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Special Education Teacher

Job Details

NYC Public Schools is the nation’s largest public school system, serving 900,000 students from every background and corner of the globe. We hire diverse, qualified, talented teachers for all subjects and grade levels each year. This year, we are actively recruiting passionate Special Education teachers who are certified to teach Students with Disabilities across all grade levels, including Birth-2, 1-6, and 7-12  for fall 2024-2025 teaching positions in our schools.

Compensation and Benefits

• New York City Public Schools offers a range of competitive starting salaries based on education and years of teaching experience. Beginning on January 18, 2024, the starting salary for a teacher with a master’s degree and no prior teaching experience is $72,823, or $64,789 for a teacher with a bachelor's degree and no previous teaching experience. Teachers with prior teaching experience may initiate a compensation review process after they begin teaching that considers levels of education, degrees, and years of full-time teaching experience. An increase in compensation may be backdated. Visit the Online Support Center for more information: https://teachnyc.zendesk.com/hc/en-us/articles/360044687531-What-are-salary-steps-
• Comprehensive health insurance plan, including medical, dental, optical, and prescription drugs
• Enrollment in a pension plan
• Opportunities for additional income through a wide array of incentives and school positions that will inspire and challenge you as an educator

Requirements

To teach in New York City Public Schools, candidates must meet the following requirements:

• Possess or be on track to earn New York State teacher certification by September 1, 2024
• Be authorized to work in the United States
• Complete the NYC Online Teacher Application at bit.ly/teachnycapp-edw-jp

One application gives you access to networking resources and hiring opportunities across all 1,600 New York City Public Schools. Visit https://bit.ly/teachnyc-ed-jp to learn more about our application requirements and apply to teach in New York City today!

AN EQUAL OPPORTUNITY EMPLOYER

It is the policy of the Department of Education of the City of New York to provide educational and employment opportunities without regard to race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. Inquiries regarding compliance with this equal opportunity policy may be directed to the Office of Equal Opportunity, 65 Court Street, Room 1102, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO

New York City Public Schools is the nation's largest public school system, serving 900,000 students from every background and corner of the globe. With 1,600 schools citywide, you can find your community, grow your skills, and build your career.

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Special Education Guide

How to Become a Special Education Teacher in NY

New york special education.

The New York State Education Department (NYSED) and its Office of Special Education employ over 38,500 special educators to serve the state’s 728 public school districts. New York has 4,768 public schools, 140 charter schools and 1,991 private schools. New York City is home to the country’s largest public school system, serving 1.1 million students, and operates its own New York City Department of Education website with a section devoted to its Division of Students with Disabilities and English Language Learners . The U.S. Department of Education gives New York one of its lowest ratings, “ Needs Intervention ,” in regard to its ability to provide special education services. According to the National Center for Education Statistics , 16.6 percent of New York students hold Individualized Education Programs, which is significantly higher than the national average of 13 percent.

Licensure Requirements

For undergraduates, for graduates, types of licenses, reciprocity.

• Students with Disabilities (Birth-Grade 2)
• Students with Disabilities (Grades 1-6)
• Students with Disabilities (Grades 7-12 Generalist)

Special Education Teaching Programs in New York

For individuals interested in pursuing an accelerated track to licensure and working in New York City schools, there are many residency programs at New York City educational institutions that combine preparatory coursework with apprenticeship and other forms of mentored and supervised teaching. These include the New Visions for Public Schools Urban Teacher Residency , the I-START Urban Teacher Residency Program and the American Museum of Natural History’s Master of Arts in Teaching Urban Residency Program . Those seeking a graduate degree can consider the Master of Arts in childhood or adolescence special education at Saint Joseph’s College. This well-regarded program results in both a master’s degree and eligibility for several certifications depending on students’ qualifications before entering the program. The NYSED’s website features an interactive tool that helps would-be teachers determine which colleges they should attend. Candidates can select the type of degree, certification, endorsement, subject area or grade level they at which they desire to teach, and the custom search engine produces a list of NYSED-approved options.

For profiles of all the schools in New York that offer master’s in special education programs, click here .

Alternatives to Certification

The NYSED’s alternative preparation program webpage describes its ideal candidate as a professional seeking a career change. Participants engage in an accelerated training program and enter classrooms with paid teaching positions as they continue with their coursework and receive mentoring and support from both the school district and the college at which they study. Subsets of this alternative pathway include Transitional B for candidates with bachelor’s degrees and Transitional C for those who hold graduate or professional degrees. The New York City Department of Education website lists several additional alternative licensure programs for people interested in working in the city’s schools with the highest need and in teacher shortage areas. For example, the New York City Teaching Residency is for those who want to teach in low-performing secondary schools, while NYC Teaching Fellows recruits and prepares educators to fill slots in teacher shortage subject areas, which include special education.

Special Education Teaching Jobs in New York

Public schools, private schools, other programs, professional development.

• The Educator Resources section of the NYSED’s website provides an overview of continuing education requirements for New York educators. The New York City Department of Education has its own professional development webpage that provides information about learning opportunities.
• The state operates several Regional Special Education Technical Assistance Support Centers that provide professional growth opportunities and technical training for special educators.

New York Special Educator Professional Organizations

• The state teacher’s union, the New York State United Teachers is an AFL-CIO affiliate consisting of over 600,000 public educators, retired educators, public school staff and healthcare workers.
• The federally-mandated Commissioner’s Advisory Panel for Special Education Services consists of people with disabilities, families of people with disabilities, special educators and community stakeholders who advise the state on matters concerning special education.

New York News: Special Education Blogs

• Mo Lo’s Speech Blog : Monica Locascio writes about her daily life working as a preschool speech language pathologist in Lindenhurst, New York.
• From the Desk of Mr. Foteah : The frustrations and triumphs of teaching and testing are the themes of this elementary special education teacher’s blog.

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Special Education Intervention Teacher (formerly known as IEP teacher)

The Special Education Intervention Teacher is a centrally funded learning specialist. The position was originally created in 2003 as part of a settlement of grievances concerning the elimination of the education evaluator position. Prior to the start of the 2016-17 school year, the DOE and the UFT collaborated to update the position. The goal was to emphasize the IEP teacher's role in supporting schools with high referrals for special education services and high numbers of students with individualized education programs (IEPs) by providing interventions for struggling readers. As stated by then-Deputy Chancellor Corinne Rello-Anselmi, “In a system where one in five students has an IEP and only nine percent of students with disabilities in grades 3 through 8 are proficient in reading, it is imperative that we work together to ensure that all students are receiving the instruction and intervention that they need in order to become proficient readers and achieve.”

Duties and responsibilities

As described in the June 2023 posting , the Special Education Intervention Teacher fulfills the role of the special education teacher at initial IEP team meetings for newly identified students with disabilities. The Special Education Intervention Teacher also provides coverage for the special education teachers of students already receiving special education services while they participate in three-year reviews and requested reviews for their students. A minimum of five periods per week are devoted to these activities. Please note: Special Education Intervention Teachers no longer provide coverage for special education teachers attending annual reviews. 

Special Education Intervention Teachers also

• Attend centrally approved professional development on evidence based reading instruction and interventions;
• Provide specially designed instruction to students with disabilities for one (1) up to a maximum of five (5) periods a week; 
• Provide individual and/or small group reading instruction, interventions and progress monitoring for special education students and at-risk general education students for the balance of their programs

In the event the number of periods required in a given week to prepare for and participate in initial IEP team meetings and provide coverage for teachers to attend IEP team meetings is fewer than the number located, such time will be used to: administer curriculum based assessments for at risk general education students; prepare and deliver professional development workshops and provide coaching support to teachers and paraprofessionals to building capacity for delivery of evidence-based instruction and interventions.

Guidance for centrally funded IEP/intervention teachers clearly states that the IEP/intervention teacher cannot serve in any other role in the school that may detract from their responsibilities as the IEP/intervention teacher, and thus should not be assigned other out-of-classroom duties. Specifically, the IEP/intervention teacher must not be assigned to serve as the special education and/or IEP coordinator, special education liaison, teacher mentor or other non-instructional roles. The IEP/intervention teacher should not serve as the district representative at IEP team meetings for students other than students initially referred and students for whom the IEP/intervention teacher is providing IEP mandated services. When not participating in IEP team meetings for newly referred students or providing coverage for special education teachers so they can attend IEP team meetings for their students, the IEP/intervention teacher should be working directly with students.

Schools with Special Education Intervention Teachers

The Special Education Intervention Teacher allocation funds 960 Special Education Intervention Teachers. Schools are selected based on a review of the number and percent of students with IEPs enrolled in each school. The allocation is subject to change every three years. Additional information about the Special Education Intervention Teacher allocation can be found in the School Allocation Memorandum (SAM). The Special Education Intervention Teacher allocation is over and above other special education teacher allocations and without regard to special education teacher vacancies.

