The South East Consortium
Community Advisory Committee
Special Education
Parent Handbook
August 2011
The South East Consortium
Community Advisory Committee
3434 Marten Avenue
San Jose, CA 95148
www.souteastselpa.org
This handbook was prepared by the Community Advisory Committee for Special
Education, South East Consortium. It was adapted from the Handbook,
“Understanding Special Education in PAUSD,” 1996, 3rd edition. Our thanks to
Palo Alto CAC for allowing us to create this modified version.
South East Consortium School Districts:
Alum Rock
Berryessa
Eastside
Evergreen
Franklin McKinley
Gilroy
Milpitas
Morgan Hill
Mt. Pleasant
Oak Grove
Orchard
The CAC committee wishes to acknowledge the following:



Veronica Hoyle-Kent for adapting and editing this handbook.
Nancy Birenbaum, Linda McNulty, Lisa Rivaollon and Janice Richason for
their contributions to this handbook.
Wrights Law and California Department of Education for definitions and
procedural guidelines.
TABLE OF CONTENTS
Letter to Parents
page 1
Welcome to Holland
page 2
How is My Child Identified?
page 3
Determining Eligibility for a Disability
page 4
What is an IEP?
page 5
Early Childhood Special Education
page 7
What is an ITP?
page 8
Special Education Resource
Contacts at Local Colleges
page 8
Exploring the World of Work
page 9
Positive Parent-Teacher Communication
page 11
Resolving Conflict – Tried and True Approaches
page 12
Parents’ Rights
page 15
Special Education Programs and Services
page 16
Special Needs Legislation
page 18
Summertime Can be Fun
page 19
Where Else to go for Help
page 20
Special Education Acronyms
page 23
Special Education Terms
page 25
Recommended Websites
page 32
Finding Your Voice
page 34
Dear Parents,
The South East Consortium Community Advisory Committee (CAC) for special
education has prepared this handbook as a resource guide for parents of children
with special needs. The CAC primarily consists of parents of special education
students. Other members may include regular and special education teachers,
administrators, and community members. The committee’s work includes support
for parents of children with special needs, monthly evening information sessions,
and dissemination of important information through an email distribution list. Our
CAC also coordinates special needs education and training for parents and
educators and special events.
SELPA stands for Special Education Local Plan Area. The school districts listed in
this manual as well as the County Office of Education cooperate to provide a
continuum of programs and services for disabled individuals from birth through 21
years of age.
Being fully informed about available resources within the community is a difficult
task for all parents. When your child is in special education, the stress of coping
with the myriad complicated procedures and services can be overwhelming. It is
our hope that this handbook will guide you in sorting through the maze of terms,
federal and state laws, and services and resources available so that you can plan
your child’s education. We encourage you to join other parents within the CAC.
You can contact the CAC by contacting the special education department at your
school district’s office and ask for contact information for your current CAC
representative.
1
WELCOME TO HOLLAND
I am often asked to describe the experience of raising a child with a disability to try
to help people who have not shared that unique experience to understand it, to
imagine how it would feel. It's like this....
When you're going to have a baby, it's like planning a fabulous vacation trip to Italy.
You buy a bunch of guidebooks and make your wonderful plans. The coliseum, the
Michelangelo David. The gondolas in Venice. You may learn some handy phrases in
Italian. It's all very exciting.
After months of eager anticipation, the day finally arrives. You pack your bags and
off you go. Several hours later the plane lands. The stewardess comes in and says,
"Welcome to Holland."
"HOLLAND???" you say, "What do you mean Holland? I signed up for Italy!! All my life
I've dreamed of going to Italy."
But there's been a change in the flight plan. They've landed in Holland, and there you
must stay.
The important thing is that they haven't taken you to a horrible, disgusting, filthy
place full of pestilence, famine and disease. It's just a different place.
So you must go out and buy new guidebooks. And you must learn a whole new
language. And you will meet a whole new group of people you would never have met.
It's just a different place. It's slower paced than Italy. Less flashy than Italy. But
after you've been there for a while and you catch your breath, you look around and
you begin to notice that Holland has windmills. Holland has tulips, Holland even has
Rembrandt.
But everyone you know is busy coming and going from Italy, and they're all bragging
about what a wonderful time they had there. And the rest of your life, you will say,
that's where I was supposed to go. That's what I had planned.
And the pain of that will never, ever go away, because the loss of that dream is a very
significant loss.
But if you spend your life mourning the fact that you didn't get to
Italy, you may never be free to enjoy the very special, the lovely things about
Holland.
