Summer 2026

Office of Special Education Newsletter

Summer Learning:

• Summer Learning Ideas - National Summer Learning Association
• Resources to Support Summer Learning | NEA
• Summer Learning and After-School Enrichment Opportunities - Family Resources | National PTA
• Summer Learning for Families | NAEYC
• Summer Reading and Learning | Reading Rockets

Summer Meals:

• Summer Meals Site Finder | Food and Nutrition Administration
• Summer Meals NY - Hunger Solutions New York
• Summer Meals NYC

NYS Libraries:

• Public Library Systems in New York State
• Summer Reading at New York Libraries

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Project Lifesaver, a Special-Needs Search and Rescue

Project Lifesaver is a 501 (C)(3) community-based, public-safety nonprofit organization that provides law enforcement, fire/rescue, search-and-rescue (SAR) teams, caregivers, and others with a program designed to quickly locate individuals with cognitive disorders who are prone to the life-threatening behavior of wandering. To date, over 4,600 individuals have been rescued by this organization.

Operated internationally by public-safety agencies, Project Lifesaver was designed for “at-risk” individuals who are prone to wandering or eloping due to autism, Alzheimer’s disease, dementia, or other cognitive conditions. The primary mission of Project Lifesaver is to provide a timely response to save lives and reduce potential injury for adults and children with the propensity to wander due to a cognitive condition.

To see if Project Lifesaver operates in your area or to enroll an individual,

visit the Project Lifesaver website.

or call 1-877-580-LIFE

Over the past 2 years, Brightway Living & Learning, formerly Developmental Disabilities Institute (DDI),[i] has undertaken a comprehensive effort to strengthen sensory‑responsive learning environments across its school‑age program. Three distinct sensory spaces were designed with one goal in mind: to support regulation, engagement, and meaningful

participation in the school day. 

These enhancements reflect a collaborative process in which staff identified priorities, designed the spaces, received training to ensure effective use, and secured donor support to make that vision a reality.

Sensory Gym

The Sensory Gym was conceptualized by staff who recognized the importance of active, movement-based sensory experiences and developmental growth. Students jump, climb, swing, and explore a space intentionally designed to meet diverse sensory needs.

Key outcomes include:



• Increased engagement and readiness for instruction
• Improved attention and sustained participation
• Opportunities for turn‑taking, cooperative play, and social skill development
• Access to equipment appropriate for a wide range of sensory and motor needs  

This active space has quickly become a favorite among students, offering a joyful outlet for energy while supporting therapeutic goals.

Sensory Hallway

What began as a creative idea has grown into one of the most beloved features of the school. The Sensory Hallway incorporates tactile, visual, and auditory elements. 

The Sensory Hallway offers:

• Sensory‑based “brain breaks” that promote emotional regulation
• Improved focus and smoother transitions
• Increased independence and confidence during movement through the building
• A positive, engaging sensory experience embedded within daily routines 

The hallway has already made a noticeable impact, transforming what was once a routine transition into moments of exploration and regulation.

Sensory Chill Room

For students who need a calm, restorative environment, the Sensory Chill Room offers a peaceful retreat.

Soft lights, soothing sounds, and tactile materials create a space where students can slow down, breathe, and reconnect with themselves. Inside this room, students enjoy:

• Watching the gentle glow of fiber‑optic strands 
• Listening to the bubbling of the sensory water tube 
• Exploring calming tactile materials 
• Practicing strategies for self‑regulation and emotional balance

This space has become essential for helping students learn how to manage big feelings, build coping skills, and return to the classroom ready to participate.

A Collaborative, Student‑Centered Initiative

The development of these sensory spaces reflects Brightway’s commitment to creating environments that promote dignity, inclusion, and meaningful participation in inclusive, supportive environments. Staff leadership and donor support played essential roles in creating high‑quality sensory environments that align with program goals and evidence‑based practices.

If you would like to learn more about our sensory initiatives,

please contact Michelle Sciara at michelle.sciara@brightwayny.org.

[i] Developmental Disabilities Institute (DDI), is in the process of changing its corporate

name with NYSED to Brightway Living & Learning.

Do you have a classroom or school program you would like us to spotlight in the OSE newsletter?

The Office of Special Education is looking for best practices from schools serving students with disabilities to spotlight in upcoming newsletters. Submissions are accepted on an ongoing basis. If you are interested in sharing a success story in any of the following areas, please submit your story via email to the Office of Special Education at SPECED@nysed.gov.

• Building classroom community
• Differentiated instruction
• Diversity, equity, and inclusion in the classroom
• Mindfulness and Positive Behavioral Supports
• Anything the district is inspired to share with the field

You will need to include the following information in your submission:

• Subject: Special Education Classroom Spotlight Submission
• Local Education Agency Name
• Teacher Name
• Photo(s) of the best practice in action
• 1-3 paragraphs describing the best practice and highlighting any results since its implementation.

The 2026 Special Olympics at the

New York State School for the Blind (NYSSB)

Students connected with peers from other schools, encouraged one another, and celebrated each accomplishment—big and small. NYSSB students enjoyed an unforgettable day filled with excitement, teamwork and achievement, laughter, friendship, and celebration.

The New York State School for the Blind recently marked its second year participating in the Special Olympics, an event that has become a highlight of the school year. Joining several area schools for the event, students competed in races, relays, long jump, and Young Athletes activities.

Whether crossing the finish line, cheering on teammates, or trying something new, each student embraced the spirit of the Special Olympics with confidence and pride, making this year’s Special Olympics a truly memorable experience.

Upcoming Events, Dates, and Deadlines

for School Districts

Virtual Training: The Impartial Hearing Reporting System (IHRS)

A Helpful How-To for School District Staff 

The NYSED Office of Special Education is hosting virtual trainings on IHRS for school districts outside of New York City. These sessions support district staff in managing special education due process complaints and entering data into IHRS. 

IHRS Basics Training covers: 

• impartial hearing timelines; 
• monitoring late cases and implementation of impartial hearing officer decisions; 
• IHRS navigation and help features; and 
• entering and managing data relating to case records, hearings, mediation, and case closure. 

IHRS Advanced Training includes a brief review of Basics plus: 

• adding new IHRS users; 
• appointing hearing officers out of rotation; and 
• amendments and closure types. 

IHRS Basics Training Dates (same training offered on both dates):  

• July 22, 2026 (10:00 am-12:00 pm) 
• September 16, 2026 (1:00 pm-3:00 pm) 

IHRS Advanced Training Dates: 

• October 15, 2026 (1:00 pm-3:00 pm) 

Pre‑registration is required. To register for trainings, the school district staff must log in to the NYSED's Application Business Portal and access IHRS. For reasonable accommodations, contact specedih@nysed.gov or (518) 473‑0170 at least two weeks in advance. Live Zoom captioning will be available. 

Questions about the upcoming virtual training for the Impartial Hearing Reporting System may be directed to specedih@nysed.gov.

OSE Links to Know:

OSE Leadership

Christopher Suriano, Deputy Commissioner, Office of Special Education and ACCES (OSEA)  

Caralee Kardash, Director of Special Education Services 

Eileen Borden, Chief of Special Education Services

Kathy Cummings, Chief of Special Education Services

Marie Proudman, Chief of Special Education Services 

Suzanne Bolling, Assistant Counsel