The Special Education Intervention Teacher is a posted three-year instructional position. A new three-year cycle began the 2023-24 school year and will culminate at the end of the 2026-27 school year. The teacher selected for this position in the 2023-24 school year will continue in the position for the remainder of the three-year cycle, as long as the school and the teacher continue to be eligible. Teachers who enter the position in the middle of the three-year cycle will remain in the position until the cycle ends (at the culmination of the 2026-27 school year.

Additional information

To the extent not inconsistent with SAM No. 16, FY 2024 , the Centrally Funded IEP/Intervention Teacher Guidance addresses a number of other important issues related to the Special Education Intervention Teacher position. Included in this document is information regarding the purpose of the Special Education Intervention Teacher position, roles and responsibilities of the Special Education Intervention Teacher, identification of Special Education Intervention Teachers in the school budget, Special Education Intervention Teacher ratings, involvement in IEP meetings, postings/seniority, training and professional development and additional assistance and resources. 

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Extended Certification Programs to Support Special Student Populations

June 17 update: the application for the 2024-25 school year is now closed. check back soon for a survey to express interest in future opportunities..

For the 2024-25 school year, New York City Public Schools is offering NYC Extended Certification Programs, enabling  qualified, current NYC Public Schools teachers to pursue a Students with Disabilities certification or a Bilingual Extension through the completion of tuition-free graduate-level coursework. After completing their certification program, participants commit to teaching in their new license area in their current school for the following two years. Learn more by watching our brand-new Spring 2024 Teacher Info Session .

By earning one of these additional licenses, teachers can:

• Increase their professional flexibility
• Gain the skills and training to serve some of their highest-need students more effectively
• Earn credits that count towards A+ and/or a salary differential

Please visit our  Online Support Center  for more information and to contact us with any questions.

Extended Certification through Institutions of Higher Education (IHE) 

Qualified applicants who are accepted into an IHE cohort of an NYC Extended Certification Program will be assigned to a particular partner college or university’s certification program, based on their desired certification area and their existing qualifications.  

Participants will complete program coursework while simultaneously continuing to be a valuable member of their school’s teaching staff and supporting students in their desired license area. IHE cohorts will last for either 2 or 3 semesters, and all graduate coursework will be virtual.

For the 2024-2025 school year, teachers can pursue one of the following tuition-free programs:

• An SWD certification if they already have a bilingual extension, or
• A bilingual extension if they already have an SWD certification.*

*There is a new opportunity for those who want a bilingual extension and don't already have an SWD certification.

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3 out of 4 graduates would recommend an extended certification program to a peer, and said the program helped improve their teaching practice to support secondary students with disabilities or multilingual learners.

"this program is well designed and really engages teachers to think and plan for a culturally responsive classroom. i learned more in this program than from my masters in education and feel more prepared to give individualized attention to my students." - 2019-20 sy teacher participant.

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Guidance on Preschool Special Education Itinerant Teacher (SEIT) Services

The New York City Department of Education (DOE) is committed to creating inclusive preschool classrooms that prepare all children to enter Kindergarten with a solid foundation for future success. Inclusive preschool classrooms offer the opportunity for children with disabilities to learn and socialize with typically developing peers in their least restrictive environment. 

An important component of creating an inclusive classroom is collaborating with preschool special education providers. When preschool programs and providers work together, services can be integrated into classroom learning rather than delivered in isolation. Integrated services weave special education goals into a child’s daily schedule so that skills develop in naturally occurring activities and adults maximize the sharing of knowledge and methods across disciplines.

What are SEIT services?

A Special Education Itinerant Teacher (SEIT) provides specialized individual or group instruction and/or indirect services to preschool students with Individualized Education Programs (IEPs).  Services are provided on an itinerant basis, meaning the SEIT travels to the childcare or educational setting where the child attends during the day.  SEIT services may be provided alone or in combination with one or more related services.

Special Education Itinerant Teacher (SEIT) services must be provided by a New York State certified special education teacher.  While most children receive SEIT services from a teacher certified in special education or speech and hearing, children with hearing impairments may require a certified teacher of the deaf, children with visual impairments may require a certified teacher of the blind and visually impaired, and bilingual children may require a certified bilingual teacher of special education.

A Special Education Itinerant Teacher (SEIT) is employed by an agency that is approved by the New York State Education Department (NYSED) to provide itinerant special education instruction to preschool students with disabilities. 

What do SEIT services support? How are SEIT services delivered?

A SEIT is a New York State certified special education teacher who comes to work with a preschool student with a disability on academic, emotional, and social skills.  SEIT services include both direct and indirect services. “Direct service” is specially designed instruction in which the SEIT works directly with a child, one-on-one or in a group (based on the IEP recommendation). Direct SEIT allows the preschool child with an IEP to benefit from the early childhood program and to participate in age-appropriate activities. “Indirect SEIT” means consultation provided by a certified special education teacher to assist the child's early childhood program teacher in adjusting the learning environment and/or modifying their instructional methods to meet the individual needs of a preschool student with a disability who attends an early childhood program. 

SEITs should support teachers in the development of daily lesson plans that consider differentiation, accommodations and modifications, and integrating IEP goals and services into daily learning and routines.  SEIT service delivery should be integrated into the routines and activities of the classroom as much as possible, depending upon the needs of the student and the goals being addressed. All SEIT services should align with the overall classroom curriculum and instruction and be focused on preparing the student to be an active member of the early childhood program.

A preschool student’s IEP will specify direct and/or indirect SEIT, including the frequency (how often, e.g., 3x/week), duration (length of session, e.g., 1 hour), intensity (group or individual, e.g., 1:1), and location (where, e.g., childcare setting selected by parent) for SEIT services.  The IEP will indicate the projected date for initiation of services and whether the child is eligible for 10-month or 12-month services (July and August).

SEIT may be provided at a location identified on the IEP including, but not limited to, an approved or licensed pre-Kindergarten or Head Start program, a hospital, a State facility, or a childcare location selected by the parent or home under certain circumstances. 

Who receives SEIT services? How are SEIT services arranged?

Preschool special education services are available for children age 3 to 5 who have been identified by the Committee on Preschool Special Education (CPSE) as a preschool student with a disability. These services are provided free of charge to eligible children by the DOE.  For more information regarding eligibility for preschool special education services, please visit the  DOE’s preschool webpage .

The CPSE is responsible for coordinating the special education process for preschool children. If the child is found eligible for special education services, the CPSE team will develop an Individualized Education Program (IEP). An IEP is a plan that details a child’s abilities and outlines the services the DOE will provide to meet the child’s educational needs.  The teacher from the child’s early childhood program should participate by phone or in person at all IEP meetings so that s/he can share information about the student’s functioning in the classroom.

After the CPSE team develops the IEP, the CPSE administrator is responsible for ensuring all IEP-recommended services are arranged. If SEIT is recommended on the child’s IEP, the CPSE administrator will assign an agency that will provide SEIT services. The SEIT agency will assign a provider to work with the child at the location identified in the IEP or coordinated between the parent, school, and provider.  The projected start date for services should be listed on the preschool child’s IEP.

For questions or support regarding the arrangement of SEIT services, contact the  CSE/CPSE office  that covers the child’s home district. 

When should SEIT services be provided?

SEIT services may only be provided Monday through Friday between the hours of 8:00am through 6:00pm unless the agency is otherwise authorized by NYSED to provide services within different hours.  Services may not be provided on national or  New York State holidays.

SEIT sessions must be scheduled consistent with the student’s IEP and with sufficient time allotted to ensure delivery of the full session. SEIT sessions do  not  include any breaks or meals for the SEIT provider.

As part of the first visit, and on an ongoing basis, program leadership and teaching staff should work with SEIT providers to create a schedule that works best for the child. This includes considering the time of day that works best for the child to receive services, by considering, e.g., a student’s attention, physical stamina, classroom activities, and behavior.

Who is responsible for the coordination of a preschool child’s services as outlined on their IEP?

The SEIT is responsible for the coordination of services. This includes:

• Working with the CPSE to resolve any scheduling or service delivery issues
• Sharing information with related service providers to support the integration of SEIT and related services
• Gathering progress reports and anecdotal information relating to the student’s progress from all related service providers to ensure that the SEIT has a general knowledge of the student’s progress and any significant problems, in each related service area
• Participating in person or by telephone in all CPSE meetings 
• Providing progress information to parents and the CPSE 
• Ensuring effective communication practices, such as telephone conferences, as needed

If a preschool student is recommended for related services and is not receiving the related services as recommended in the IEP, the SEIT must identify this concern to the related service provider(s) and the CPSE.

Who is responsible for supervising the SEIT?

