Special Education

The Longwood Career Center provides opportunities for students to work in various environments by creating simulations similar to employment opportunities available in the workforce. Parallel tasks allow students to understand the routines and procedures necessary to become independent and successful. Students work hands-on to explore their interests and abilities, including food industry service, hospitality, customer service, clerical, computer/graphic designs, workshop, PAES lab, job readiness, and skills.

Longwood Career Center
138 Main Street
Yaphank, NY  11980

Please send all orders to:
email: careercenter@longwoodcsd.org
fax: 631-924-0753
phone: 631-345-2147

Order Forms

• LCC Catering Menu
• Catering Orders
• T-Shirt Order Form
• Work Order Form
   

What is Assistive Technology (AT)? 
Assistive Technology is defined as any device or items that can be used to increase, maintain, or improve the capabilities of individuals with disabilities (Individuals with Disabilities Act {IDEA} 2004).

How do Students Qualify? 
Decisions regarding AT to meet a student's needs are generally made by IEP teams.  The teams are comprised of an array of professionals knowledgeable about the student as well as the vast assistive technologies available.  The team reviews the assessment results including the student's needs, skill levels, and adaptive abilities, as well as a student's willingness to engage with technology. 

How are Students Assessed to Determine if They Require AT? 
A good assessment matches a person with a disability to the best assistive technology and usually requires more than one type of assessment.  Each assessment looks at specific things based on the individual's needs which may include augmentative communication, mobility, environmental control, recreation, or computer access, and many other areas.

Who Performs the AT Assessment? 
No one person can do an assessment for all needs, so a team of specialists is usually required.  All team members work closely with one another and each team member makes a unique contribution.  Not all specialists need to be available for a particular assessment.  An Assistive Technology Assessment is not a norm-referenced, standardized instrument, rather is it made up of inventories, observations, and compilations of a student's school history and standardized evaluations.

Who Makes the AT Decision? 
AT decisions are made by the student's IEP team. 

Team members may include but are not limited to:

• The individual with a disability, family members, or caregivers
• Special and general educators of the individual with a disability
• Speech Language therapist
• Occupational therapist
• Physical therapist
• Augmentative Alternative Communication specialist
• Architectural Engineer
• Assistive Technology specialist 

Source: Increasing Capabilities Network (ICAN)

Any questions can be directed to: 

Noel Calise
631-345-2184
Noel.Calise@Longwoodcsd.org

What Is Preschool Special Education?
The New York State Education Department (NYSED), Office of Vocational and Educational Services for Individuals with Disabilities (VESID) oversees a statewide preschool special education program with school districts, municipalities, approved providers and parents.   Specially planned individual or group instructional services or programs are provided to eligible children, Ages 3-5, who have a disability that affects their learning. 

How do I know if my child is eligible for services?
A preschool student is a student ages 3 to 5 years who resides within the Longwood School District.  A letter must be submitted in writing to Longwood’s Special Education Office requesting a referral to the Committee on Preschool Special Education (CPSE).  It is helpful to include specific areas of concern related to your child’s development. The child must be registered at the Office of Central Registration prior to initiation of the process.  

Parents will work with the CPSE chairperson to determine what evaluations are needed.  Parents will select evaluators through a county-approved list.

Upon completion of the requested evaluations, Longwood’s Committee on Preschool Special Education (CPSE) will meet to determine eligibility and services for children aged three to five years old.  County representatives ensure appropriate placement of preschool children with disabilities in least restrictive environments (LRE).

Continuum of Preschool Services

Eligible preschool students, ages 3-5, may be entitled to the following services: 

• Related Services (Speech Therapy, Occupational Therapy, Counseling, Vision, Hearing, Orientation and Mobility)
• Educational Services

Step 1: Initial Referral for Special Education Services
Students suspected of having a disability are referred to a multidisciplinary team called the Committee on Special Education or the Committee on Preschool Special Education.

Step 2: Individual Evaluation Process
The Committee arranges for an evaluation of the student’s abilities and needs.

Step 3: Determining Eligibility for Special Education Services
Based on evaluation results, the Committee decides if the student is eligible to receive special education services and programs.

Step 4: Individualized Education Program (IEP)
If the child is eligible to receive special education services, the Committee develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student. Based on the IEP, the Committee must determine the student's placement, ensuring that services are provided in the least restrictive environment (LRE). Placement must be as close as possible to the student's home, and unless the student's IEP requires some other arrangement, the student must be educated in the school he or she would have attended if not disabled. For more information see least restrictive environment.

Step 5: Annual Review/Reevaluation
The IEP is reviewed and, if needed, modified or revised by the Committee at least once a year (annual review). The student has a reevaluation at least once every three years, to review the student’s need for special education programs and services and to revise the IEP, as appropriate. A reevaluation may also occur when conditions warrant or when requested by a parent or teacher.
The process occurs sequentially with each step building on the previous one. In this way, comprehensive information about the student is obtained and considered. Timelines are in place so that delays are avoided. Parents are an integral part of this process, and your involvement is encouraged.

Purpose of Work Based Learning

Work based learning (WBL) is an important aspect of all students' educational experience and an integral part of the school-to-career transition.  Secondary level work based learning experiences extend the classroom to include the whole community and giving students opportunities to apply academic and technical skills to actual work.  Students connect classroom instruction with learning in the workplace, and the experience becomes a meaningful and engaging educational opportunity.  The work based learning experiences help prepare students for careers.

Work based learning experiences add relevance to the curriculum by showing how classroom learning is applied to real work situations and exposing students to various career options.

Work Based Learning in the Classroom and Workplace

Work based learning takes place at both the workplace and classroom, making lifelong career development easier and more natural by connecting learning in school tot he application fo that learning in the workplace.  Workplace learning occurs in a business or community organization, which becomes an extension of the classroom, as the emphasis is on learning rather than productivity.  The concurrent classroom learning focuses on the academic and technical skills for career awareness and development and successful employment.