Special Education NYC: A Parent Guide to DOE Support

Key Points:

• Autism diagnosis is based on comprehensive evaluation, not a single test. Trained professionals use developmental history, observation, and standardized tools to determine a child’s needs, information that also guides school-based supports.
• NYC DOE provides multiple pathways to autism and ABA-related services. From Early Intervention (ages 0–3) to IEP-based supports for school-age children (5–21), families can access evaluations, ABA services, and related therapies through the DOE.
• Parents play a central role and have strong legal rights. You are an essential member of the IEP team, with the right to consent, access reports, request evaluations or independent evaluations, and advocate for the least restrictive environment where your child can thrive.

Who is Eligible for ABA in NYC Public Schools?

There’s currently no single medical test that can diagnose autism. Instead, trained professionals rely on clinical evaluation, which includes observation, developmental history, and standardized screening and diagnostic tools to understand a child’s communication, social interaction, and behavior.

Because of this, navigating new chapters like entering school can feel overwhelming for many families. But you’re not alone. New York City’s Department of Education (DOE) offers autism-related services, including access to ABA support within schools, helping ensure every child receives the resources they need to thrive in their educational journey.

To receive ABA services in school, a student must have a disability that affects their ability to learn and meet one of the 13 disability classifications defined under federal law.

While one of these classifications is “autism,” some children on the autism spectrum are instead classified under categories like “speech or language impairment.”

If your child is determined to be eligible for services based on their evaluations, the next step is the creation of an Individualized Education Program (IEP). An IEP is a written plan outlining the services the NYC DOE will provide and the goals those services are intended to support.

IEP support NYC is developed by the IEP team, which includes you (the parent), a district representative familiar with available programs, a school psychologist, your child’s special education teacher or service provider, a general education teacher if general education is being considered, a language interpreter if needed, and anyone else you choose to invite.

How to Access NYC DOE Autism Services 

To access autism-related services through the NYC Department of Education (DOE), parents or guardians can start by requesting an initial referral to the Committee on Special Education (CSE). This referral starts the evaluation process that determines a child’s eligibility for special education services.

Screening

If a parent informs the DOE that they believe their child may have autism, the DOE should conduct an autism screening as part of the evaluation process. If the child has already been diagnosed with autism by a qualified professional, parents should provide the DOE with a copy of the diagnostic report.

Requesting an Evaluation

If you suspect that your child (ages 5–21) may need special education support, you should submit a written request to your child’s public school asking for a comprehensive evaluation.

Additional Evaluation Options

Many health insurance plans, including Medicaid, cover developmental and autism evaluations as medical services.

Additionally, “Article 16” clinics offer free evaluations to determine whether a child qualifies for services through the Office for People With Developmental Disabilities (OPWDD).

Early Intervention

For children aged 0-3

To begin the process for children under age 3, call 311 to request an Early Intervention (EI) evaluation.

Early Intervention (EI) is a family-centered program run by the NYC Department of Health and Mental Hygiene. It evaluates and serves children from birth to age 3 who have developmental delays or disabilities.

EI services are free and may be provided in your home, at a child care center, or through an EI agency.

If evaluations show your child is eligible, an Individualized Family Service Plan (IFSP) will be created.

An IFSP is a written plan that explains the services your child will receive and the goals of those services. The plan is developed by a team that includes you (the parent), the service coordinator, the evaluator, the early intervention official, an interpreter if needed, and anyone else you choose to invite. The IFSP is reviewed every six months and fully re-evaluated every year.

For school-age children (5-21 years old)

1. Request an initial referral

Contact your child’s school IEP team or your local Committee on Special Education (CSE) to request an evaluation.

2. Submit a written request

Send a written request, preferably by email, stating your child’s full name, date of birth, school, your contact information, and the reason you believe an evaluation is needed.

3. Attend the school’s social history meeting

A school social worker will meet with you to review the special education process and obtain your written consent to begin the evaluation.

4. Complete the evaluation process

The DOE will assess your child in all areas related to the suspected disability. Evaluations can be conducted in your home language if needed.