The SEIT is an employee of a NYSED-approved SEIT agency. The agency is responsible for supervising the SEIT. Supervision includes oversight of the delivery of SEIT services to ensure safe and effective implementation of SEIT services. SEIT supervisors may conduct on-site visits and should always be accessible to SEIT providers via phone or other means when the SEIT agency’s supervisor is not physically present.

Although program leaders do not directly supervise SEITs, they play an important role in ensuring that SEIT services are successfully delivered to children and integrated into classrooms.  Program leaders are responsible for building a positive classroom culture, supporting engagement with families, and promoting trust among children, families, staff, and partners and providers. Program leaders should collaborate with classroom teaching staff and assigned SEITs on an ongoing basis to integrate IEP-mandated services into the instruction and family engagement practices provided by classroom teaching staff. 

Can a SEIT work with children in an early childhood program that have not been assigned to them for IEP recommended services?

SEIT services should always work toward facilitating a child’s participation in activities with other children in the early childhood classroom.  This is particularly appropriate when the child’s goals and objectives address interaction with peers.

However, a SEIT should not supervise children that have not been assigned to them for the provision of IEP recommended services.  This includes removing children out of the classroom to work with an assigned child or supervising other duties, such as toileting, for other children in the classroom. A SEIT also may not be used to meet classroom ratio requirements.  This includes functioning as the supervising or certified teacher in the classroom, including delivery of whole classroom instruction, such as circle time, or providing lunch, prep or absence coverage.

What are some best practices when working with SEIT providers?

When a SEIT starts at your program, consider:

• providing a school tour and introducing key staff in the building
• sharing your program’s educational philosophy and mission statement
• sharing information about your program’s curriculum
• ensure that the SEIT is aware of policies regarding personal use of cellphones 
• discussing policies regarding use of technology with students
• discussing how the SEIT can best communicate and collaborate with the child’s classroom teaching staff on an ongoing basis
• sharing expectations for family engagement practices
• reviewing student-specific health care plans/allergies, school-wide safety procedures and your program’s sign-in procedures
• providing a copy of your staff handbook, including having SEITs sign off that they received a copy
• providing a copy of your family handbook, including having SEITs sign off that they received a copy
• discussing expectations regarding dress code
• assigning a point person for any questions, concerns or issues
• discussing expectations if a SEIT is absent, e.g., contacting the program, whom to contact at the program (more information below)
• having the SEIT fill out an emergency contact form and provide contact information for their agency and supervisor
• identifying to the SEIT provider/agency the individual(s) at your site responsible for authorizing the “SEIT Service Form” (more information below) 
• recording the contact information for the SEIT, the SEIT agency and the supervisor assigned by the SEIT agency
• obtaining the calendar from the SEIT agency and sharing the calendar from your own program
• sharing notification procedures to follow if your program or the SEIT agency is forced to closed because of unanticipated circumstances
• establishing notification procedures when field trips or other special events will mean that the student will be unavailable for a regularly scheduled SEIT session
• clarifying notification expectations should the student be absent
• discussing classroom coverage plans if indirect SEIT service provision would result in the classroom teacher being unavailable for their regular classroom duties

What is the best way to share information regarding SEITs with families?

Confidentiality protections under the federal Individuals with Disabilities Education Act (IDEA) and the Family Educational Rights and Privacy Act (FERPA) require that the contents of all IEPs must be kept confidential.  Therefore, early childhood programs may not disclose information about a child’s IEP or recommended services to anyone not directly responsible for the implementation of the IEP or to that student’s parent.

Programs should consider ways to share general information regarding preschool special education services, such as SEIT and related services.  This might include information in a parent handbook or communication during an orientation or parent night that informs families that providers may be working in classrooms with children that are eligible for preschool special education services.

What is the security clearance process for a SEIT?

All SEIT agencies are required to clear SEIT providers through the DOE security clearance process. This means that each SEIT provider is required to be “eligible” and “active” in the Personnel Eligibility Tracking System (PETS) prior to working with any preschool child. The SEIT agency is responsible for monitoring the status of clearance for all SEIT providers.

All SEIT agencies are also required to clear SEIT providers through the Statewide Central Register (SCR) of Child Abuse and Maltreatment. Early childhood programs may request that the SEIT agency supply the “Notification of Assignment of Professional Consultant” form to allow the program to verify that the SEIT has State Central Registry clearance and is licensed or credentialed by NYSED, which includes criminal clearance and reference checks.

Even if the assigned SEIT (or a substitute SEIT) does not present the “Notification of Professional Consultant Assignment” form to the program leader, the SEIT must provide services to the assigned child within line-of-sight supervision of a program staff member who has undergone all required security clearance procedures.  A Head Start program must secure confirmation of SCR clearance within 90 days of the SEIT’s first date of service provision and must provide line-of-supervision while that confirmation is pending. 

Can a SEIT be denied access to an early childhood program?

Early childhood programs may not deny access to individuals providing IEP-mandated services. At a minimum, early childhood programs must permit the SEIT to provide services to students under line-of-sight supervision of a program staff member who has undergone all required security clearance procedures.

For additional information, please refer to the  Pre-K for All Policy Handbook  or to  Article 47 of the New York City Health Code .

How are SEIT services documented?

SEIT providers are required to keep documentation showing that provided services are consistent with the child’s IEP. This includes the start and end times for each session provided and documentation of any make-up sessions due to SEIT or student absence. The SEIT should have the site director/principal or a designated staff member at the early childhood program sign a “SEIT Service Form” so that they can verify that services are being provided.  Verification signatures should be obtained in a timely manner so that the person verifying SEIT session delivery has a clear memory of what transpired. Many SEIT agencies seek verification signatures at least weekly.  Early childhood staff should never sign to verify a SEIT service form that does not accurately reflect the provision of SEIT services.

What happens if a session is missed due to a SEIT or student absence?

Programs should discuss expectations if a SEIT is absent, including contacting the program and the contact person in the event of an absence.  If a SEIT is absent, the SEIT agency should first try to arrange for the provision of SEIT services by qualified substitute staff. However, if extenuating circumstances exist that would excuse the provision of services by a substitute teacher, the SEIT agency should document the circumstances and arrange for make-up sessions consistent with New York State Education Department (NYSED) rules, regulations and written policy guidance.

NYSED guidance  requires SEIT providers to provide students with make-up sessions when the missed session was due to a staff absence and, as appropriate to the needs of the student, any excused student absences.  A SEIT may, but is not required to, make-up sessions missed due to student absences. Make-up sessions are to be provided in a timely manner (as close in proximity as possible to the missed session) and must be in accordance with the child’s IEP regarding duration, intensity and location, and, as practical, frequency. Unless there is a documented child-specific reason, e.g., extended child illness, the make-up session should be provided within 30 calendar days of the missed session.

Make-up sessions should be provided in a manner and on a schedule that is beneficial to the student.  SEIT providers should also consider the schedules and concerns of the early childhood setting and the parent when scheduling make-up sessions.

What is the process if the SEIT agency is unable to provide a preschool child with recommended SEIT services?

If at any point during the school year, the SEIT agency is unable to provide any student with any recommended SEIT services, and determines that there is no reasonable expectation that the full provision of services are to resume in the immediate future, the SEIT agency must immediately notify the parent, the CPSE and the administrator of the site where the SEIT services are provided. This notification must be in writing and sent by regular mail. “Immediately” means as soon as possible, but within five days of the last day that SEIT services were provided.

When Concerns Arise

What do i do if i have concerns about the delivery of seit services.

As a first step, the early childhood program should reach out to the SEIT agency to discuss any concerns regarding the delivery of SEIT services.  The program may also request that a SEIT supervisor visit and observe to help support the SEIT on site with the child.

If the issue is still not resolved, the early childhood program should contact  [email protected]  and provide the child’s name, date of birth, and 9-digit NYC student ID number, and the program’s name, address, and director/principal’s name. They should also include a brief description of the issue and/or concern.

What do I do if I have concerns about the SEIT agency?

If there is an issue with the SEIT agency, the early childhood program should contact  [email protected]  and provide the child’s name, date of birth, and 9-digit NYC student ID number, and the program’s name, address, and director/principal’s name.  They should also include the SEIT agency name and a brief description of the issue and/or concern.

How do I report an incident involving a SEIT provider?

Early childhood programs are required to follow the reporting requirements and procedures outlined by any agencies that have oversight of the program. This includes the procedures to report suspected child abuse, maltreatment, corporal punishment and verbal abuse. If you are an approved DOE Pre-K for All program, please review the procedures outlined in the  Pre-K for All Policy Handbook.  .   

Whom can I contact if I have questions about SEIT services?  

Any general questions related to SEIT services should be directed to  [email protected] .

