A Special Class in an Integrated Setting (SCIS) is a CPSE-mandated program under New York State Education Law §4410. In SCIS, preschool students with disabilities are educated alongside typically developing peers while receiving specialized instruction delivered by a New York State certified special education teacher. This inclusive model ensures children have access to age-appropriate curriculum, structured therapeutic supports, meaningful opportunities for peer modeling, and instruction aligned with their Individualized Education Program (IEP). Within the SCIS classroom, students participate in a preschool environment designed to foster engagement and development across settings, with all services implemented in accordance with IEP mandates. Related services—including speech therapy, occupational therapy, physical therapy, and counseling—are delivered as recommended, and instruction
occurs within the natural learning environment of the classroom to promote authentic skill acquisition and generalization. SCIS may be recommended by the Committee on Preschool Special Education (CPSE) for children ages 3–5 who require a smaller student-to-teacher ratio, consistent specialized instruction
throughout the school day, structured routines and visual supports, integrated related services, or targeted support to access and participate meaningfully in a general education setting.
Our SCIS classrooms implement structured, developmentally appropriate curriculum; utilize evidence-based instructional strategies; embed individualized supports throughout daily routines; and promote communication, social interaction, adaptive functioning, and school readiness skills. Instruction is intentionally designed to strengthen cognitive, language, social-emotional, adaptive, and pre-academic development in preparation for a successful transition to kindergarten.
At Starting Point Services for Children, we partner with schools, early childhood programs, and community organizations to provide inclusive, high-quality SCIS classrooms for preschool students with disabilities. These collaborations allow us to deliver specialized instruction, therapeutic supports, and individualized interventions within natural learning environments, promoting meaningful inclusion and growth alongside peers. We are equally committed to partnering with families, working closely with parents, CPSE teams, and related service providers to ensure coordinated services, continuity of care, and measurable progress. Parents play an active role in goal development, progress monitoring, and transition planning, while our team guides placement, service implementation, and ongoing support to foster inclusive environments where children develop the cognitive, social-emotional, adaptive, and pre-academic skills essential for long-term success.