Often when special education services are not appropriately meeting the needs of a child or youth, an out-of-district placement in a specialized school or program might be an option.
All requests for assistance are processed by DRNY's Intake Office. The vast majority of requests for assistance are received and processed by telephone or TTY. The intake office is available to conduct telephone or in-person intake interviews Monday through Friday between the hours of 9:00 a.m. and 5:00 p.m, and includes Spanish speaking staff.
This web page discusses options that are available if your child's special education services are not being met. It provides information on things to take into consideration when deciding on an out-of-district placement and provides some key takeaways.
The purpose of this memorandum is to provide updated procedures, forms and policy relating to a school district's responsibility to submit timely and complete applications, as prescribed in section 200.6(j) of the Regulations of the Commissioner of Education, for approval of State reimbursement of tuition costs for placements of students with disabilities in out-of-State approved residential programs. The information in this memorandum updates guidance previously issued in April 2011, March 2012, and March 2013.
Students at residential schools are entitled to remain at school until they complete their educational requirements or until the end of the school year in which they turn 21. Once students complete their schooling, the Office for Persons with Developmental Disabilities (OPWDD) is responsible for their adult services, and students can only remain at school until OPWDD offers appropriate adult services. OPWDD is committed to helping students at residential schools transition to adult life by ensuring needed supports are in place when students age out of school. Age out coordinators can help students and families learn about residential support options, as well as employment and other day supports.
This website provides a listing of residential school transition coordinators by regions.
Schools for Children/Youth with Disabilities include, 853 schools, state-operated schools, special act school districts, and state-supported (4201) schools. These special education schools believe that all students have the capacity to learn in a manner that fosters self-esteem, connects them to a supportive school community and fosters an optimistic worldview. These schools work with children and youth who struggle with internal and external factors beyond their control that have contributed to a failure to thrive in school. These schools strive to create an environment that cultivates interpersonal relationships, maintains structure and provides opportunities to build competence.
View Chapter 853/Union-Free/Special Act Schools using the MS Navigator mapping tool.