Additional Resources

• Creating an Inclusive Preschool Classroom: Best Practices for Collaborating with Preschool Special Education Providers
• NYC Department of Health Notification of Assignment of Professional Consultant Form
• Preschool Special Education
• Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs
• Webinar: Preschool Special Education Process and Services
• Webinar: Unpacking the IEP

Related Links

• Key Terms and Acronyms
• Arranging SEIT and Related Services
• Collaborating with Providers
• Family Engagement
• List of Accommodations and Modifications
• Lesson Planning for Children with IEPs
• Completing Preschool Progress Reports
• Progress Reports FAQ
• Exploring Plants
• SEIT Guidance

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Continuum of Special Education Services

• School Districts’ Responsibilities to Provide Specially-Designed Instruction and Related Services
• Guidelines for the Use of Speech-Language Telepractice in the Delivery of Related Services to Students with Disabilities
• Provisions of Special Education Services to a Five-Six Year Old Child with a Disability Not Subject to Compulsory Attendance Requirements and Not on a Regular School Attendance Register

Continuum of Special Education Services for School-Age Students with Disabilities

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Research on specially designed instruction clearly supports high quality instruction provided to the greatest extent possible to meet the student's individualized education program (IEP) in the general education classrooms where students with disabilities have the greatest likelihood of receiving curriculum content delivered by highly qualified teachers.  Schools may utilize a variety of combinations of special education supports and services to serve students with disabilities in general education settings and promote meaningful access, participation and progress in the general curriculum, including consultant teacher services, paraprofessional support, resource room services and integrated co-teaching.

Access to and participation in the general education curriculum does not occur solely because a student is placed in a general education classroom, but rather when students with disabilities are actively engaged in learning the content and skills that define the general education curriculum.  Meaningful access to the general education curriculum means that a student with a disability has the appropriate supports, services and accommodations to address his or her disability in consideration of the content of the curriculum, instructional materials, how the curriculum is taught to the student, the physical environment and how the student's learning is measured.  It is the consideration of the individual needs of the student and the support, services and/or modifications needed to the general education curriculum, instructional methods, instructional materials and/or instructional environment that determine which of the service delivery options would be most appropriate to assist the student to meet his/her annual goals and to meet New York State’s (NYS) learning standards. 

This document, which replaces the document issued in April 2008, should assist school personnel to understand the regulatory requirements under which each service must be provided and to assist in the determination of which of these special education services might be most appropriate for an individual student. Questions regarding this document may be directed to the Special Education Policy Unit at 518-473-2878 or to the local  Special Education Quality Assurance (SEQA) Office .

1. How is special education defined in New York State (NYS)?

Special education means specially designed individualized or group instruction or special services or programs and special transportation, provided at no cost to the parent, to meet the unique needs of students with disabilities.

1. Such instruction includes but is not limited to that conducted in classrooms, homes, hospitals, institutions and in other settings.

2. Such instruction includes specially designed instruction in physical education, including adapted physical education.

2. What is specially designed instruction? Specially designed instruction means adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students.

3. What special education services and programs are included in NYS' continuum of services?  The continuum of special education services for school-age students with disabilities is an array of services to meet an individual student's needs that includes:

• consultant teacher services (direct and/or indirect);
• resource room services;
• related services;
• integrated co-teaching services; and
• special class.

Additional special education services that may be recommended for students include:

• Transition Services  are a coordinated set of activities for a student with a disability beginning not later than the first individualized education program (IEP) to be in effect when the student is age 15 (and at a younger age, if determined appropriate), designed within a results-oriented process that is focused on improving the academic and functional achievement of the student with a disability to facilitate the student's movement from school to post-school activities.
• Transitional support services  are those temporary services, specified in a student's IEP, provided to a general or special education teacher to aid in the provision of appropriate services to a student with a disability transferring to a general education classroom or to another special education program or service in a less restrictive environment.
• Travel training  is instruction, as appropriate, provided to students with significant cognitive disabilities, and any other students with disabilities who require this instruction, to enable them to develop an awareness of the environment in which they live; and learn the skills to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).
• Adapted physical education  is a specially designed program of developmental activities, games, sports and rhythms suited to the interests, capacities and limitations of students with disabilities who may not safely or successfully engage in unrestricted participation in the activities of the regular physical education program.
• Twelve-month special service and/or program  is a special education service and/or program provided on a year-round basis for students with disabilities determined to require a structured learning environment of up to 12 months duration to prevent substantial regression.
• Special transportation  means services and supports necessary for the student to travel to and from school and between schools; in and around school buildings; and includes specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation to a student with a disability.  Examples of special transportation include: special seating; vehicle and/or equipment needs; adult supervision; type of transportation; and other accommodations. 

NOTE :  When recommending special education services in a student's IEP, the Committee on Special Education (CSE) must use the special education services terms as used in the regulations, but may add clarifying terms that identify a district-specific program as long as such program meets the specifics of the regulations for that service.    As examples, if the school district calls its resource room a "learning lab", then the IEP could indicate resource room (learning lab); or if the district uses the term "collaborative team teaching" to mean the same thing as "integrated co-teaching", then the IEP could indicate "integrated co-teaching (collaborative team teaching). 

The  continuum of placement  options in NYS includes: public schools, boards of cooperative educational services (BOCES), private approved day and residential schools and home and hospital instruction.

The district must also include, in its continuum of placement options, interim alternative educational settings (IAES) options for students with disabilities who have been suspended or removed from their current placement for more than 10 school days pursuant to Part 201 of the Regulations of the Commissioner of Education (Discipline Procedures for Students with Disabilities).  The IAES, to the extent provided in Part 201, must be an educational setting other than the student's current placement at the time the behavior precipitating the IAES placement occurred.  A student placed in an IAES must:

• continue to receive educational services so as to enable the student to continue to participate in the general education curriculum, although in another setting and to progress toward the goals set out in the student's IEP; and
• ​receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications that are designed to address the behavior violation so that it does not recur.

4. What is meant by "location" of services which must be documented on the IEP?  Does it mean the same as "placement"? The "location" of services is not the same as "placement" as defined above.  "Location" in the context of a student’s IEP generally refers to the type of environment that is the appropriate place where a particular service, program modification or accommodation would be provided. The decision as to the location where a service (e.g., in the general education English class; in the special class; in a separate therapy room) will be provided should be made in consideration of the least restrictive environment (LRE) provisions and in consideration of the student’s overall schedule and participation in general education classes.  The location where services will be provided needs to be stated specifically enough so the CSE’s recommendations regarding location of services is clear; however it is not necessary for the room number of the classroom to be indicated.  A CSE should first consider the general education class as the location for the provision of special education services rather than a separate location in order to facilitate the student’s maximum participation in general education programs and in the general education curriculum.  

5. What does LRE mean and how does it relate to the continuum of service options? LRE refers to the extent special education services are provided to a student in a setting with the student's nondisabled peers and as close to the student's home as possible. The continuum of services identifies different service delivery models to provide specially designed instruction to a student with a disability.  Some of the services such as consultant teacher and integrated co-teaching services are directly designed to support the student in his/her general education class.  Others may or may not be provided in settings with nondisabled peers, depending on the needs of the student.  This is why the documentation of "location" in the IEP is important.  The continuum of placement options is also directly related to LRE placement decisions. 

6. What rules apply for grouping students with disabilities together for purposes of instruction?  Students with disabilities placed together for purposes of special education (including resource room, special class, consultant teacher services, integrated co-teaching and related services groups) must be grouped by similarity of individual needs in accordance with the four need areas listed below:

• The range of academic or educational achievement of such students must be limited to assure that instruction provides each student appropriate opportunities to achieve his or her annual goals.
• For students placed in a special class, except for a 12:1+ (3:1) special class, where the range of achievement levels in reading and mathematics exceeds three years, special notification to the CSE and parents must be provided.
• The learning characteristics of students in the group must be sufficiently similar to assure that this range of academic or educational achievement is at least maintained (i.e., no students fall behind in academic achievement because their instructional needs are not being addressed due to the range of learning characteristics of students in the class).
• The social development of each student must be considered prior to placement in any instructional group to assure that the social interaction within the group is beneficial to each student, contributes to each student's social growth and maturity, and does not consistently interfere with the instruction being provided.
• The social needs of a student cannot be the sole determinant of such placement.
• The levels of physical development of such students may vary, provided that each student is given appropriate opportunities to benefit from such instruction.
• Physical needs must be considered prior to determining placement to assure access to appropriate programs.
• The physical needs of the student cannot be the sole basis for determining placement.
• Management needs must be determined in accordance with the factors identified for a student in relation to the areas of academic achievement, functional performance and learning characteristics, social development and physical development.
• The environmental modifications or adaptations and the human or material resources provided may not consistently detract from the opportunities of other students in the group to benefit from instruction.

7. What does class size mean?  Class size means the maximum number of students who can receive instruction together in a special class or resource room program and the number of teachers and supplementary school personnel assigned to the class.

