Moving from preschool to kindergarten marks the start of an exciting new chapter in your child’s life. We know that you may have questions about this transition and we hope that many of them will be answered here.
Forms for special education
You know your child best. Your ideas, opinions and input are very important in mapping out the best possible education for him or her. Every child with a disability has the right to what is called a Free Appropriate Public Education (FAPE). This Guide is designed to help you work with your child’s school staff to develop the most appropriate program to help your child succeed.
(Visit the DOE's website to view this guide in other languages.)
Please be advised that when a teacher loses hislher preparation period due to attendance at an IEP conference, this conference shall not be considered an "emergency", therefore the teacher must be compensated.
From the Office of Related and Contractual Services.
- Assistive Technology PowerPoint (Division of Specialized Instruction and Student Support, April 2015)
Assistive technology is recommended when appropriate to enable a student to access his/her instructional program and meet his/her individual educational needs.
This regulation establishes the Department of Education’s policy and procedures regarding intervention and de-escalation and contacting 911 for students experiencing behavioral crises.
The New York City Department of Health and Mental Hygiene is responsible for providing health services pursuant to the New York City Charter and the New York City Health Code. The Department of Education of the City of New York is responsible for overseeing the provision of school health programs and services that are required by the New York State Education Law (“Ed Law”) and New York State Public Health Law (“PHL”), and New York City Health Code. This regulation describes procedures for compliance with these laws and regulations.
This regulation implements a systemwide policy with clearly defined standards for student promotion for each grade from grades K through 12.
This regulation sets forth the policies and procedures of the New York City Department of Education (DOE) for students attending DOE schools and programs who are qualified individuals with disabilities as defined in §504 of the Rehabilitation Act of 1973 (29 U.S.C. 794) and who are in need of accommodations in order to participate in DOE programs.
This regulation sets forth a plan to reduce the risk of exposure and allow treatment with single-dose epinephrine auto-injector devices (“epi-pens”).
- Chancellor’s Regulation C-110: Conflicts of Interest, Community Education Council Members, Employment of Family Members
This memo, dated May 26, 2010, provides updated information regarding the frequency, duration and location of related services. It clarifies that travel time may not be included as part of the direct service time. It also clarifies that related services can be provided in a location outside of the classroom for students who receive instruction in special classes and provides new information about how location of service must be documented on the IEP.
October 4, 1993
- DOE Memo: Summary of changes to Part 200 Regulations of the Commissioner relating to Special Education Mandate Relief
The State Board of Regents voted to change state regulations, effective Dec. 8, 2010, to eliminate minimum service requirements for speech and language services and minimum instructional service requirements to meet the language needs of students with autism. The new state regulations also allow schools to add an additional 13th student with a disability to a collaborative team teaching (now called integrated co-teaching or ICT) class by notifying the State Education Department and to add a 14th student to a ICT class only with prior approval by the State Education Department.
New NYSED answers to questions on Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs).
Have you had to work beyond your regularly scheduled work day within the past 30 school days? If so, please provide us with specific details of what happened, when it happened, what if anything you did to try to rectify the problem, if you were warned or disciplined in any way, and any other facts that you think might be helpful to us in preparing a union initiated grievance to get you the support necessary to make SESIS work.
Students with disabilities participate in High School Admissions in the same way as their non-disabled peers. All schools are expected to deliver special education supports and services to meet students’ needs. Students in 8th grade whose Committee on Special Education (CSE) develops an Individualized Education Programs (IEPs) with a recommendation for special education services within a community school submit applications during the annual high school admissions process in December. Students with disabilities may apply to all programs listed in the Directory of NYC Public High Schools.
June 20, 1997
DOE Division of Human Resources, Oct. 28, 2009.
New NYSED answers to questions on non-public school placements.
- NYC DOE Request for Innovative Waiver for SETSS, Statement of Consultation with UFT and Letter from Randi Weingarten regarding consultation
- When a teacher loses his/her preparation period due to attendance at an IEP conference, this conference shall not be considered as an "emergency." Consequently, the teacher must be compensated.
- Recommending School Nurse Services and Health Paraprofessional Services for Students Transitioning to Kindergarten
Special education teachers and providers for these services must serve each student as mandated and may not be assigned to other duties (like exam scoring or coverage/proctoring for other classes) that would prevent them from doing so, except in extraordinary circumstances.
If you have performed SESIS-related activities at home because you have been directed to do so, you can file a grievance within thirty (30) school days from the time you were instructed to perform the activity.
If you have any difficulty using our online Special Education Complaint Form, download and print this version instead
- Special Education Complaint Form (online)
This Special Education Complaint form tracks trends and facilitates problem solving around special education issues. Once we receive the complaint, a member of the union’s special education staff will review it.
- Special Education Policy Guidance on Required Participation of General and Special Education Teachers at CSE Meetings (March 2015)
This memo clarifies the required participation of general and special education teachers at CSE meetings. As described on pp.70–72 of the SOPM, a required CSE (IEP team) member may be excused from all or part of an IEP meeting, other than an initial IEP meeting, only if the parent consents to the member’s absence in writing.
The Continuum of Services for Students with Disabilities
- Special Education Standard Operating Procedures Manual: The Referral, Evaluation, and Placement of School-Age Students with Disabilities
The Special Education Standard Operating Procedures Manual (SOPM) has been substantially revised in September 2017, and supersedes the 2009 SOPM. The SOPM is a “living” resource that will be updated on an ongoing basis to best serve New York City students and families.
An audiology brochure for classroom teachers from the Department of Education.