Special Education

Re-Imagining Special Education for New York City Students

As We Move Together Towards Full Inclusion and Interdependence

It is more important than ever to create inclusive, welcoming learning environments for every student so that they feel safe and experience success. Truly inclusive schools recognize the interdependence of each member of the school community, and that there is huge collective benefit when we acknowledge, value, and promote each member’s strengths. Ensuring inclusion will enable us to address areas of inequity while continually strengthening and renewing our commitment to high quality instruction for every student.

Special Education includes services, programs, and specially designed instruction to meet the individual needs of a student with a disability. Students with disabilities who require special education services have Individualized Education Programs (IEPs). The IEP is created by a team that includes you, the family .

The IEP is a legal document that describes how the DOE will provide your child with a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) appropriate to meet your child’s needs. It is a regulatory requirement that students with IEPs have access to the general education curriculum and an education with general education peers to the greatest extent possible, and as close to their home as possible, otherwise known as their least restrictive environment. LRE is a commitment that your child will be in schools and classrooms with peers without disabilities for as much of the day as possible. Students may not be removed from the general education setting simply because adaptations, accommodations, or modifications are needed.

Guiding Principles

• All students must have a sense of belonging and acceptance inspired and reinforced by their school community.
• General education is always the first consideration for any student with an IEP.
• Decision making regarding special education services is a team process inclusive of the family and student.
• Supplementary aids and services, accommodations, modifications, and specially designed instruction can and should be provided in the general education classroom.

Language Initiative

View our Inclusive and Interdependent Language Initiative on our Boldly Reimagining Special Education page