good social questions for children with special needs

#GOOD SOCIAL QUESTIONS FOR CHILDREN WITH SPECIAL NEEDS HOW TO#

You may also submit additional evaluations for review to the Central ACES Team.

You will receive a letter from the DOE asking for your consent.

If updated or additional tests are needed, your child’s IEP team will be asked to conduct any needed tests.

In addition, the record is reviewed to make sure your child meets the criteria for ID or MD educational disability classifications. The Central ACES Team will review your child's special education record to determine if assessments are up-to-date and provide enough information about your child’s academic ability and social, language, behavior, and adaptive skills. If your child’s IEP team submits an application for your child, you will also receive notification to let you know that the Central ACES Team has received the inquiry. If you submit an application for your child, the Central ACES Team will notify your child’s IEP team to let them know that you are interested in ACES. If you fax a letter to the Central ACES Team, you will receive a letter to confirm receipt. If you e-mail the Central ACES Team, you will receive an e-mail to let you know your application has been received.

Central ACES Team email: Central ACES Team fax: 71.

For children entering kindergarten in September, families or schools should contact the Central ACES Team as soon as possible.

All assessments must be completed within one year of the application in order for admissions to move forward.

If you think the ACES program may be right for your child, you may submit an application to the Central ACES Team at any time. Here are the steps for determining if your child is eligible: Complete an Application Principles of Universal Design for Learning (UDL) and essential skill building are a part of the program. Curriculum and InstructionĬlasses follow the New York State Learning Standards. Teachers and support staff are trained in specialized instructional strategies and assessments that support students in learning and applying work and independent living skills at home, in school, and in the community.

The number of students in the class increase as students move from elementary and middle school to high school. Students attend a smaller class in a District 1-32.

ACES programs use the school and local communities to support students in learning daily living skills such as building relationships with peers and adults, grocery shopping, learning how to use a bank, etc.Students with low adaptive behavior scores are often considered for the ACES program. To assess independence and daily living skills, the IEP team uses an adaptive behavior test.Students' ability to carry out functional life skills such as grooming, dressing, eating, keeping safe, and socializing (known as adaptive behaviors) are well below age expected levels. Behavior challenges may interfere with learning and social opportunities. Students may have mild to moderate behavior challenges, but no aggressive or self-injurious behaviors. Assistive technology devices may be used to support learning and interaction. Students may need additional support when working independently or in groups. AchievementĪcademic abilities and skills are significantly below grade level. Students present with mild to moderate intellectual disability. Students participate in alternate assessment, including New York State Alternate Assessment (NYSAA). Students are classified with Intellectual Disability (ID) or Multiple Disabilities (MD). Student ProfileĮligible students meet the following criteria: Classification The Academics, Career, and Essential Skills Program (ACES) program provides students with an opportunity to learn academic, work, and independent living skills in a District 1-32 school. Academics, Career, and Essential Skills Program

#GOOD SOCIAL QUESTIONS FOR CHILDREN WITH SPECIAL NEEDS HOW TO#

Good social questions for children with special needs