8. What is meant by "program modifications, accommodations, supplementary aids and services"? The terms program modifications, accommodations and supplementary aids and services are often used interchangeably and are documented together in the same section of the IEP, but they have different meanings requiring different considerations in the development of recommendations for individual students. 

• Supplementary aids and services means aids, services and other supports to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate in the LRE (e.g., a note taker; assignment of paraprofessional staff; study guide outlines of key concepts).
• Accommodations means adjustments to the environment, instruction or materials (e.g., instructional materials in alternative format such as large print or Braille, fewer items on each page; extra time to complete tasks) that allow a student with a disability to access the content or complete assigned tasks.  Accommodations do not alter what is being taught. 
• Program modifications may be used to describe a change in the curriculum or measurement of learning, for example, when a student with a disability is unable to comprehend all of the content an instructor is teaching (e.g., reduced number of assignments; alternate grading system).

Supplementary aids and services, accommodations and/or program modifications can be provided in general education classes, special classes or other education-related settings, including extracurricular and non-academic settings. 

9. What is meant by "supports for school personnel on behalf of the student"? The IEP must describe the supports for school personnel that will be provided on behalf of the student in order for the student to advance toward attaining the annual goals, to be involved in and progress in the general curriculum and to participate in extracurricular and other nonacademic activities. Supports for school personnel are those that would help them to more effectively work with the student. These could include, for example, special training for a student’s teacher to meet a unique and specific need of the student. These supports for school personnel are those that are needed to meet the unique and specific needs of the student.

Examples of supports that may be provided for school personnel include:

• information on a specific disability and implications for instruction;
• training in use of specific positive behavioral interventions;
• training in the use of American Sign Language;
• assistance with curriculum modifications;
• behavioral consultation with school psychologist, social worker or other behavioral consultant; and/or
• transitional support services.

10. Can the district implement an innovative program for students with disabilities that varies from the regulatory continuum of service options? Yes.  The Commissioner may grant a waiver from the continuum of services options upon a finding that such waiver will enable a local school district, BOCES, approved private school, State-operated school, State-supported school or State department or agency to implement an innovative special education program that is consistent with State law, applicable federal requirements and all other sections of Part 200, and will enhance student achievement and/or opportunities for placement in regular classes and programs.  The requirements for submission of such an innovative waiver can be found in section 200.6(l) of the Regulations of the Commissioner of Education. 

11. What are CT services?  CT services are defined as direct and/or indirect services provided to a school-age student with a disability in the student's general education classes, including career and technical education classes, and/or to such student’s general education teachers.

• Direct CT services mean specially designed instruction provided to an individual student with a disability or to a group of students with disabilities by a certified special education teacher to aid the student(s) to benefit from the general education class instruction.  Direct CT can be combined with indirect CT services.
• Indirect CT services mean consultation provided by a certified special education teacher to a general education teacher to assist the general education teacher in adjusting the learning environment and/or modifying his/her instructional methods to meet the individual needs of a student with a disability who attends the general education class.  Indirect CT can be combined with direct CT services.  

12. Can a student with a disability be removed from his or her class in order to receive CT services? No. CT services are special education services to support a student while he or she is participating in instruction in the general education class.  It is not a pull out service.  If a student with a disability needs specially designed instruction delivered outside of the general education class (e.g., specialized reading instruction), this service could be recommended in the IEP of the student as special class, related service or resource room services, but not as CT services.  

13. How must CT be identified in a student's IEP? If the student’s IEP indicates CT services, the IEP must specify the general education class(es) (including career and technical education classes, as appropriate) where the student will receive the services.

• If CT services are to be provided to an elementary student, the IEP should indicate the subject areas of instruction when the CT would be providing services to the student (e.g., during reading groups; during math instruction).
• If CT services are to be provided to a middle or secondary student, the IEP must specify the class subject(s) where CT will be provided (e.g., English, math, science, art, music).
• If indirect CT services are to be provided, the IEP must indicate the regular (or general) education class being taught by the teacher receiving the consultation.

The IEP should specify the type of CT services the student will receive (i.e., direct or indirect) so that it is clear to parents and educators the extent to which such services will be provided. 

14. How are the methods and schedules for CT services determined? The effective implementation of CT services requires general and special education teachers to work cooperatively to address the needs of students with disabilities. Section 200.4(e)(5) of the Regulations of the Commissioner of Education requires that, following the development of an IEP in which CT services are recommended, the general education teachers of the student for whom the service will be provided must be given the opportunity to participate in the instructional planning process with the CT to discuss the objectives and to determine the methods and schedules for such services.  The methods and schedules for such services should be documented and communicated to the parent of the student. 

15. Who can provide CT services?  CT services can only be provided by a certified special education teacher - a person certified or licensed to teach students with disabilities. A teaching assistant cannot be assigned as the CT nor can the teaching assistant work under the supervision of a special education teacher to be the provider of this service.

When consultant teacher services are to be provided for the purpose of providing specially designed reading instruction for a student who has significant reading difficulties that cannot be met through general reading programs, such instruction may be provided by a reading teacher qualified under section 80.7 of the Regulations of the Commissioner of Education . 

16. Can students be grouped together for purposes of receiving consultant teacher services? Yes. CT services may be provided on an individual or group basis (two or more students), provided that such students are grouped based on similarity of need (see question #5 under General Information).  The maximum number of students who may be assigned to a CT may not exceed 20. 

17. Can the CT be the primary academic instructor for the student? No. The definition of CT does not include providing primary academic instruction to a student with a disability.  CT services are provided to adapt, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to support the student to successfully participate and progress in the general curriculum during regular instruction, so that he or she can meet the educational standards that apply to all students.

18. Can a CT be assigned to a class full time? Yes. A CT may be assigned to a class full time to meet the needs of individual students with disabilities enrolled in the general education class who are recommended for CT services. However, there is no requirement that a CT be assigned full time to a class.

19. Does the minimum number of hours for CT include both direct and indirect services?  Yes. The minimum number of hours for CT services, two hours per week, applies to direct and indirect services, in any combination.  However, if the student is also recommended to receive resource room services, the minimum number of hours of the combined resource room and CT services is three hours per week.  The IEP must specify for each service (resource room and CT) the frequency, duration and location.  For example, the IEP of a student receiving a combination of services, based on the individual needs of the student, might indicate:

Resource room services - 3 times a week, 40 minute sessions Consultant teacher services (direct)- English class - 2 times per week, 40 minute sessions

20. What is a resource room program?  Resource room program is a special education program for a student with a disability registered in either a special class or general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.  Resource room programs are for the purpose of  supplementing  the general education or special education classroom instruction of students with disabilities who are in need of such supplemental programs.  This means that instruction is not provided in place of the student's regular academic instruction.

21. Must students with disabilities placed in a resource room program be grouped based on similarity of individual needs? Yes.  The composition of instructional groups in a resource room program must be based on the similarity of the individual needs (see question and answer # 6) of the students according to:

• levels of academic or educational achievement and learning characteristics;
• levels of social development;
• levels of physical development; and
• the management needs of the students in the classroom.

22. Is there a minimum amount of time that a student must receive resource room programs if this service is recommended in the student's IEP? Yes. Regulations require that each student with a disability requiring a resource room program shall receive not less than three hours of instruction per week in such program.  However, if the student is also recommended to receive CT services, the minimum number of hours of the combined resource room and consultant teacher services is three hours per week.  The IEP must specify the frequency, duration and location for each service.

23. Is there a maximum amount of time that a student can spend in a resource room program? Yes.  Regulations prohibit students from spending more than 50 percent of their time during the day in the resource room program.

24. What are the instructional grouping requirements that pertain to resource room programs? An instructional group which includes students with disabilities in a resource room program cannot exceed five students per teacher.  The total number of students with disabilities assigned to a resource room teacher cannot exceed 20 students, except that the total number of students with disabilities assigned to a resource room teacher who serves students enrolled in grades seven through twelve or a multi-level middle school program operating on a period basis cannot exceed 25 students.  The Commissioner may approve a variance increasing the size of a resource room instructional group and the number of students assigned to a resource room teacher.

In addition, New York City only may increase the number of students in a resource room program up to a maximum of eight students to one teacher; and may increase the maximum number of students with disabilities assigned to an elementary school resource room teacher to 30; and to a multi-level middle or secondary school program resource room teacher to 38.  

25. Can a resource room with one special education teacher assigned include more than five students at any one time period?  No, except as noted above for variances to resource room instructional group size granted by the Commissioner, when there is only one special education teacher assigned to a resource room, the instruction group size cannot exceed five students.

26. How can a teaching assistant assist in the delivery of resource room services? Each student with an IEP that indicates resource room services must receive such services from the special education resource room teacher.  While a teaching assistant, under the general supervision of the special education teacher, can assist in the delivery of the special education services, he or she cannot be the provider of such services in place of the special education teacher.  As an example, for each resource room period, while the special education teacher may be instructing three of the students, a teaching assistant, under the supervision of the special education teacher, may be working with the other two students. (Also see question #63.)

