Photo By Bess Adler

At Winston Prep on West 17th Street in Chelsea, one parent will never forget the look on her daughter’s face as she won a “Coach’s Award” one year and “Most Improved” the next for her school’s track team. Suzanne Engel’s daughter, Shira, was not a very fast or skilled runner, she was determined. And, Engel said, this acknowledgment really stuck with her daughter.

Shira is one of approximately 200 students at Winston Prep, a middle and high school for special-needs students, including dyslexic and non-verbal children. They also admit students who have difficulty with executive function, or day-to-day student skills.

“Parents don’t think they want to send their child to a learning disability school, but this is an awesome community,” said Headmaster Bill DeHaven. “It’s the teachers, it’s the way our kids all struggle together. It’s like ‘hey, you may not be able to socialize as well, and I may not be able to read as well, but we can help each other.’”

During the admissions process, students take an exam and have conversations with administrators to determine their skill level and individual needs, said Kristine Wisemiller, the director of admissions. Then, based on that assessment, the child is grouped with other similar students, based on ability, not grade level. The dyslexic children then can focus on language mechanics, and executive function-struggling students can learn how to be good students. Teachers also meet with students for one-on-one sessions every week.

The school does not use a typical Regents curriculum, instead focusing on reading, writing and studying skills. This is one of the reasons the school is so successful, DeHaven said. The teachers do not even have a set teaching methodology, he said.

“The analogy we use most often is that we try and put as many tools in our teachers’ toolboxes as we can,” DeHaven said. “We want our teachers to be familiar with many methods of teaching.”

The different methods of learning don’t stop at the classroom door, either. Even with only 200 students at the school, students can participate in sports like track, soccer and basketball, or try out for a play in the school’s drama program.

Service is also a large part of education requirements at the school. Within the last few years, student volunteers have been volunteering their time to help victims of Hurricane Sandy.

DeHaven boasts that 90 percent of Winston students go on to two- or four-year college. But even with that impressive rate, he worries about the other 10 percent, so they have implemented a new college transition program. The participants go to school half of the day, and intern at various places like travel agencies and the DJ Academy.

Above all, the best part of Winston Prep is watching students graduate and move on to bigger and better things, DeHaven says. This year a former Winston student came back to replace a teacher on maternity leave.

“The school really works towards complete independence for all kids,” Suzanne Engel says. “They become independent learners and really push the children toward developing a self awareness.”

By Cristina Dimen
For city parents who suspect their child has a developmental delay, there’s good news: The city offers a wealth of free services for children with special needs, and there are also many experienced professionals in private practice in the city who work with children with special needs. But the bureaucracy around special needs can be confusing and overwhelming, so we asked a few local experts for their guidance.

Trust Your Instincts
Many children reach developmental milestones within a typical timeframe. For example, experts will tell you most children are sitting up between 4 and 7 months old. While it’s important to remember that each child develops differently, parents who suspect their child may have a delay “should trust their instincts—they know their child best,” says Dr. Daniela Montalto, clinical director of the Institute for Learning and Academic Achievement at the NYU Child Study Center (aboutourkids.org). Montalto advises parents to pay attention to potential delays, such as difficulty saying single words by 2 years old, which can indicate a speech or language-learning weakness.

Other warning signs for infants and toddlers include children who do not smile by 3-4 months, children who are not feeding themselves by 8 months and those who are not walking by 15 months, says Dana Rosenbloom, a child and family therapist who works with all types of families but focuses on families with children who have special needs (danaskids.com). She advises parents to talk to their child’s pediatrician about their concerns. If still concerned, parents should have their child evaluated. In NYC, a child can be referred for services by doctors, teachers, child care agencies, social workers and other community-based agencies. Of course, parents can always get recommendations by calling 311 and asking for Early Intervention.

Get Evaluated
New York City’s Early Intervention Program is funded and regulated by the NYS Department of Health and the New York City Department of Health and Mental Hygiene. The Early Intervention Program evaluates children up to age 3 for a variety of home-based therapeutic services. From ages 3 to 5 years, the Committee on Preschool Special Education, also regulated and funded by both NYS and NYC, assesses eligibility for both home- and facility-based services. Once the initial evaluations are complete, you will find out if your child is eligible for services. At this point, an Individual Family Service Plan is created. In CPSE, it is referred to as an Individual Education Plan.

