Chappaqua school officials often note that the district takes an inclusive approach for its special education students, with an emphasis on classroom integration with different configurations meant to deliver the same curriculum.

With inclusion as the topic, a panel discussion Wednesday with more than 50 parents, administrators and teachers gathered. Dr. Heidi McCarthy, director of special education, along with Eric Byrne, assistant superintendent for curriculum and instruction, moderated a discussion about the district’s program.

“We do it by using integrated co-teaching classrooms, related services and consultant teachers. There are different forms depending on the needs of the children,” McCarthy said about special education. “It is a thoughtful process of grouping kids together but at the same time maintaining true heterogeneous groupings in all classes.”

The benefits of this type of integration were portrayed in a short but powerful video, during which children of all ages shared their thoughts and experiences.

Traditional special education vs. inclusion has long been a subject of debate. It has focued around whether should students with special needs be kept in mainstream classrooms where they can maintain connections with mainstream peers or should they be placed in separate classes where they can receive instruction suited to individual needs. Attendees feel that the inclusionary approach is successful.

“My child is challenged academically here along with his peers,” said Karen Bazik, PTA Special Ed Committee Co-Chair and parent of an 11 year old with special needs. “If he was in a traditional special ed setting it would not be the same. In fact, the reason I moved here was because of the high graduation rate among students with IEPs.” (Individualized Education Programs).

Jackie McCarthy, parent of a 4^th grade boy with special needs recently moved to Chappaqua from Bedford, and feels that the district's approach is better than that of Bedford Central, where he was previously enrolled.

“The biggest difference is that in Bedford, none of the teachers knew how to connect with my son. Then we came here and every teacher immediately loved him and connected with him and so did the kids,” she said.

In 2011,100 percent of the students with an IEP graduated with a diploma. Of those, 86 percent were Regents diplomas and the rest were local diplomas.

The district is unique in that the level of collaboration is extensive.

“A lot of schools are trying to move toward what we have but you need staff and a community like we have,” said Byrne, the assistant superintendent. “We have been at this since 1996, and although I have traveled around and seen many attempts, I have not seen any models that are as truly inclusive as ours.”

Teachers were present to describe their experiences.

“Students benefit because they get to understand and accept the fact that there is a diverse community of learners and it gives them a chance to chance to grow,” said Gail Schlenger, a special ed teacher at Horace Greeley High School.

“Today, if you walked into any of our inclusion classrooms you would not be able to tell general students from inclusion,” added Susan Diskin, a teacher at Roaring Brook Elementary School.

“Our dedicated smart staff makes the difference,” said McCarthy. “And so does the leadership of Dr. [Superintendent Lyn] McKay and Mr. Byrne and the members of the PTA. That is what is making it work.”

In terms of budgets, which won’t be presented until late February, McCarthy is not concerned – despite the tax levy cap – because they are not adding anything new to the curriculum. “The budget should show consistent support for the inclusive program,” she said.