27. May a resource room program be provided in a general education classroom? Yes, provided that the resource room teacher provides specially designed instruction to students grouped together for purposes of the resource room program, which supplements the instruction provided in the general education class. 

28. What is the difference between direct CT services and resource room services located in a general education classroom? Direct CT services are services of a special education teacher provided to an individual student or a small group of students with disabilities to adapt, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to support the student to successfully participate and progress in the general curriculum during regular instruction, so that he or she can meet the educational standards that apply to all students. Consultant teacher services are provided simultaneously with general education content area instruction.

Resource room services are small group supplementary instruction that cannot otherwise be provided during the student's regular instructional time.  As examples, a resource room program might be recommended for students who need specialized supplementary instruction in organization skills, reading, the use of an assistive technology device, the use of Braille or the use of a compensatory strategy.  However, resource room students must also have access to instruction in all required general education content area learning standards in addition to their resource room supplemental instruction.

29. May resource room programs be used as the time for the student to complete his/her homework?  Specialized supplementary instruction (as defined above) must be provided in the resource room program for each student.  While the teacher may use classroom related assignments as the vehicle to provide specialized supplementary instruction to address the unique needs of a student with a disability, a resource room program for a student with a disability cannot be treated as a study hall. 

30. Can a resource room include nondisabled students? Yes, provided that an instructional group that includes students with disabilities does not exceed five students (or the number approved through the variance provision described in question 23).

31. Can a student with a disability receive a combination of resource room, special classes and CT services?  Yes. Based on the individual needs of a student with a disability, the CSE could recommend, for example, that the student receive special class for one or more subjects (e.g., math and English), CT for one or more other subjects (e.g., science and social studies), and resource room services.

32. What is the definition of integrated co-teaching services?  Integrated co-teaching services, as defined in regulation, means the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and nondisabled students.  

33. Where can school districts access information on integrated co-teaching to support successful implementation in its schools? Additional assistance and training are available on a variety of topics, including integrated co-teaching, through the Office of Special Education's Educational Partnership , a coordinated and cohesive professional development and technical assistance network designed to support and empower schools and families in improving equity, access, opportunities and outcomes for students with disabilities.

34. Must every school district offer integrated co-teaching services on the continuum of services? No. However, the use of integrated co-teaching services is strongly encouraged.   School districts may strategically determine, based on the needs of its students, to offer such services at certain grade levels, or in certain subjects. Implementation of integrated co-teaching could be gradually phased into a school district.  

35. Can a school district determine that it will offer integrated co-teaching services at some, but not all, of its classes, grade levels or subjects? Yes.

36. Can integrated co-teaching be provided for part of the day (e.g., for one period a day)? Yes. The CSE could determine that the student needs integrated teaching, for example, for English and math classes only.  To meet the individual needs of a student, the CSE could recommend a combination of services, including, but not limited to, integrated co-teaching for some classes, special class(es) for a portion of the day, CT or other supports in other general education classes for the remainder of the day. The specific recommendations must be indicated in the student's IEP. 

37. What factors should be considered when determining whether to recommend integrated co-teaching services for a student with a disability? The determination of whether integrated co-teaching services are an appropriate recommendation for an individual student with a disability must be made on an individual basis.  For some students, integrated co-teaching would be an alternative to placement in a special class with the added benefit of having both a special education and a general education teacher deliver the curriculum to the student.  For each student, whether the general education classroom is the least restrictive environment for the student to receive his or her special education services should be made in consideration of, but not limited to the following factors:

• the classes in which integrated co-teaching is offered and the match to the students needs;
• the extent of special education services the individual student needs to access, participate and progress in the general education curriculum;
• the similarity of needs of the other students with disabilities in the class;
• the potential effect of the class size on the student's learning needs;
• any potential benefits and harmful effects such services might have for the student or on the quality of services that he or she needs; and
• whether the extent of the environmental modifications or adaptations and the human or material resources needed for the student will consistently detract from the opportunities of other students in the group to benefit from instruction.

A CSE must consider integrated co-teaching services only to the extent such services are available consistent with the district's plan for special education services (see questions 34 - 36). 

38. May school districts continue to use other terms to identify integrated co-teaching services in a student's IEP?  No. It is now required that all districts use the terminology "integrated co-teaching," consistent with the regulatory requirements, so that the level of services being provided to a student is clear and consistent among school districts. New York City (NYC) has used the term "collaborative team teaching" (CTT) to identify a service that meets the regulatory definition of integrated co-teaching services.  While other terms, such as blended or inclusion classes have been used by other school districts, the actual services provided varied among districts (e.g., some districts used the term inclusion class to identify a class where a teaching assistant and a general education teacher were assigned).  To clarify for parents that a previously recommended service means the same as integrated co-teaching, terms such as CTT, blended class or inclusion class may also be indicated in the IEP.          

39. What is the maximum number of students with disabilities that can be included in a class where integrated co-teaching services are provided? The maximum number of students with disabilities that can be on the class roster of a class where integrated co-teaching services is provided is 12, unless a variance is provided pursuant to section 200.6(g)(1)(i)-(ii) of the Regulations of the Commissioner of Education .  The total of 12 students includes any student with a disability in that class, regardless of whether all of the students are recommended for integrated co-teaching services.  For example, if two students with disabilities in a class are recommended for resource room and related services and ten are recommended for integrated co-teaching services, there are 12 students with disabilities in that classroom.  While the two students in the above example may benefit incidentally from the integrated co-teaching services, their IEPs would not need to specify the integrated co-teaching services. 

A variance to temporarily exceed 12 students with disabilities in an integrated co- teaching class by not more than two additional students may be provided through two variance procedures: (1) a variance by notification to temporarily increase the maximum number of students with disabilities to 13; and (2) a variance request for Commissioner’s prior approval to temporarily increase the number of students with disabilities to not more than a total of 14. Additional information can be found in NYSED’s field memorandum Variance Procedures to Temporarily Exceed the Maximum Number of Students with Disabilities in an Integrated Co-teaching Services Class. 

40. What is the maximum number of nondisabled students that can be included in a class where integrated co-teaching services are provided?  There is no regulatory maximum number of nondisabled students in an integrated co-teaching class.  However, the number of nondisabled students should be more than or equal to the number of students with disabilities in the class in order to ensure the level of integration intended by this program option. A CSE's recommendation for integrated co-teaching services should consider the overall size of the class enrollment (which includes students with disabilities and nondisabled students) and the ratio of students with disabilities to nondisabled students in relation to the individual student's learning needs.  An important consideration in determining the number of students with disabilities and nondisabled students on an integrated class roster is that the ratio must not result in a de facto segregated class which would undermine the philosophy of inclusive practices.

41. In an integrated co-teaching class, must both teachers be highly qualified in the core academic subject area?  School personnel assigned to each class must minimally include a special education and a general education teacher.  However, only one teacher in an integrated co-teaching class would need to be highly qualified in the core academic subject area.  

42. May a teaching assistant serve as the student's special education teacher for students receiving integrated co-teaching services? No.  However, a teaching assistant can be assigned to a class where integrated co-teaching is provided to assist the teachers in providing instruction to the students in the class. 

43. What is the difference between direct CT services and integrated co-teaching services? While both direct CT and integrated co-teaching services are provided in a student's general education class, and to the casual observer may appear the same, they differ in the manner and in some circumstances, in the extent to which, such supports are provided to the student.

Integrated co-teaching services means students are intentionally grouped together based on similarity of need for the purpose of receiving specially designed instruction in a general education class, usually daily for the identified class.  In this model, a general education teacher and a special education teacher share responsibility for the delivery of primary instruction, planning and evaluation for all students. 

Direct CT services are specially designed individual or group instruction recommended for an individual student with a disability in his or her general education class, the purpose being to adapt, as appropriate to the needs of the student, the content, methodology, or delivery of instruction to support the student to successfully participate and progress in the general curriculum during regular instruction.  The focus of services provided by the CT is to an individual student with a disability.

44. If a special education teacher is providing integrated co-teaching, for example, to a group of students with disabilities in their English and math classes three days a week and for the remaining two days a week, a teaching assistant is assigned to the student's classes to provide instructional support to the students with disabilities, can the days the teaching assistant is assigned also be considered integrated co-teaching?   No.  In the example provided above, the student would be receiving integrated co-teaching (instruction in the student's math and English classes) for only the days the special education teacher is in those classes.  The IEP would indicate integrated co-teaching, three days a week, for math and English classes. 

The teaching assistant support the students receive in the general education class for the remaining class periods during the week would be documented in the IEP as a supplementary support and service, provided two days a week to the student for math and English classes.

