm |
| February | 3rd at 5:30 pm |
| March | 3rd at 5:30 pm |
| April | 7th at 5:30 pm |
| May | 5th at 5:30 pm |
| June | 2nd at 5:30 pm |
504 Plans for Educational Accommodations
504 Plans/Educational Accommodations are for students with special health needs who need building, classroom, or testing accommodations to participate fully in school. For example, students with vision trouble may need to be seated closer to the teacher or Smartboard, while other students may need additional time or a separate location to sit for exams.
To request these accommodations for your child, please complete and submit the required documents (3) to AP Verrillo:
What does ICT (Integrated Co-Teaching) look like for my child?
New York City Public School consultant, Marilyn Friend identifies six team teaching models. They are:
- Team Teaching: Both co-teachers deliver instruction to the whole group at the same time.
- One Teach, One Observe: While one teacher leads the lesson, the co-teacher collects specific data about the students, the co-teacher or the environment.
- Station Teaching: Teachers divide content and students. Three groups of students rotate through three stations in which they work on non-hierarchical activities.
- Parallel Teaching: Two co-teachers teach the same content to separate groups simultaneously.
- Alternate Teaching: One teacher works with a large part of the class while the co-teacher works with a smaller group.
- One Teach, One Assist: One teacher leads instruction while the co-teacher circulates providing unobtrusive help as needed.
The special education teacher in a co-teaching classroom is responsible for delivering specially designed instruction. SDI requires the special education teacher to lead delivery of instruction rather than simply provide support to the student. Models of co-teaching can vary during the course of the school day.