How it works in New York

Children under age 3 who have a confirmed developmental delay or a disability that may result in a delay, or a diagnosed condition with a high probability of delay. Eligibility is determined through a multidisciplinary evaluation.

Anyone can make a referral — parents, doctors, childcare providers, or concerned family members. Call the NYS Growing Up Healthy Hotline (1-800-522-5006) or your county's Early Intervention Official. A referral starts the evaluation process within 45 days.

Service coordination, family training, special instruction, speech, occupational and physical therapy, psychological services, vision and hearing services, assistive technology, and nursing services — delivered in the child's natural environment (home or community).

An IFSP is the written plan developed with your family that describes your child's present level of development, goals, the specific services needed, where they'll be provided, and who will deliver them. It's reviewed at least every six months.

Children ages 3–5 who have a disability that affects their learning. The CPSE reviews evaluation results to determine eligibility and the child's classification, such as speech-language impairment, autism, or developmental delay.

Write a letter to your school district's CPSE chair requesting an evaluation. The district must complete the evaluation within 60 calendar days of receiving consent and hold a CPSE meeting to determine services.

The Individualized Education Program (IEP) is the legal document describing your child's needs, annual goals, and the special education and related services the district will provide. For preschoolers, services may include special class, integrated class, or related services like speech therapy.

If your child is in EIP and may need preschool services, the EIP service coordinator helps with transition planning starting by age 2½. You'll receive information about preschool options and can make a referral to your district's CPSE.

Students ages 5–21 with one of 13 disability classifications under state and federal law whose disability adversely affects educational performance and who need special education services.

Submit a written referral to your school's CSE chair or principal. The district has 60 calendar days from consent to complete the evaluation, then 30 school days to convene the CSE and determine eligibility.

The CSE reviews evaluations, determines eligibility and classification, develops and reviews the IEP, recommends the appropriate placement in the least restrictive environment, and ensures services are delivered.

Beginning no later than the first IEP in effect when the student turns 15 (or younger if appropriate), measurable post-secondary goals and transition services must be included to support the move to adulthood, higher education, or work.

You have the right to participate in all meetings, review records, consent to or refuse evaluations and services, receive written notice (Prior Written Notice) before changes, request independent evaluations, and dispute decisions through mediation or due process hearings.

Start by discussing concerns with the team. If unresolved, you can request mediation (free, voluntary, and confidential), file a state complaint with the NYSED Special Education Quality Assurance office, or request an impartial due process hearing.

Parent centers like Parent to Parent of NYS, INCLUDEnyc, and regional Special Education Parent Centers provide free support, training, and one-on-one help navigating the process. See the directory for organizations near you.

Call your local school district's main office and ask for the Committee on Special Education (school-age) or Committee on Preschool Special Education (preschool) chairperson. Districts are required to make these contacts available.

Watch for persistent difficulties with learning, attention, communication, behavior, or social skills that don't respond to differentiated instruction and classroom interventions. Document specific observations, the interventions you tried, and their outcomes over time.

Submit a written referral to your school's CSE chair or principal. NYS expects evidence-based interventions and data collection (often through RtI/AIS) before a special education referral. Once consent is signed, the district has 60 calendar days to complete the evaluation.

You contribute present levels of performance, classroom data, and input on goals and accommodations. A general education teacher is a required member of the CSE team and must participate in IEP meetings for their students.

Review each student's IEP accommodations and modifications at the start of the year. Provide testing accommodations, modified materials, and assistive technology exactly as specified, and keep records of their use.

Collect ongoing data on IEP goals using the methods the plan specifies. Report progress at least as often as it's reported for general education students, and raise concerns promptly with the special education team and parents.

Communicate regularly and positively with families. Coordinate with related service providers — speech, occupational and physical therapy, and counseling — to reinforce strategies in the classroom and keep the approach consistent.

Infants and toddlers in the Early Intervention Program receive services in their natural environment — which can include a daycare or family childcare setting. EI providers come to the site to deliver services at no cost to the program. Daycares don't provide special education themselves but must reasonably accommodate children with disabilities.

These are specialized settings for children with significant developmental or medical needs, typically funded through the Committee on Preschool Special Education (CPSE) for ages 3–5. They combine special instruction, therapy, and related services in one program. Eligibility and placement are determined by the CPSE based on the child's IEP.

Public school districts carry the primary Child Find obligation — they must locate, identify, and evaluate students suspected of having disabilities, then provide a free appropriate public education (FAPE) through an IEP in the least restrictive environment at no cost to families.