45. What is meant by special class?  Special class means a class consisting of students with disabilities who have been grouped together because of similarity of individual needs (see question #6) for the purpose of receiving specially designed instruction in a self-contained setting, meaning that such students are receiving their primary instruction separate from their nondisabled peers. 

46. What is meant by special class size? Special class size is defined as the maximum number of students who can receive instruction together in a special class and the number of teachers and paraprofessionals assigned to the special class (e.g., six students to one teacher and one teaching assistant or teacher aide). If the student’s IEP indicates special class, the IEP must describe the special class size.

47. What maximum class size ratios are allowed by regulation?  The maximum class size for those students whose special education needs consist primarily of the need for specialized instruction which can best be accomplished in a self-contained setting cannot exceed 15 students (15:1), or 12 students in a State-operated or State-supported school (12:1), except that:

• The maximum class size for special classes containing students whose management needs interfere with the instructional process, to the extent that an additional adult is needed within the classroom to assist in the instruction of such students, cannot exceed 12 students, with one or more supplementary school personnel assigned to each class during periods of instruction (12:1+1).
• The maximum class size for special classes containing students whose management needs are determined to be highly intensive, and requiring a high degree of individualized attention and intervention, cannot exceed six students, with one or more supplementary school personnel assigned to each class during periods of instruction (6:1+1).
• The maximum class size for special classes containing students whose management needs are determined to be intensive, and requiring a significant degree of individualized attention and intervention, cannot exceed eight students, with one or more supplementary school personnel assigned to each class during periods of instruction (8:1+1).
• The maximum class size for those students with severe multiple disabilities, whose programs consist primarily of habilitation and treatment, shall not exceed 12 students. In addition to the teacher, the staff/student ratio shall be one staff person to three students.  The additional staff may be teachers, supplementary school personnel and/or related service providers (12:1 + (3:1)).

Upon application and documented educational justification to the Commissioner, approval may be granted for variance from the special class sizes -  section 200.6 ( h)(6).

48. What is the chronological age range of students placed together for purposes of instruction in a special class? The chronological age range within special classes of students with disabilities who are less than 16 years of age shall not exceed 36 months. The chronological age range within special classes of students with disabilities who are 16 years of age and older is not limited.  There are no chronological age-range limitations for groups of students placed in special classes for those students with severe multiple disabilities, whose programs consist primarily of habilitation (e.g., daily living skills) and treatment.  Upon application and documented educational justification to the Commissioner, approval may be granted for variance from the special class chronological age ranges -  section 200.6 (h)(7).

49. What factors must the CSE consider in determining the class size (i.e., staff to student ratio) of a special class?  To determine the appropriate class size for an individual student, the CSE must consider the management needs of the student (i.e., the environmental modifications, adaptations, or, human or material resources required to meet the needs of any one student in the group) as well as the student’s need for individualized instruction.

50. Are there instructional considerations required for grouping students in a special class?  Yes. Students with disabilities grouped together for purposes of instruction must be grouped in consideration of similarity of needs, including the levels of knowledge and development in subject and skill areas, (e.g., activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style).  The range of academic or educational achievement of such students must be limited to assure that instruction provides each student appropriate opportunities to achieve his or her annual goals.  For students placed in a special class, except for a 12:1+ (3:1) special class, where the range of achievement levels in reading and mathematics exceeds three years, special notification to the CSE and parents must be provided.  The learning characteristics of students in the group must be sufficiently similar to assure that this range of academic or educational achievement is at least maintained (i.e., no students fall behind in academic achievement because their instructional needs are not being addressed due to the range of learning characteristics of students in the class).

51. Can a special class be provided for a student for a portion of the school day? Yes.  The CSE could recommend, for example, that the student receive special class only for particular subject areas (e.g., English and math classes).

52. Can a special class be located in a general education class?  Because special class is defined in regulations to mean an instructional group consisting of students with disabilities who have been grouped together in a self-contained setting, integrated co-teaching services was added to the continuum of services to identify the special education program for students with disabilities recommended to receive their specially designed instruction by both a general and special education teacher in the general classroom. 

53. What specific information must be in the IEP to specify the class size?  When a student is recommended for special class, the IEP must identify the number of students who will be in the special class and the specific ratio of special education teachers and supplementary school personnel (i.e., teaching assistants and/or teacher aides).  For example, the IEP could specify: 12 students to one teacher and one teaching assistant (12:1+1). 

54. Who can provide instruction in a special class?   

A certified special education teacher must be assigned to provide specially designed instruction to a special class. A teaching assistant under the general supervision of the special education teacher can assist the special education teacher to provide specially designed instruction.

There is nothing in regulation that would prohibit a general education teacher who holds a certificate to teach a subject area from being assigned to provide instruction in a special class alongside a certified special education teacher, when no special education teacher who is also certified in that subject area is available, as long as the staffing and class size requirements for special classes for students with disabilities, as set forth in section 200.6(h) of the Regulations of the Commissioner of Education  are met.  In this collaborative two-teacher model, the general education teacher does not replace the requirement for a special education teacher and/or cannot be considered supplementary school personnel to meet the staff-to-student ratio requirements for the special class.  Both the general education teacher and special education teacher must be present in the special class and actively co-teaching during the delivery of instruction.  As this is a special class, the teacher of record would be the certified special education teacher.

In addition, there is an expectation that ongoing collaboration occurs between the general education teacher and the special education teacher, who can assist in adapting, as appropriate, the content, methodology, and/or instructional approach, to ensure that students have access to participate and progress in the general curriculum and are able to demonstrate their knowledge and skills. This collaboration allows for the general and special education teachers to share their varied expertise and perspectives and for these teachers to gain knowledge and skills from each other to meet the diverse needs of the students in the classroom. 

55. Must special classes be provided for the full day or can students be recommended for special classes for separate subjects or for a portion of the day?

Depending on the needs of an individual student, the CSE, in determining the least restrictive environment for that student, could consider a recommendation for special class for a portion of the day and/or for specific subjects.  There is no rule that a special class can only be provided full time.

56. What types of services are included in the definition of related services? Related services are those that assist a student in benefiting from other special education services or assist the student in accessing the general curriculum.  Related services means developmental, corrective, and other supportive services as are required to assist a student with a disability.

Related services include, but are not limited to speech-language pathology, audiology services, interpreting services, psychological services, physical therapy, occupational therapy, counseling services, including rehabilitation counseling services, orientation and mobility services, evaluative and diagnostic medical services to determine if the student has a medically related disability, parent counseling and training, school health services, school nurse services, school social work, assistive technology services, appropriate access to recreation, including therapeutic recreation, other appropriate developmental or corrective support services, and other appropriate support services and includes the early identification and assessment of disabling conditions in students.

57. Are services for surgically implanted devices, including cochlear implants, a related service? The Individuals with Disabilities Education Act (IDEA) 2004 and federal regulations made it clear that related services are not services that "apply to children with surgically implanted devices, including cochlear implants.” This means that the school district is not responsible for maintaining any medical device that is implanted, including optimizing the device's functioning or mapping it (e.g., cochlear implants), or replacing the device.  However, this does not limit the right of a student with a surgically implanted device to receive related services that are determined by the CSE or committee on preschool special education to be necessary for the student to receive a free appropriate public education.

However, the school district is responsible to routinely check an external component of a surgically implanted device to make sure it is functioning properly.  The school district is also responsible for monitoring and maintaining all medical devices that are needed to maintain the child's health and safety in school and during transportation to and from school. This includes devices that are needed to maintain breathing, nutrition, or other bodily functions (e.g., nursing services, suctioning a tracheotomy, urinary catheterization) if the services can be provided by trained personnel and are not the type of services that can only be provided by a licensed physician.

58. May orientation and mobility services include the use of a service animal? Yes. 34 CFR section 300.34(c)(7) was amended to add that orientation and mobility services includes teaching students to use a service animal to supplement visual travel skills or as a tool for safely negotiating the environment for children with no available travel vision.

59. What information must be specified in an IEP for a student with a recommendation for related services? Related services as recommended by the CSE to meet specific needs of a student with a disability must be indicated in the IEP and must identify the frequency, duration and location of each service. 

60. Do the requirements relating to grouping by similarity of need (question #5) apply to the provision of related services? Yes.

61. What is the maximum number of students with disabilities that can be grouped together for the purpose of providing a related service? When a related service is provided to a number of students at the same time, the number of students in the group can not exceed five students per teacher or specialist except that, in the city school district of the city of New York, a variance of up to 50 percent rounded up to the nearest whole number from the maximum of five students per teacher or specialist is authorized by State law and regulation.