5. Participate in the IEP meeting

Once evaluations are complete, you will meet with the IEP team to review the results. If your child is found eligible, the team will develop an Individualized Education Program (IEP) outlining the services and support your child will receive.

Students with disabilities may receive a wide range of related services and support, which can include

• Assistive Technology
  Devices, equipment, and related services that help a child communicate, learn, or move more independently. 
• Counseling
  Support to help students manage behavior, develop social-emotional skills, engage in play, and express feelings. 
• Hearing and Vision Education Services
  Specialized instruction, strategies, and equipment for students with hearing or vision loss. 
• Occupational Therapy (OT)
  Helps students build skills in fine motor tasks, visual perception, daily living skills, and sensory processing. 
• Paraprofessional Services
  One-to-one adult support for students with significant behavioral, medical, or safety needs. Some students may also receive paraprofessional support on the school bus. 
• Parent Training and Counseling
  Training to help parents support their child’s learning and behavior at home and at school. Note: The DOE is required to offer parent training to families of children with autism. 
• Physical Therapy (PT)
  Supports development of gross motor skills, balance, strength, coordination, and range of motion. 
• School Health Services
  Health-related support provided by a school nurse or other qualified personnel. 
• Speech-Language Therapy
  Helps students develop receptive and expressive language, communication, articulation, and social language skills. 
• Transportation Services
  If a child requires specialized transportation, such as an air-conditioned bus, shorter travel time, or a bus paraprofessional, a doctor must complete documentation explaining the medical necessity for these accommodations.

Types of Evaluations When a Child Is Referred for Special Education in NYC

Evaluations conducted by the DOE may include:

• Social History
  A review of your child’s developmental, medical, and family history. 
• Psychoeducational Evaluation
  Measures cognitive abilities (IQ), academic skills, and learning needs. 
• Speech and Language Evaluation
  Assesses understanding and use of language, articulation, social communication, and fluency. 
• Occupational Therapy (OT) Evaluation
  Examines fine motor skills, sensory processing, visual–motor integration, and daily living skills. 
• Physical Therapy (PT) Evaluation
  Evaluates gross motor skills, balance, strength, and mobility. 
• Classroom Observation
  An evaluator observes your child in their learning environment to understand how they function in school. 
• Review of Health Records
  Includes medical information relevant to your child’s education. 
• Functional Behavioral Assessment (FBA)
  Identifies behaviors that interfere with learning and determines what triggers and supports those behaviors. 
• Assistive Technology Evaluation
  Determines whether devices or technology could support your child’s communication, learning, or mobility.

Additional Evaluations Parents or Guardians May Be Asked to Consider

• Neuropsychological Evaluation
  A comprehensive assessment of cognitive, behavioral, language, and organizational skills. This type of evaluation can help clarify or confirm a diagnosis. 
• Psychiatric Evaluation
  An assessment conducted by a psychiatrist to diagnose emotional, behavioral, or developmental disorders. 
• Audiological Evaluation
  A hearing assessment that measures a child’s hearing abilities and identifies possible hearing loss or sensitivities. 
• Allergy Assessment
  A medical screening to determine whether a child has food or environmental allergies. This can be especially important for children who have limited speech or communication skills, as they may show discomfort through behaviors rather than words.

Parents’ Rights in the Evaluation Process

Parents and guardians have important rights during the special education evaluation process, including:

• Right to Consent or Decline
  You may choose to consent or refuse consent for special education evaluations and services. 
• Right to Access Evaluation Reports
  You are entitled to receive copies of all evaluations completed for your child. 
• Right to Language Access
  If you speak a language other than English, you have the right to request that evaluations be translated into your preferred language, either in writing or orally. 
• Right to Reevaluations (Triennial and As Needed)
  Your child must be reevaluated at least once every three years (the “triennial”). However, you do not need to wait three years, you may request a reevaluation once per year if you have concerns or if your child is not making progress. 
• Right to Independent Educational Evaluations (IEEs)
  If you disagree with the DOE’s evaluation or if the DOE has not completed an evaluation in an area of concern, you have the right to request an independent evaluation at the DOE’s expense.

