Special Education

  • Parents of the preschool child
  • General education teacher
  • Special education teacher
  • 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.
  • Additional parent member of a child with a disability residing in the school district whose child is enrolled in a preschool or elementary level education program, unless the parent requests the parent member not be present
  • Individual who can interpret the instructional implications of evaluation results
  • Other persons having knowledge or special expertise regarding the child
  • 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

Steuben County Early Intervention Program

(Birth to 3 years of age) The New York State Early Intervention Program is designed to address the needs of infants and toddlers with disabilities and their families. To be eligible for services, children must be under 3 years of age and have a confirmed disability or established developmental delay in one or more of the following areas: physical, cognitive, communication, social-emotional, motor, and/or adaptive. Evaluations are arranged to assess developmental levels and determine eligibility for the program. The Early Intervention Program offers a variety of therapeutic and supports services to eligible infants and toddlers with disabilities and their families.

To receive information about or apply to the EI program, call 607-664-2146

 Preschool Special Education

Hornell City School District Committee on Preschool Special Education (CPSE) (3 to 5 years of age)

If you have a preschool child (age 3-5) and you have noticed that your child is not developing skills such as walking, talking, or playing like other children, you may want to talk to your family doctor. He or she may be able to reassure you that children develop at different rates and your child is within normal developmental scales. If, however, the doctor is concerned, or you are still not comfortable with your child’s progress, you may make a referral to the CPSE. The CPSE is responsible for arranging an evaluation to explore areas of concern, and if a disability is substantiated, to arrange for the delivery of appropriate services.

Also, if your three year old is currently receiving services from the county Early Intervention Program (see above) and continues to need special education services, he or she will need to transition (move) from the EI Program to CPSE. Your EI official will help initiate this process for you.

For more information regarding CPSE, and/or to request a referral packet, please contact Amy Feeley (director) at 607-324-1303 X-1480


Rights for Parents of Children with Disabilities, Ages 3-21

A copy of this procedural safeguards notice must be provided to you one time a year and:

  • upon initial referral or your request for an evaluation of your child.
  • whenever you request a copy.
  • upon receipt of the first due process complaint in a school year requesting mediation or an impartial hearing.
  • the first time in a school year when the school district receives a copy of a State complaint that you submitted to the New York State Education Department (NYSED).
  • when a decision is made to suspend or remove your child for discipline reasons that would result in a disciplinary change in placement.

The complete Procedural Safeguards Notice can be accessed here. (NYSED) 


School Age Special Education (C.S.E.)

The Committee on Special Education (CSE) is a multidisciplinary team that is approved by the Board of Education. This committee meets after a referral has been made and a multidisciplinary evaluation has been completed to review the information and determine if a child has a disability. This committee is responsible for students who are between the ages of 5-21. The committee determines eligibility, develops and Individualized Education Plan (IEP), and places the student in the least restrictive environment. If a student is eligible for classification, this committee will meet at least once a year to review the student’s programs and services. Every three years a student will undergo a re-evaluation process to ensure that the student continues to require special education services.

Multidisciplinary Team

The multidisciplinary team consists of the following people:

  • District representative
  • Parent(s) of the student
  • General education teacher
  • Special education teacher
  • School Psychologist
  • An individual who understands and can explain evaluation results and how the results affect instruction
  • A parent member who has a child with a disability, unless the parent requests that the parent member not be present
  • School physician, if requested by the parent
  • Any other people who have knowledge or special expertise regarding the student, as requested by the parent or the school district
  • The student, if appropriate

It is important that the parent(s) be at the student’s meetings. The parents are the key to helping this whole process be successful and we encourage you to be a part of it all. Please let us know what we can do to make sure that you are informed and a part of all that we do to help your child.

Multidisciplinary Evaluation

After a referral has been made, many professionals must evaluate the student to determine his/her strengths and weaknesses. The professionals include, but are not limited to: School Psychologist, School Nurse, Service Providers (Speech/Language, Occupational Therapist, Physical Therapist, etc.), Guidance Counselors, School Administrators, and School Physician.

Initial Evaluation

An initial evaluation must be completed within 60 days of receiving parental consent for the evaluation. This evaluation will include:

  • A physical examination
  • An individual psychological evaluation, except when a school psychologist determines after an assessment of a school-age student, that further evaluation is unnecessary
  • A social history
  • An observation of the student in the current educational placement
  • Other appropriate assessments or evaluations


The student must meet the qualifications for at least one of the 13 classifications established:

  • Autism
  • Deafness
  • Deaf-blindness
  • Emotional disability
  • Hearing Impairment
  • Learning disability
  • Intellectual disability
  • Multiple disabilities
  • Orthopedic impairment
  • Other health-impairment
  • Speech or language impairment
  • Traumatic brain injury
  • Visual impairment

TIES – Together Including Every Student

What is TIES?

Together Including Every Student (TIES), developed in 1997 by two parents of children who have disabilities, promotes the participation of students and young adults who have developmental disabilities in inclusive, organized extracurricular and community activities through the support of trained student volunteers.

Participants who have developmental disabilities join activities where they can develop recreational interests, learn about their community, and have fun with peers.

Peer volunteers learn how to support participants according to their individual needs, gain more understanding of disabilities and diversity, and make a positive difference in a peer’s life.

Activity leaders create an experience where all individuals and talents are included, and promote community awareness and inclusion.

TIES Application