Student Support Services » Special Education

Special Education


Committee on Special Education Eligibility (CSE)

Students are eligible for special education services based upon thirteen areas of disability as outlined in the New York State Regulations of the Commissioner of Education. When students are referred to the Committee on Special Education, eligibility is determined after reviewing relevant evaluations and the student’s present levels of academic, social/emotional and physical and needs.

The CSE must also determine that appropriate interventions and supports have been implemented prior to considering eligibility for classification. Interventions and supports are provided through the building Instructional Support Team (IST).

A student with a disability (SWD) is defined as a student who, because of mental, physical or emotional reasons, has been identified as having a disability and who requires special services and programs approved by the New York State Education Department. The thirteen areas of disability defined in regulation are as follows:

(1) Autism

Autism is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, which adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance as defined in paragraph 4 of this subdivision. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied.

(2) Deafness

Deafness is a hearing impairment that is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a student’s educational performance.

(3) Deaf-blindness

Deaf-blindness is concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for students with deafness or students with blindness.

(4) Emotional Disability (ED)

Emotional disability is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student’s educational performance:

  • an inability to learn that cannot be explained by intellectual, sensory, or health factors.
  • an inability to build or maintain satisfactory interpersonal relationships with peers and teachers
  • inappropriate types of behavior or feelings under normal circumstances;
  • a generally pervasive mood of unhappiness or depression; or
  • a tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

(5) Hearing impairment (HI)

A hearing impairment is impairment in hearing, whether permanent or fluctuatingthat adversely affects the child's educational performance but that is not included under the definition of deafness.

(6) Learning Disability (LD)

A learning disability is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.

(7) Intellectual Disability(ID)

A student with significantly below average intellectual ability and adaptive (life) skills. A student may also have poor communication, self-care and social skills.

(8) Multiple Disabilities (MD)

Multiple disabilities means concomitant impairments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment, etc.), the combination of which cause such severe educational needs that they cannot be accommodated in a special education program solely for one of the impairments. The term does not include deaf-blindness.

(9) Orthopedic Impairment (OI)

Orthopedic impairment is a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputation, and fractures or burns which cause contracture).

(10) Other Health-Impairment (OHI)

Other health-impairment means having limited strength, vitality or alertnessincluding a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems, including but not limited to a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes, attention deficit disorder or attention deficit hyperactivity disorder or tourette syndrome, which adversely affects a student's educational performance.

(11) Speech or Language Impairment

A speech or language impairment is a communication disorder, such as stuttering, impaired articulation, language impairment (receptive or expressive), or a voice impairment, that adversely affects a student's educational performance.

(12) Traumatic Brain Injury (TBI)

Traumatic brain injury is an acquired injury to the brain caused by an external physical force or by certain medical conditions such as stroke, encephalitis, aneurysm, anoxia or brain tumors with resulting impairments that adversely affect educational performance. The term includes open or closed head injuries or brain injuries from certain medical conditions resulting in mild, moderate or severe impairments in one or more areas, including cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not include injuries that are congenital or caused by birth trauma.

(13) Visual impairment including blindness (VI)

Visual impairment including blindness is impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness







Committee on PreSchool Special Education Eligibility (CPSE)


The Committee on Preschool Special Education (CPSE) is responsible for identifying and arranging for the delivery of special education services for preschool children with disabilities from ages three to five. The CPSE is responsible for guiding parents in a process that includes evaluation and, if eligible, the recommendation for placement in approved programs and services for each preschool student with a disability. The educational programs and services for preschool children with disabilities are the responsibility of the school district in which the student resides in accordance with New York State Education law, Article 89.

When parents contact the CPSE in the Honeoye Central School District, they must establish proof of residency.

The CPSE shall review, at least annually, the status of each preschool child with a disability.

The membership of each CPSE (Committee on Preschool Special Education) shall include, but not be limited to:

  • The parents/guardians of a preschool child.
  • At least one regular education teacher of the child whenever the child is or may be participating in the regular education environment.
  • At least one special education teacher of the child, or, if appropriate, not less than one special education provider of the child.
  • representative of the school district who is qualified to provide or supervise special education and who is knowledgeable about the general education curriculum and the availability of preschool special education programs and services and other resources of the school district and the municipality. The representative of the school district shall serve as the chairperson of the committee.
  • An individual who can interpret the instructional implications of evaluation results, the school psychologist, the representative of the school district.
  • Other persons having knowledge or special expertise regarding the child, including related services personnel as appropriate, as the school district or the parents shall designate. The determination of knowledge or special expertise of such person shall be made by the party (parents or school district) who invited the individual to be a member of the committee on special education.
  • For a child in transition from early intervention programs and services, the appropriate professional designated by the agency that has been charged with the responsibility for the preschool child.
  • representative of the municipality of the preschool child's residence. The attendance of the representative of the municipality shall not be required for quorum.