Charter schools are public schools and are responsible for identifying, evaluating, and serving their own students with disabilities — including writing and implementing IEPs. In New York, the charter school is generally the local education agency responsible for providing special education services.

If you place your child in a private school, you can still request an evaluation from your resident public school district. The district provides 'equitable services' to parentally-placed private school students according to its annual plan — which may include some services, but not always the same IEP the child would receive in a public school.

Parochial schools are treated the same as other private schools for special education purposes. Your resident public district must locate and evaluate students in parochial schools and provide proportional equitable services. Religious instruction isn't funded, but secular special education services can be.

Yes. Under IDEA, an 'emotional disturbance' is one of the 13 disability classifications; anxiety, depression, ADHD, and other conditions can qualify a student for an IEP if they adversely affect educational performance. Under Section 504, a mental health impairment that substantially limits a major life activity qualifies the student for accommodations even without an IEP.

The Early Intervention Program (EIP) covers social-emotional development and can include specialized services such as infant mental health counseling, parent-child therapy, and behavioral support. Refer through the NYS Growing Up Healthy Hotline (1-800-522-5006); an evaluation within 45 days determines eligibility.

Schools provide counseling, school psychology and social work services, and may offer related services on the IEP (counseling as a related service). Many districts also partner with community mental health providers for school-based clinics. For students without an IEP, a 504 Plan can provide accommodations such as breaks, a modified workload, or access to a trusted adult.

Call or text 988 (Suicide & Crisis Lifeline) for immediate support — it's available 24/7. In NYS, the Growing Up Healthy Hotline (1-800-522-5006) can connect families to local mental health resources, and mobile crisis teams respond in person for children in psychiatric crisis. Don't wait for the school process during an emergency.

Use this directory's 'Related Services' and 'Family Support' categories to search for licensed counselors, behavioral health clinics, and family support organizations. Verify that providers accept your insurance or offer sliding-scale/no-cost options, and check which languages they serve.

No. The Individuals with Disabilities Education Act (IDEA) and IEPs end at high school graduation. Colleges don't provide special education or an IEP team. Instead, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) guarantee equal access to programs and activities, and you request accommodations through the college's Disability Services Office (DSO).

You self-identify to the DSO and request accommodations — a parent can't do it for you, and FERPA governs who can access your records. Submit documentation from a qualified professional describing your disability and its functional limitations, and meet with the DSO to discuss reasonable accommodations. Each term you'll request accommodation letters to share with instructors.

Colleges generally require a current evaluation or letter from a licensed professional that names the disability, describes how it limits major life activities, and supports the accommodations you're requesting. A high school IEP or 504 Plan alone usually isn't enough. Keep copies and ask the DSO about its specific standards.

Extended test time, reduced-distraction testing, note-taking support, recorded lectures, alternate-format materials, assistive technology, priority registration, accessible housing and transportation, sign-language interpreting or CART, and — on a case-by-case basis — flexible attendance or deadlines.

Graduate, professional, and adult-education students have the same Section 504 and ADA rights, including in clinicals, practicums, internships, and licensing exams. Accommodations can't fundamentally alter essential degree or licensing requirements, so discuss needs early with the program and the DSO.

First use the college's internal grievance or appeal process. If it's not resolved, you can file a complaint with the U.S. Department of Education's Office for Civil Rights (OCR) or, for public colleges, a complaint under Title II of the ADA. Disability services staff and campus disability advocates can help you navigate this.

Under IDEA and NYS law you receive 'procedural safeguards': written prior notice before the school changes or refuses services, the right to give or refuse consent, the right to an independent educational evaluation (IEE) at public expense if you disagree with the district's evaluation, access to all educational records, and the right to challenge decisions through mediation, a state complaint, or an impartial due process hearing.

Start by talking with the teacher and CSE/CPSE chair and requesting a meeting in writing. If that doesn't resolve it, options include voluntary mediation through NYSED (free and confidential), filing a state complaint with NYSED for procedural violations, or filing a due process complaint to request an impartial hearing. You can appeal a hearing decision to a State Review Officer (SRO) and, if needed, to state or federal court.

A due process complaint is a formal written challenge to the district's proposal or refusal regarding your child. It triggers a resolution session (within 15 days) and, if unresolved, a hearing before an impartial Hearing Officer (IHO) who issues a binding written decision. Decisions may be appealed to a State Review Officer and then to court. Strict timelines apply, so consider getting help early.

