Special Education Questions

Section Ten - Graduation, Promotion and Transition

Are the promotional requirements the same for special education students as for those in general education?

Under the Regents New Standards, all but the most severely disabled children are held to the same standards for graduation from high school. However, your child may still make use of all mandated special education services in order to meet these standards, and will be given the opportunity to receive an IEP diploma if, due to a disability, he or she cannot meet these standards.

What are the rules regarding grade level retention for children in special education?

Your child's IEP should state whether your child is subject to the general education promotional standards and whether your child will participate in citywide assessments. If he or she is not subject to these standards, the IEP must state what the new or revised standards are. The school district must then follow those standards in making promotional decisions.

Can my child get modifications on tests for promotion or graduation?

Yes. Children with disabilities should be given any modifications necessary to ensure that they are tested on what they know, not on how their disability affects their test-taking ability. These modifications should be placed on your child's IEP. Examples of modification on tests for graduation or promotion include extended time, double time, use of a calculator or computer, reading assistance for math portions of the test, or paraprofessional assistance to ensure that the child reads and focuses on all questions.

Can my child get a high school diploma?

Yes. On a special education student's IEP, it will state whether the student is pursuing a Regents diploma or an Individualized Education Plan (IEP) diploma. To obtain a Regents diploma, a student must pass grades nine through twelve according to the new promotional standards, and pass Regents tests in five subjects. While the new standards are being phased in, special education students are allowed to substitute the Regents Competency Test if they fail the standard regents exam. This leads to a RCT diploma, rather than a Regents diploma. An IEP diploma does not lead to a Regents certificate, but is based on achieving individual educational goals specified in a student's IEP. These educational goals are set by the CSE, with parental input, and must include appropriate performance indicators for the child. The type of diploma your child receives is important for your child's future. Most colleges and universities, for example, do not accept an IEP diploma.

Does special education include vocational training?

Yes, but the amount of vocational training that children receive depends on their IEPs and the programs they are in. Some high school programs are vocational training centers, while others do not provide any specific vocational training within the classroom setting. Every student in special education who is fourteen years old or over should have a transitional plan included in his or her IEP. This transitional plan can include individualized vocational training. In New York, High School students with disabilities may also obtain vocational services through VESID, the Office of Vocational and Educational Services for Individuals with Disabilities.

What are transition services?

Transition services help students to make the transition from the classroom to the post-high school activities most appropriate for each student. Transition services are outlined on the IEP and are individualized for each special education student; they must include instruction, community experience, and the development of adult living skills and objectives. Based on the needs of the individual student, transition services may include teaching of vocational skills, independent living skills, participation in advanced placement courses, or preparation for college or other post-secondary school. (For additional information, see Transition Services, An Implementation Guide)

When will my child receive transition services?

Beginning at age fourteen, every child's IEP must include objectives for transitioning to adulthood. After the age of sixteen, every special education student should have an individualized transitional plan, with services outlined on his or her IEP and specifying links with appropriate community agencies that can assist in achieving transitional goals.

Continue to Section Eleven, Miscellaneous Questions.

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