NYC DOE Autism Services

School-aged students with ASD can be placed in a range of programs/classes depending on their cognitive levels, social-emotional abilities, and other skills and needs.

Every child has the right to attend school in the least restrictive environment (LRE) in which the child can make meaningful progress. The DOE should recommend a small, special education class only if a child could not make progress in a larger class even with the following support and services:

• General Education with Related Services 
  • Student stays in a general education class
    
  • Receives related services (speech, OT, counseling, etc.) 
• Special Education Teacher Support Services (SETSS) 
  • Individual or small-group support from a special education teacher part of the day 
• Integrated Co-Teaching (ICT) 
  • Students with and without disabilities learn together
    
  • Two teachers: one general education, one special education 
• Special Class 
  • Small, specialized class in a neighborhood school for students needing more support 
• Special Class in a Specialized School (District 75) 
  • Separate school or classes run by District 75
    
  • May be in a building with general education students or in separate buildings
    
  • Small class sizes for students needing intensive support (e.g., 6:1:1: 6 students, 1 teacher, 1 paraprofessional)

District 75 Programs for Students with ASD

• AIMS Program 
  • Small-group program using ABA or Verbal Behavior
    
  • Limited spots; requires specific evaluation 
• District 75 Inclusion Program 
  • High-functioning students stay in general education
    
  • Supported by a special education teacher and paraprofessional
    
  • Classroom instruction may be modified 
• ASD NEST Program 
  • Integrated program with students with and without disabilities
    
  • Two teachers: general education + special education 
• ASD Horizon Program 
  • Small, self-contained classes in neighborhood schools
    
  • Limited spots; requires specific evaluation
    

• Residential Placements 
  • For students with severe needs requiring 24-hour support 
• Home and Hospital Instruction 
  • For students temporarily unable to attend school 
• Home-Based Programs 
  • May be provided in addition to school services
    
  • Bring documentation to the IEP meeting
    
  • If the DOE denies, you may request an impartial hearing

FAQs: 

1. What is ABA therapy and how is it used in schools?

Applied Behavior Analysis (ABA) is a research-based therapy that helps children with autism develop social, communication, and behavioral skills. ABA in public schools NYC, can be provided as part of a child’s Individualized Education Program (IEP) to support learning and participation in the classroom.

2. Who is eligible for ABA therapy in NYC schools?

Students with autism (ASD) who demonstrate a need for behavioral support may be eligible for ABA services. Eligibility is determined through a comprehensive evaluation by the DOE as part of the special education process.

3. How is ABA therapy delivered in public schools?

ABA services may be provided:

• One-on-one with a certified ABA therapist.
• In small groups or classrooms.
• Integrated into the general education setting or in specialized programs (e.g., District 75, ASD NEST, AIMS).
• Through a combination of in-class support, pull-out sessions, or structured interventions.

4. How does ABA fit into my child’s IEP?

ABA goals are included in your child’s IEP, detailing:

• Specific skills to be developed.
• Methods and frequency of therapy.
• Progress measurement and review schedule. The IEP team, including parents, decides how ABA is implemented and monitored.

5. Can ABA therapy be provided in general education classrooms?

Yes. ABA can be delivered in an inclusive environment with supports such as paraprofessionals, special education teachers, and classroom accommodations to help your child succeed alongside peers.

6. How often will my child receive ABA therapy?

The frequency depends on your child’s individual needs and IEP. 

7. How is progress measured in ABA therapy at school?

Progress is monitored regularly by the ABA therapist and school staff. Data is collected on skill acquisition, behavior goals, and academic performance. The IEP team reviews progress at least annually and adjusts services as needed.

8. Can parents be involved in ABA therapy at school?

Yes. Parents are part of the IEP team.

9. What if I disagree with the ABA plan or services provided?

Parents have the right to:

• Request a reevaluation.
• Request an Independent Educational Evaluation (IEE).
• Attend IEP meetings to discuss changes.
• File for an impartial hearing if disputes cannot be resolved.

10. Where can I get help navigating ABA services in NYC schools?

Resources like Lighthouse ABA provide guidance, expert advice, and tips for accessing ABA therapy and other support through the NYC DOE autism services.