Disability Rights New York (DRNY) is the state's Protection & Advocacy system and offers free legal and advocacy services. Parent Training and Information Centers (PTICs) and Community Parent Resource Centers help families understand rights and prepare for meetings at no cost. Legal aid societies (e.g., Legal Aid Society, NYLAG, Empire Justice Center) assist eligible low-income families with education matters.

NYS-funded parent centers — including regional PTICs and NYC-based centers like INCLUDEnyc — provide free one-on-one support, help you understand your rights, prepare for CSE/CPSE meetings, review IEPs, and connect you to services. They are staffed by experienced parents and advocates and are a good first stop before hiring an attorney.

You may hire a private special education attorney for mediation, due process, or suspension matters. If you win a due process hearing, reasonable attorney's fees may be reimbursed. Some attorneys take cases pro bono or on contingency. You usually must have raised the issue at the district level (or through the resolution session) before fees are recoverable, so consult a special-ed attorney early if a hearing seems likely.

Students with disabilities have added protections during suspensions. A suspension of more than 10 school days generally requires a 'manifestation determination' to decide whether the behavior was caused by the disability; if so, the CSE reviews the behavior plan. Long-term suspensions and changes of placement trigger due process rights — contact a parent center or DRNY right away.

Common accommodations include extended time (most often 50% or time-and-a-half), extra or extended breaks, a separate or distraction-reduced room, a reader or scribe, large-print or braille materials, assistive technology, and permission to use a medical device or snack. Less common are double time, a human reader, or a computer for essays — these require stronger documentation of need.

Any student with a documented disability that substantially limits a major life activity related to test-taking can request accommodations. The key is a functional limitation — not just a diagnosis. The accommodation must be something the student also uses regularly in school (for school-age tests) and must 'level the playing field' without fundamentally altering what the exam measures.

The College Board runs the request through the SSD (Services for Students with Disabilities) process. Most school-age students apply through their school's SSD Coordinator, who submits documentation and the request online; parents can also apply directly. There's an online SSD portal and a paper SSD Eligibility Form. Once approved, the accommodation is portable across all College Board tests.

The ACT reviews requests through its Test Accommodations System (TDSR), usually submitted by your school's TAA (Test Accommodations Coordinator). English Learners can request supports like extended time and bilingual dictionaries separately under ACT's EL supports policy. Apply early — ACT's review can take several weeks.

Each agency handles its own requests. ETS Disability Services administers GRE, GMAT (via its own accommodations process), Praxis, and TOEFL. LSAC handles the LSAT (LSAT Accommodations request, including the Abacus accommodation flow). AAMC handles the MCAT, and each board (e.g., state bars, NCLEX) has its own process. You apply directly to the testing organization with your documentation — school officials generally do not submit for you at this level.

Most agencies require a current evaluation or diagnostic report from a qualified professional that states the diagnosis, the functional limitations, and the specific accommodations recommended with rationale. Many ask that documentation be no older than 3–5 years and that the recommended accommodations match what you use in school or daily life. An IEP or 504 plan is helpful evidence but does not by itself guarantee approval — the agency makes an independent determination.

Start as soon as you plan to test. The College Board recommends submitting at least 7 weeks before the test date; ACT and LSAC timelines are similar. Processing can take longer if documentation is incomplete or if you request additional review. Build in extra time before registration deadlines and test-day dates so you can appeal if needed.

You can appeal or request reconsideration by submitting additional documentation that better shows the functional impact and the history of use in school. If the denial seems inconsistent with your IEP/504, ask your school's SSD coordinator or disability services office to help you gather letters and records. For professional exams (LSAT, bar exam), contact the testing agency's appeals process or a special-education attorney if a denial appears tied to disability discrimination.

Transition planning is the part of the IEP that prepares a student for life after high school. In New York it must begin no later than the school year in which the student turns 15 (federally, by age 16). The IEP includes measurable postsecondary goals in training/education, employment, and (where appropriate) independent living, plus the transition services and courses needed to reach them. It is updated each year as the student's interests and needs develop.

The student is at the center. The CSE must invite the student to any meeting where transition is discussed; if the student doesn't attend, the district must take other steps to ensure the student's preferences and interests are considered. Parents, teachers, and — when appropriate — outside agencies such as ACCES-VR, OPWDD, or the Commission for the Blind are also involved in planning.

IDEA and IEPs end at graduation. In college and the workplace, rights come instead from Section 504 and the ADA — the student is the one who must disclose the disability and request accommodations from the disability services office or employer. There is no automatic carryover of the IEP, and accommodations must not fundamentally alter a program or job. Planning should explicitly teach students to make this switch.

