Decisions to recommend a one-to-one aide must weigh the factors of both:

–          The student’s individual needs;

–          The available supports in the setting where the student’s IEP will be implemented.

There are certain important considerations that must be made by the CPSE/CSE in regard to the factors above. These include, but are not limited to, consideration of each of the following:

–          The student’s individual needs that require adult assistance.

–          The skills and goals the student is planned to achieve that will reduce or eliminate the need for the one-to-one aide.

–          The specific role (i.e. instructional, assistance with personal hygiene) that the aide will provide for the student

–          Other natural supports, accommodations and/or services that could support the student to meet these needs (i.e. behavioral intervention plan; environmental accommodations or modifications; changes in scheduling; instructional materials in alternate formats; assistive technology devices; peer-to-peer supports).

–          The extent (i.e. portions of the school day) or circumstances (i.e. for transitions from class to class) the student would need the assistance of a one-to-one aide.

–          The special class side the CPSE or CSE has recommended for the student. Special class size recommendations are made in consideration of the students’ management needs. For a student in a special class, an additional aide should only be recommended for specialized circumstances based on a student’s individual needs and when it has been discussed and determined by the CPSE/CSE that the recommended special class size in the setting where the student will attend school, other natural supports, a behavioral intervention plan, etc., cannot meet these needs. Whenever a student is recommended for placement in a board of cooperative educational services (BOCES) or approved private school, the CSE should consult with the program regarding their staffing ratios prior to recommending a one-to-one aide in the student’s IEP. The staffing configurations in these programs are designed to fully support students with similar needs.

–          The potential benefits from assignment of the one-to-one aide and how these will be measured to determine continuation of the recommendation.

–          The potential negative impact of assignment of a one-to-one aide for the student (i.e. self-image, isolation and/or development of independence).

Questions regarding this memorandum may be directed to the Special Education Policy Unit at (518)473-2878 or your Special Education Quality Assurance Regional Associate at one of the following Regional Offices:

Central Region                        (315) 476-5081
Eastern Region                       (518) 486-6366
Hudson Valley Region           (518) 473-1185
Long Island Region                 (631) 884-8530
New York City                         (718) 722-4544
Western Region                      (585) 344-2002
Non-district Unit                      (518) 473-1185

To read more about the considerations for determining if a student needs a one-to-one aide, visit our blog and click here.