62. Is there a minimum frequency/duration for related services to be provided to a student with a disability?  There is no regulatory minimum frequency/duration for related services to be provided to a student with a disability. Effective December 8, 2010, the Regulations were amended to repeal the minimum service delivery requirement for speech and language services of two 30 minute sessions each week.  The CSE must determine the frequency and duration of a related service recommendation based on each student’s individual needs. (Revised 11/13)

63. What roles can a teaching assistant fulfill?  A teaching assistant, under the general supervision of the special education teacher, can assist in the delivery of special education services but cannot serve in place of a special education teacher. The following description of duties is provided as guidance in determining the appropriate role for  teaching assistants:

• working with individual students or groups of students on special instructional projects;
• providing the teacher with information about students which will assist the teacher in the development of appropriate learning and behavioral experiences;
• assisting students in the use of available instructional resources and development of instructional materials;
• assisting in the development of instructional materials;
• assisting in providing testing accommodations;
• utilizing their own special skills, and abilities by assisting in instructional programs in such areas as: foreign languages, arts, crafts, music and similar subjects;
• assisting in related instructional work as required; and
• assisting students with specific health related activities as appropriate.

64. What roles can a teacher aide fulfill? Teacher aides perform non-instructional duties under supervision determined by the local school district in accordance with Civil Service Law.  The following description of duties is provided as guidance in determining the appropriate role for teacher aides:

• preparing scripts for recording purposes;
• assisting in physical care tasks and health-related activities as appropriate;
• assisting students with behavioral/management needs;
• assisting in the set up of laboratory equipment, conduct experiments, and performing limited reviews of student laboratory reports;
• assisting in the technical preparation and production of media programs;
• reading to and playing audio-visual materials for children in lower grades;
• assisting in proctoring and other tasks related to the administration of examinations;
• assisting in the correction of test papers, recording of grades, maintaining of files and preparing statistical reports;
• managing records, materials and equipment; and
• supervising students (e.g., watching students during recess, hall transitions, etc.).

65. Can a teacher aide or teaching assistant be the only service provided to a student with a disability? No.  A teaching assistant or teacher aide can assist in the delivery of special education, but cannot be provided as the only special education service the student receives nor can they be the only provider of special education services to a student with a disability.  A student who requires only this level of service (e.g., a health aide to assist with mobility and/or toileting) could be eligible for such service pursuant to Section 504 of the Rehabilitation Act. 

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AHRC New York City

Staten island preparatory special education teacher assistant, school age.

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AHRC New York City is one of the largest providers of services for children and adults with developmental disabilities in New York City. Our mission is to advocate for people with intellectual and developmental disabilities to lead full and equitable lives. Come join our team and discover your passion.

Currently seeking Special Education School Age Teacher Assistant for Staten Island Preparatory.

Benefits of working for AHRC NYC:

• Paid time off
• Health, Dental and Vision insurance
• 403b Retirement Plan with employer match
• Tuition Assistance
• Qualified Employer for the Federal Public Service Loan Forgiveness Program
• Life Insurance
• Parental Leave
• Commuter Benefits
• Health Savings Account
• Referral Program
• Professional Development

Role Description:

• Full Time | Monday-Friday
• Hours: 8:00 A.M-3:00 P.M
• Responsibilities include: Assist the teacher in daily activities in a preschool Special Education classroom.
• Participate in the implementation of daily schedule/lesson plan for each student with activities aligned to NYS Prekindergarten Foundation for the Common Core Standards or NYS Common Core Standards, informed by authentic assessment data, which advance school readiness goals and reflect the objectives contained in IEP.
• Demonstrate appropriate teaching techniques, including prompting, pacing and utilization of reinforcement strategies, understanding potential behavioral problems that may arise.
• Implement strategies and techniques that facilitate generalization of concepts and promote socialization.

We are an Equal Opportunity Employer and do not discriminate against any employee or applicant for employment because of race, color, sex, age, national origin, religion, sexual orientation, gender identity, status as a veteran, and basis of disability or any other federal, state or local protected class.

Job Type: Full-time

Pay: $40,458 – $42,024 per year

Position Requirements: Certification Levels I-III AA or 60 credits | Certification Levels I-III BA or MA. Salaries commensurate upon education attainments.

Providing supervisory and monetary support towards your RBT Certification.

All your information will be kept confidential according to EEO guidelines.

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Teaching people with disabilities to be independent

Baking is a life skill Renel Turner says everyone should have.

“Baking does not have a particular face. It goes for anyone to be honest. So I want to make sure that if you love to bake, regardless of who you are, regardless of your abilities, you can bake," says Renel Turner, owner of Nelly’s Treats Boutique Bakery.

What You Need To Know

According to cdc data from 2017, new york is one of the states with the greatest estimated number of adults living with autism  renel turner teaches people with disabilities to be independent, through her baking classes baking requires many skills, such as reading, comprehending and working with math.

Thats why she teaches baking classes to adults with special needs, like Tyler. It's in partnership with Wildwood, an organization that supports people with special needs. This class is baking chocolate chip cookies while also learning important life skills.

“When you bake, you know, you're reading. You're reading, you're comprehending, you're also working with math. So you're fractions with measurements and so on," Turner said. 

According to CDC data from 2017, New York is one of the states with the greatest estimated number of adults living with autism.

Getting out into the community is always beneficial for people with disabilities, but these classes also teach independence.

“We love taking people's interests and building upon that. So if there is someone that loves baking in this class, we want to build upon that and we want to make sure that they're doing the activities that they love. So maybe in a day program or at home, they will start making meals or they will start baking more intricate things as well," Vandenburgh said. 

Education | NYC’s deputy chancellor of early childhood…

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Education | nyc’s deputy chancellor of early childhood education stepping down after difficult tenure.

Deputy Chancellor Kara Ahmed announced in a Microsoft Teams meeting and an email to staff Tuesday, both obtained by the Daily News, that she’s leaving the city’s Department of Education for a job in national early childhood education. Shortly after, Chancellor Banks confirmed her departure in a statement to the press.

“Dr. Kara Ahmed has been with me since Day 1 of this administration,” Banks said, “and I am immensely grateful to her for her service, dedication, and unparalleled passion for high-quality, equitable Early Childhood Education.

“She immediately rolled up her sleeves to both stabilize and strengthen this critically important and incredibly complex body of work,” he added.

In Nov. 2022, Ahmed was believed to be the first deputy chancellor to prompt a no-confidence vote by the city’s powerful teachers union. The official faced backlash for a series of problems with the early childhood system, including delayed payments to child care providers, a reshuffling of social workers and instructional coordinators , and the switch to a more rigid curriculum.

Those difficulties created a rift with some administrators and staff, and drove others to leave their jobs or retire — including Kathy McCullagh, 65, who supervised instructional coordinators in the southern part of Brooklyn.

“There were personal considerations, but I also felt that the direction the division was moving in was not aligned with what I believed was good for children and educators,” McCullagh said of her departure before the last school year. She described the upheaval in the time since as having her staff “running like hamsters in a wheel.”

Banks and Ahmed have insisted that many of the division’s shortcomings were inherited from the prior administration, which stood up the city’s popular 3-K program with temporary pandemic aid from the federal government.

Mayor Adams and the City Council recently reached a budget deal that will backfill some of those dollars for a year with city funding and invest in child care for some of the city’s most marginalized young children, including preschoolers with disabilities and infants and toddlers whose families are undocumented.

The restorations left a $150 million funding gap that elected officials said was necessary to right-size the early childhood system, as 3-K seats remain vacant in some areas of the city while program waitlists proliferate in others. But the city has repeatedly declined to release an analysis by consultants that could bolster — or dispute — that claim.

Banks on Tuesday credited Ahmed with removing barriers and delays to provider payments, shifting over 7,000 seats to parts of the city and sector with higher demand, and creating more than 800 special education pre-K seats. Ahmed also assisted with the chancellor’s signature literacy initiative , which established a uniform reading curriculum in 90% of early childhood programs.

Ahmed will start in September as president of the Educare Network , a national web of 25 childcare centers for kids ages 0 to 5 with a large presence in the Midwest, according to a network press release . Her predecessor’s salary topped $256,500 , according to a ProPublica analysis of nonprofit data.

In Ahmed’s memo to staff, she said the decision to leave the city’s Department of Education was “incredibly difficult for me to make.”

“While I am profoundly honored and humbled to have been asked to serve in this capacity, this transition is not without sadness after having the privilege to serve the children of New York City for the last 16 years, both as a principal and as Deputy Chancellor,” she said.

“The work we have accomplished together, all in service to children and in partnership with their families, has created the necessary foundation to stabilize, strengthen, and sustain our early childhood education system.”

Ahmed’s departure is the latest in a series of recent shake-ups in the Department of Education’s highest ranks. On Monday, Banks tapped his former chief of staff Melissa Aviles-Ramos as his next deputy chancellor of family engagement and external affairs. She will replace Kenita Lloyd, who is switching roles to Banks’ right-hand.

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