Support Services
The philosophy of the Quogue School is to provide intervention through support
services for students in order to perform successfully in school. The district
is committed to the concept of the least restrictive environment. Students
will be educated within the Quogue School wherever possible.
The Quogue School is a proponent of early intervention. A
child’s emotional, intellectual, and physical growth may occur at a varied
rate than that of other children of the same age, a condition which may not be
permanent. Research and experience show that the earliest possible
intervention with a cohesive educational plan can assure increased success.
The Quogue School is an advocate of inclusion. Inclusive
education means that all students are provided with the support and
opportunity they need to become participating learners and members of the
Quogue School community. Every effort will be made to meet the individual
needs of all the students through a diverse and accommodating curriculum in a
regular education setting. Collaborative planning between classroom teachers
and special education teachers will foster a climate of support within the
school and community.
Services are provided based upon factors which may include
teacher recommendation, concerns from the parent, educational evaluations and
psychological evaluations by the Child Study Team or Committee on Special
Education. Students may receive individual or small group instruction either
in the classroom or in a separate location, based upon students’ needs. In
addition, the support teachers may act as consultants to the classroom
teacher.
All services are subject to parental permission. In
recognition of the necessity for parental support and involvement in the
education of each child with a disability, full and open communication is seen
as essential.
Special Services Programs
Early Intervention
The goal of the Quogue Early Intervention program is to provide academic
support to students who are in need of improving reading, writing and math
skills. The Wilson Foundation program is designed to be used with the existing
literature-based reading instruction. Program highlights include sound/symbol
correspondence, decoding and encoding, vocabulary building and reading
fluency. Instruction in mathematics and written language is provided as they
apply to each individual classroom.
Inclusion Classroom
In
an inclusion classroom the inclusion teacher collaborates with the general
education teacher to ensure that all students learn and progress. The
inclusion teacher provides reinforcement, remediation and modification for
students with special needs.
Resource Room
The Resource Room provides structured
academic support that supplements the classroom. Specialized instruction is
provided in the areas of language arts, mathematics, science and social
studies. Also, included in the resource room skills are taught in the area of
organizational, study, and research as they apply to the school curriculum.
Remedial Reading
The reading specialist supports students
who are in need of improving reading skills. Remediation may include
sound/symbol relationships, decoding strategies, building vocabulary,
increasing comprehension, and improving content area reading.
Speech and Language Services
Speech and language services at the Quogue
School are designed to help students who are having difficulties in receptive
language, in the ability to understand others and use expressive language, and
in the ability to express oneself, which includes articulation.
Psychological Services
Services are available to promote a
positive environment for individual student learning and to foster the healthy
emotional, social and cognitive development of students. Ongoing consultation
with parents, teachers, other school personnel and/or community agencies is
important to enhance the students’ learning and facilitate the transition into
special programs.
Occupational Therapy
Occupational
therapy focuses on how the student receives and interprets the sensory
information and is concerned with the student’s fine-motor, sensory
processing, visual skills, and life skills performances necessary for
classroom participation.
Physical Therapy
Physical therapy focuses on how the
student functions within the school facility as related to gross motor
control, safety of movement, endurance, and adaptation of the physical
environment.
English As A Second Language
English As A Second Language (ESL) is a
service which helps those students who speak or are exposed to a language
other than English in the home. The goal is to help the student understand,
speak, read, and write the English language on a level where he/she can
successfully compete with native born speakers at the same grade level.