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District outlines 2025–27 special-education plan, reports growing preschool demand
Summary
District presenters described the continuum of special-education services for 2025–2027—from in-class supports to therapeutic placements—reported largely stable counts of students with disabilities, noted an increase in autism classifications, and urged state funding increases for preschool special-education services.
District special-education staff presented a 2025–2027 snapshot to the board that described the continuum of services available in Binghamton: in-class accommodations, resource rooms, self-contained classrooms, PALS and targeted programs such as MOVE, Oak Tree, Futures, Crossroads and Reclaim, along with outside placements (BOCES, SUNY programs, Children’s Home, hospital or residential care when necessary).
Presenters said most students with disabilities remain in general-education classrooms with supports; resource rooms and small-group settings exist for targeted instruction. They noted the district offers related services—occupational therapy, physical therapy, speech and counseling—for all students who need them.
The presentation highlighted a rising classification rate for autism and a growing need for preschool special-education services: presenters cited 139 preschool-aged students receiving services or on wait lists in 2022–23, 192 the next year, and 145 as of Dec. 1 in the current year, which they framed as a growing community need that has prompted letters and advocacy to Albany for increased state funding.
Work-based learning and transition supports for students with IEPs were also discussed: the district said all 9th–12th graders with IEPs participate in career-exploration or community-inclusion classes and that the district partners with Community Options and AccessVR to place students in paid or supported work sites. Presenters said the district recently met a transition indicator (Indicator 13) and is expanding pathways into middle school.
Board members praised staff for the range of services and noted Binghamton’s significant in-district capacity versus reliance on external placements; they also discussed statewide provider shortages and the pressure those shortages place on kindergarten readiness and early intervention.