Eligibility criteria differ in the two programs, whose services include speech, physical, occupational and special education therapy. Evaluations and services for eligible children are free in both programs. Within the private sector, organizations like the NYU Child Study Center offer comprehensive neuropsychological evaluations of a child’s attention, memory and social and emotional development. (See sidebar for more on where to get evaluated in NYC.)

Consider Your Options
Many public and private school options exist for children with special needs. Rosenbloom explains that in Early Intervention, each child is given a case coordinator who will work with parents to determine which programs and services will best meet their child’s needs. In CPSE, the committee will help a parent evaluate choices. The Individuals with Disabilities Education Act requires that children be educated in the “least restrictive environment.” This means that CPSE will consider providing special education services in an environment with age-appropriate, typically developing peers. (Rosenbloom cites YAI/Gramercy and Child Development Center as a popular and well-regarded early childhood program for children with special needs.)

Once a child has reached age 5 (and up to 21 years old), the Committee on Special Education (CSE) provides evaluation and services. If your child has been receiving CPSE services, during the year prior to kindergarten, the committee will decide if your child will continue to require special education services. The CSE will recommend that your child either receives these services in a public school environment or in another educational setting. In public school, Collaborative Team Teaching classes taught by two teachers, one trained in special education, are increasingly common. Children who are struggling in specific areas, such as math or reading, receive small group instruction, while the rest of the class listens to the general education teacher. Afterward, all students engage in mainstream learning.

“Evaluations indicate if children will benefit from CTT classes, where half of the kids have no learning disabilities,” Montalto says. “Observing general education children who perform in a stronger way enables some kids with special needs to adapt what they see to their own style.” CTT classes can also be beneficial for typically developing children “whose self-esteem is built while they are helping others,” Rosenbloom adds. But she also points out that CTT classes aren’t the best fit for everyone, especially students with more significant developmental needs.

Seek Legal Counsel
Parents choose to forego public school options for various reasons, including the absence of programs equipped to meet their child’s specific learning needs. Upon enrolling their child in a private school, these parents often seek tuition reimbursement by filing a lawsuit against the Department of Education, stating that “the DOE failed to offer their child the statutory right to a free and appropriate public education,” explains Regina Skyer of the Law Offices of Regina Skyer & Associates (skyerlaw.com), a firm that specializes in advocating for children with special education needs. While there’s no guarantee that families will win the case and recoup tuition costs, Skyer recommends parents work with an attorney specialized in advocating, mediating and litigating for kids with learning disabilities. She notes that the multi-step process is complex, and it’s best if the child has been privately evaluated. Also, unless parents choose a private program from a list of approved schools, they’ll have to reapply each year. She recommends parents attend workshops on the subject such as those hosted by private schools or the JCC in Manhattan.

“The more information you have to help your child, the better your child can be served,” says Vanessa Markowitz, a lawyer and advocate for families with children with special needs. So for city parents who think that their child may have some kind of problem—be it developmental, physical or emotional—the most important thing is to take your child to a developmental pediatrician or clinical psychologist for an evaluation. Once your child is evaluated, and any delays or issues are identified, you will be much better prepared to determine how best to help.

Markowitz recommends taking advantage of New York’s early intervention programs, which provide a service coordinator to help you through the process of getting state-funded services. A program will be developed for your child that will include home-based therapies until your child turns 2 years old. At 2 years, your child may begin a center-based preschool program.

In the instance that your child’s special needs are not identified until 3 to 5 years of age, Markowitz again recommends getting a proper evaluation from a professional. Once that evaluation has been performed, the next step is to call New York City’s Committee on Preschool Special Education, which can develop and implement an Individualized Education Program based on your child’s needs.

Maybe the most challenging aspect for families with young children with special needs happens when parents have to find a grade school that adequately addresses their child’s strengths and challenges. Markowitz encourages parents to visit schools (public and private) and attend seminars on the topic, including some held at the JCC (jccmanhattan.org) and at YAI (yai.org). Other helpful sources: the NYC Department of Education’s “Students with Disabilities Transitioning from Preschool to School-Age Program,” a free orientation; and the book, A Parents’ Guide to Special Education in New York City and the Metropolitan Area, by Laurie DuBos and Jana Fromer. Additionally, Advocates For Children operates a helpline for parents with questions about special education and other issues.

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Special Needs Resources In NYC

If your pediatrician has determined that your child has a special need, you shouldn’t feel alone. These local organizations can provide you with important resources and parenting support:

Advocates For Children of New York: 151 W. 30th St., 1-866-427-6033 (helpline operates Mon.-Thurs., 10 a.m. to 4 p.m.), advocatesforchildren.org.

