Search
Centrally Funded Intervention Teacher
Recommended
The Centrally Funded Intervention Teacher is a centrally funded learning specialist. Learn more about this position and the role these educators play for students with disabilities.
Chief Nurses Article 1222 2023
An independent arbitrator found that NYU Langone-Brooklyn repeatedly violated contractual nurse staffing ratios and must pay the nurses who worked these shifts the average wage of the missing nurses, the United Federation of Teachers announced Friday...
Guide to Salary Steps and Salary Differentials
This guide explains how teachers can apply for salary step placement and differentials, and provides salary differential information for school social workers, school psychologists, guidance counselors and laboratory specialists.
Testimony of Michael Mulgrew on the DOE's provision of special education services
UFT President Michael Mulgrew submitted testimony before the New York City Council Education Committee’s oversight hearing on the DOE's provision of special education services.
Speaking up for students with disabilities
The city’s superintendents gathered at UFT headquarters in early October. UFT Vice President for Special Education MaryJo Ginese said the union made it clear to them at this introductory meeting that when special education compliance issues are...
Can you provide some examples of the certification requirements for general and special education teachers working in an Integrated Co-Teaching (ICT) environment?
Yes. These are some examples provided by the State Education Department.
A member/colleague has passed away and I would like to get an obituary in the UFT paper/New York Teacher. Who can I notify?
We don't publish obituaries in the UFT paper, but they are published on our UFT Honors web site at https://ufthonors.uft.org. Please fill out our online form to tell us about the life of a UFT member who has died.
Kudos to Debbie Strack Cregan, PS 69, Queens
Thanks to the efforts of Chapter Leader Debbie Strack Cregan, the members of PS 69 in Jackson Heights found their voice and their collective power in their successful organizing effort to push back against a new and overbearing principal.
Specialized Programs & Services
See a wide range of specialized programs and services related to special education in New York City public schools.
Finding diverse pathways to success
Second-year teacher Taylor Rettig of IS 93 in Ridgewood, Queens, has found pedagogical success by building inclusive curricular units for her 6th grade ENL science students. Her tactics encourage students of all language proficiencies to participate...
Virtual Learning
School-based virtual learning gives schools and UFT members the ability to offer expanded educational opportunities to students, expand equity and access to all high schools, and provide additional opportunities for students to pursue accelerated...
Reduce Class Sizes
Albany passed a law to reduce class sizes in all New York City classrooms by September of 2028. It won't be easy to get to 100% compliance with the new class size limits, but if we work together we can get it done.
DOE & NYSED Parent Resources
See these additional DOE and NYSED resources regarding special education in New York City public schools.
Give us some room
Educators at Boerum Hill School for International Studies in Brooklyn have banded together with students, parents and PTA leaders to demand the city reallocate classroom space being underutilized by a Success Academy charter school.
Therapeutic reunion
More than 30 years ago, Antoinette Messina, now retired, taught an immigrant boy to speak English. In a simple twist of fate, that boy, who grew up to be a physical therapist, today is teaching Messina to walk again.
Can students receive Integrated Co-Teaching (ICT) services for less than a full time basis?
Integrated Co-Teaching may be provided for all subjects or on an individual subject basis. When Integrated Co-Teaching is recommended for less than the full school day, the student’s IEP must indicate the specific subjects or instructional areas in...
When students are recommended for special class or ICT for less than the full school day, how should they be programmed for the remaining periods?
For all subjects for which a student’s IEP does not recommend special education services, the student must receive instruction in a general education class with his/her peers who do not have disabilities. See more information: http://www.uft.org...
Article Twenty-Three — Psychologist and Social Worker Workload
The parties recognize the importance of providing students with timely assessments of their eligibility and need for special education services. The parties further recognize the advantage of conducting these assessments during the students’ regular...
Need for ‘RESPECT’ is great
The chapter leader at PS/IS 384 in Brooklyn urges his fellow UFT members to fight to "Fix Tier 6" and improve retirement and pension benefits.
Article Four — Rates of Pay
This Agreement reflects the commitment of the parties to provide competitive salaries for Bargaining Unit Members. A. Salary Schedules The salary schedules annexed hereto as Exhibit A shall apply to Bargaining Unit Members employed at the School on...
‘Building their brains’
A social worker and an instructional coordinator from the city DOE's Division of Early Childhood Education provide crucial support to 3K and pre-K teachers at PS 7 in East Harlem.
Frequently Used Special Education Reference Materials
The goal of this section is to provide easy access to resources that educators and families frequently use to find information related to special education issues.
Parent conferences
More than 500 parents, caregivers and community members poured into UFT borough offices this fall for the UFT's annual parent conferences in each borough.
How should students with disabilities be programmed for classes in which they do not receive special education services?
For all subjects for which the student's IEP does not recommend special education services, the student must receive instruction in a general education class with their peers who do not have disabilities. The number of nondisabled students should be...
ICT class ratios & variances
The number of students with disabilities in an Integrated Co-Teaching class may not exceed 40 percent of the total class register with a maximum of 12 students with disabilities.
What is the timeline for completing initial evaluations for special education students, requested reevaluations and three‐year mandated reviews?
The DOE has 60 calendar days to evaluate a child after receiving parent consent and 60 school days from consent to evaluate to provide the placement recommended in the initial IEP. If the child is receiving special education services, the DOE must...
Article Nine — Due Process And Review Procedures
A. Teacher Files Official teacher files in a school shall be maintained under the following circumstances: No material derogatory to a teacher's conduct, service, character or personality shall be placed in the files unless the teacher has had an...
Ex-Bronx chapter leader gets justice
An administrative law judge has ruled that Bronx teacher Brenda Cartagena had been the victim of retaliation by her school’s principal for standing up for her members’ rights as school chapter leader.
District 75 SETSS
District 75 also provides SETSS in District 1 through 32 schools to students with significant disabilities as part of its Special Education Inclusive Services program. Learn more »
Special Circular #28, 1990-1991: Lesson Plans
Planning by teachers is a critical element in the educution of our students. This planning provides a blueprint for such educational priorities as the implementation of curriculum, the development of long and short-term expectations for student...
What does it mean when an ICT class is “out of compliance”?
In New York City, the maximum number of students with disabilities in an ICT class may not exceed 40% of the total class register. State regulations limit the total number of students with disabilities in an ICT class to 12. The 40% limit and total...