School-based occupational therapy, often called OT, helps a student take part in educational activities. The focus may include fine motor skills, self-care, attention, sensory needs, or using classroom materials. NYC Public Schools describes OT as a related service that supports these functional skills. When OT is listed in your child’s IEP but you cannot tell whether it is being delivered, the first task is to compare the recommendation with the school’s actual schedule and records.
Check what the IEP says, not what you expected
Open the current IEP and find the OT recommendation. Record the number of sessions, length, individual or group format, setting, and date the service began. OT can be provided in a separate space or in another school setting when the IEP recommends it. A child may not always describe a classroom-based session as “going to OT,” so ask how the service is delivered before assuming it did not occur.
Look at the goals and management needs connected to OT. A goal involving writing, handling materials, or self-care may help you understand what progress the team expects. The purpose of school-based OT is access and participation in school; it should not be confused automatically with a private medical therapy plan.
Build a record that answers two questions
Keep a dated list of sessions that happened, sessions the school confirms were missed, and dates you cannot verify. Record the provider’s name if the school gives it, whether the format matched the IEP, and any explanation for a change. Save notices about vacancies, absences, or schedule changes. Avoid treating a holiday or your child’s absence as a school-cancelled session.
Separately, note how the service gap may be affecting school tasks. Perhaps your child is struggling to manage materials, participate in written work, or use an agreed classroom support. Describe the task and date rather than diagnosing the cause yourself. A work sample, progress report, or teacher email can add useful context.
Ask for a clear delivery plan
Email the case manager or school. You can write: “My child’s current IEP recommends OT twice weekly for 30 minutes. Please confirm the provider and schedule, which sessions were delivered during the last four weeks, and the plan for any sessions that did not occur.” Adjust the example to match the actual IEP. Ask for the answer in writing so everyone is working from the same timeline.
If the school says it lacks an OT provider, ask what alternative arrangement it is pursuing. For school-age students, NYC Public Schools describes a provider sequence that can lead to a Related Services Authorization, or RSA, if school and contracted agency providers are unavailable. The school or CSE issues that authorization; the rules for preschool services differ. Ask the school which process applies to your child rather than assuming the family must solve the vacancy alone.
Keep the forward-looking plan separate from any remedy
Restoring regular OT and considering the effect of past missed sessions are related but different tasks. Ask when the next service will occur and how continuity will be maintained if a provider changes. If OT has been absent for a meaningful period, ask how the team will review your child’s current needs and whether additional services should be considered. The answer should be individualized; a list of missed minutes is evidence, not a complete decision.
If responses remain vague, bring the IEP, session record, school correspondence, and relevant work samples to a case review. NYC IEP Advocacy offers a free 15-minute screening for families with an existing NYC IEP whose services are not being delivered. This article is general information, not legal advice. NYC IEP Advocacy is not a law firm.
