How does the recommended special education program (12:1:1/ICT) impact academic achievement?

Cahn Fellow 2019
Written By Talisa Martinez
 

Samantha Maisonet • Cahn Fellow 2019

At Public School 151 (PS151Q), The Mary D. Carter Global Communication and Foreign Language Magnet School, 31% of our student population receives special education and related services through the implementation of Individualized Education Plans (IEPs). In 2018, our school was identified by the New York City Department of Education as a “spotlight school.” In addition, the School Quality Guide 2018-2019 reflected that the percentage of our students with disabilities was comparatively higher than that of the district and city. This also meant that our movement of children from Most Restrictive Environment (MRE) to Least Restrictive Environments (LRE) was being monitored closely by district staff. Therefore, we decided to investigate this topic through our Cahn Project to determine the impact of moving students from MRE to LRE within our school community.

Talisa Martinez
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