Jewish Community Center: 334 Amsterdam Ave., 646-505-5700, jccmanhattan.org.

Los Ninos Services: 535 8th Ave., 212-787-9700, losninos.com.

Resources for Children With Special Needs: 116 E. 16th St., 212-677-4650, resourcesnyc.org.

Parent-to-Parent of New York State: 75 Morton St., 212-229-3222, parenttoparentnys.org.

Seaver Autism Center for Research and Treatment at Mount Sinai School of Medicine: One Gustave L. Levy Pl., 212-241-0961, mountsinai.org.

YAI: 460 W. 34th St., 212-273-6182, yai.org.

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Special Needs: A Glossary Of Terms

For parents considering whether their child has a special need, the terminology can get confusing. Is he struggling with a learning delay? Does she have an emotional disability? Is there a physical impairment that needs to be addressed? Or is it a combination of several different issues?

So how do you sort it all out? Well, first, with the help of qualified medical professionals. But to get the conversation started, here’s a short glossary that might help you better understand the different types of special needs.

Developmental Disability: A long-term conditiown attributable to a mental impairment or a physical impairment (or a combination of both types of impairments) that manifests before 22 years of age. Developmental disabilities can affect many aspects of a child’s life, including mobility, learning and independence. Examples include Autism Spectrum Disorders, Cerebral Palsy and Down Syndrome.

Emotional/Behavioral Disability: Interferes with a child’s ability to learn, interact socially, build relationships and conduct himself in an age appropriate way. Emotional/behavioral issues can often stem from developmental or learning ones. Examples include anxiety disorders, depression and eating disorders.

Physical Disability: Any neuromuscular, orthopedic, cardiovascular or pulmonary impairment. Physical disabilities can either be congenital or caused by injury. Examples include Muscular Dystrophy, Multiple Sclerosis and vision and hear-
ing impairments.

Learning Disability: Author Robbie Woliver defines a learning disability, or LD, as “a neurological disorder that affects processes in the brain that are involved with understanding spoken or written language, coordinating movements, directing attention, and the ability to learn, concentrate, listen, think, read, spell, write, or do math calculations.” Examples include attention deficits like ADHD, dyslexia and language disorders like aphasia and dysphasia.

Q: How can children with disabilities benefit from a camp experience?
A: From the child’s perspective, camp is fun, they learn skills, they make friends, and it can be a support network because they’re with children who have similar special needs. Meanwhile, parents are getting respite and learning that their child can be safe with another adult.

When evaluating special needs camps, ask about specific activities.

Q: What makes a special needs camp different from a typical summer camp?
A: For one thing, many special camps have intensive medical care readily available. The other thing is the staff training. There are kids with severe behavioral issues, and in a mainstream program, the staff may only have a general idea about what to do when the child is really losing it because the child is overly stimulated and stressed out. In a special needs program, staff may understand and be able to use techniques like applied behavioral analysis and timeouts, rather than just calling up a parent. So many parents of kids with disabilities have had the experience, “Come get Johnny. That’s it, he’s going home.” If you’re in a special needs program, everybody’s like Johnny, and hopefully the staff has been appropriately trained.

But don’t assume that because your child has a disability, they have to go to a special program. Under the Americans with Disabilities Act, it’s your family’s right to ask for reasonable accommodations at a mainstream camp. Does that mean you want your child in a program that doesn’t know how to successfully work with your child? Of course not.

But you may say, “Oh, I like the staff here, I like the facility. Maybe I will try this mainstream program.”

Q: What should parents look for when choosing a camp for their child with special needs? What questions should they be asking of camp directors?
A: When your child is ready for camp, consider the program’s philosophy: Do they have an inclusion program, or is it a very specialized program for children with intensive needs? If your child has a disability that requires one-on-one attention, make sure that this is the type of program that can provide that. If your child has dietary needs, make sure those needs can be met. Ask about the specific activities—an organized program should be able to say, “This is when your child is being given aqua-therapy. This is when we’re doing arts and crafts. This is when we’re doing dance therapy.” You’ll also want to ask about transportation. If you can, visit the program the summer before; if you can’t visit, most camps have CDs and videos they can send you.

Q: What kinds of scholarships are available for campers with special needs?
A: There are many funding sources. Some are reimbursement programs where you put the money upfront and you can get the money back later. Others come from charities like fraternal organizations, the Lions Club, Knights of Columbus, Kiwanis Club. But the early bird catches the money, so apply early to funding sources.