NYS Adult Career and Continuing Education Services–Vocational Rehabilitation (ACCES-VR) helps eligible students with disabilities prepare for employment. The Office for People With Developmental Disabilities (OPWDD) supports people with developmental disabilities, the Office of Mental Health (OMH) supports people with mental health needs, and the Commission for the Blind (CBVH) serves people with visual impairments. Referrals and applications should begin during the transition years — often by age 16 — so services are in place before graduation.

NYS offers the Regents diploma, the local diploma (with lower passing scores for some students with disabilities), and alternate credentials such as the Career Development and Occupational Studies (CDOS) Commencement Credential and the Skills and Achievement Commencement Credential for students with severe disabilities. The choice depends on the student's goals, course of study, and IEP — and the planning team should discuss it early so coursework lines up with the intended credential.

At 18, all rights under IDEA transfer to the student unless a guardian has been appointed. At least one IEP meeting before the student turns 18, the district must inform the student and parents of this transfer of rights. Families who need continued decision-making support can consider less-restrictive options first — such as supported decision-making, a power of attorney, or a health care proxy — before seeking full guardianship, which removes the student's legal right to make their own decisions.

Self-advocacy means understanding your disability, knowing what you need, and being able to explain and request those supports. Students build it by learning about their IEP or 504 plan, taking part in (and eventually leading) their own CSE meetings, practicing how to disclose a disability to a professor or employer, and keeping copies of their evaluation and accommodations history. Research links strong self-advocacy skills to better college and employment outcomes.

Talk openly with your child about their strengths, challenges, and accommodations so they can describe them in their own words. Let them practice making appointments, calling about services, and ordering at a restaurant or store. Encourage them to email their own teachers, attend their own meetings, and carry a one-page summary of their disability and accommodations. The goal is gradual release — you step back a little more each year while the student steps forward.

NYS issues 'Students with Disabilities' (SWD) certificates by grade span: Students with Disabilities (Birth–Grade 2) for early childhood, Students with Disabilities (Grades 1–6) for elementary, and Students with Disabilities (Grades 7–12) for secondary. New York also offers a Students with Disabilities (All Grades) certificate that spans PreK–12. Each certificate authorizes you to teach students with disabilities within that grade range.

Complete a bachelor's degree and a New York-registered teacher preparation program in special education (or a program that leads to the SWD certificate). You must complete the content core, pedagogical core, and supervised student teaching. Programs can be traditional (college/university) or alternative, such as residency, NYC Teaching Fellows, or Teach for America, which lead to a transitional certificate while you complete remaining requirements.

Candidates take the Educating All Students (EAS) exam, the Content Specialty Test (CST) for Students with Disabilities, and the edTPA (teacher performance assessment). Required workshops include Dignity for All Students Act (DASA), School Violence Prevention (SAVE), Autism Spectrum Disorders, and Child Abuse Identification. You must also be fingerprinted and cleared through the NYSED Office of School Personnel Review.

You first earn an Initial certificate, valid for five years. To move to the Professional certificate you must complete a master's degree, have three years of teaching experience (one supervised/mentored), and complete the required workshops. The Professional certificate is then maintained by completing 175 hours of professional development every five years and meeting continuing teacher and leader education (CTLE) requirements.

Early-childhood special ed teachers work in prekindergarten, early childhood centers, and preschool special education (CPSE) programs. NYS-specific roles include the Special Education Itinerant Teacher (SEIT), who travels to home, community, or preschool settings to provide individualized services to a preschool child, and Early Intervention Special Instructor, who serves infants and toddlers in the home as part of an IFSP team.

Elementary special ed teachers serve as a self-contained class teacher, a resource room teacher providing targeted skill instruction, an Integrated Co-Teacher (ICT) in a general education classroom, or a consultant teacher supporting students in the general curriculum. In New York City these support roles are grouped under Special Education Teacher Support Services (SETSS).

Secondary special ed teachers may co-teach academic subjects through ICT, teach self-contained subject classes, run a resource room, or coordinate transition services. For content-area teaching you generally need a subject extension (such as ELA 7–12 or Math 7–12) in addition to the SWD 7–12 certificate. Many high school special ed roles also focus on transition planning, CDOS credential work, and connecting students with ACCES-VR and adult agencies.

Yes — related-service roles such as school psychologist, speech-language pathologist, occupational or physical therapist, BCBA/ABA provider, and school social worker each have their own NYS licensure. Transition coordinators, behavior specialists, and program directors are other career paths, often reached after teaching experience plus additional credentials. If you're interested in leadership, NYS offers School Building Leader (SBL) and School District Leader (SDL) certificates.