Author Unknown
2
HOW IS MY CHILD IDENTIFIED
The following flow chart illustrates the way your child could be identified as having
special needs once he becomes a student in your school district at age 3 (see page 6
for identification of a younger child):
Parent, teacher or other individual expresses concern about child
A group of educators (Student Study Team - SST) review concerns and
make recommendations for student support*
If there is evidence of a disability and regular education cannot provide
sufficient support, assessment or evaluation is recommended
Evaluation under
Section 504 of the
Rehabilitation Act
Assessment under IDEA
(Individuals with
Disabilities Act)
Meeting is held
Meeting is held
Not eligible
Eligible
Not eligible**
Eligible
Suggestions made
for support
504 Plan
developed
Suggestions made
for support
IEP is
developed
*Often parents are involved in the SST, particularly at the elementary level. Sometimes the students themselves are
involved. An SST meeting is not required prior to a request for evaluation.
**A child who is ineligible under IDEA may nonetheless be eligible under Section 504.
Referral
A referral to Special Education may be made by a teacher, parent, physician or any
other person involved with a student’s educational growth. Service may be provided
for a child from birth through age twenty-one. Teachers and parents are encouraged
to use the SST process as a first step when they have a concern. Students may be
referred for a special education assessment by the SST or by parents, teachers,
counselors, principals, school nurses or other persons who have an interest in the
child’s welfare. The referral indicates the suspected area(s) of disability, provides
school history and documents the modifications that have been tried and proven
3
unsuccessful prior to making a referral. Receipt by the school of the referral officially
begins the special education timeline. An assessment plan will be developed and the
family contacted within fifteen (15) days. The parent/guardian has fifteen (15)
calendar days from the date of receiving the Assessment Plan to consent to the plan
and return it to the school staff.
Assessment
A school representative will contact the parent/guardian and:
 Review the reasons for assessment
 Describe the materials and procedures which will be used to obtain information
about the child
 Explain the rights of the parent/guardian and school district related to
assessment
 Determine the student’s primary language and proficiency
 Describe alternate means, as appropriate
 Obtain written consent for release of confidential information
Arrangements will be made to have your child’s needs evaluated. This will be done
through testing and conferences held among those who have worked with your child teachers, nurses, counselors, therapists, psychologists and others. Your written
consent and participation will be needed, and evaluation results will be shared with
you. This evaluation has three major purposes:
 To assess needs and gather information about the student
 To determine eligibility for special education programs and services
 To recommend the appropriate special education programs and/or related
services for the student or other program modifications
DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION SERVICES
Three main factors are considered:
1. Does your child meet the eligibility criteria for one of the federal categories of
disabilities?
2. Does the severity of the disability interfere with your child’s access to the core
curriculum?
3. Does your child require specially designed and related services to achieve a free
appropriate public education (FAPE) in the Least Restrictive Environment (LRE)?
Federal categories of disabilities include the following:
autism*
hearing impairment
specific learning disability
deaf-blindness
intellectual deficit
speech/lang. impairment
deafness
multiple disabilities
traumatic brain injury
developmental delay
orthopedic impairment
visual impairment/blindness
emotional disturbance other health impairment established med. disability
*The autism spectrum includes: Asperger’s Syndrome, Childhood Disintegrative Disorder, Nonverbal Learning Disorder,
Rett’s and Pervasive Development Disorder – Not Otherwise Specified (PDD-NOS).
4
Students who have been diagnosed with Dyslexia or Attention Deficit Disorder (ADD)
or Attention Deficit Hyperactivity Disorder (ADHD) may qualify for special education
services under Other Health Impaired.
WHAT IS AN IEP?
An IEP is an Individualized Education Plan. It is a legally binding written contract,
which sets forth the educational plan for your child.
Before the initial IEP meeting, your child should have been assessed and given a
variety of tests and evaluations. You have a right to request assessments through the
school district at no cost to you. You may request the results be provided to you in
advance of the meeting. Results of testing will be reviewed in the IEP meeting. You
may consider scheduling an additional IEP meeting to allow sufficient time to review
the results or request a separate meeting with the individual assessor(s). If you wish,
you can supply your own, privately funded evaluations if you think they would be
helpful in creating a learning plan for your child. Follow-up assessments or
assessments such as the three year evaluation are also done at no cost to the parent.
A student that qualifies for an IEP is also protected against discrimination under
Section 504 of the Rehabilitation Act.
There are three steps to the IEP process, which coincide with the three parts (A,B,C)
of the IEP document:
Part A: Covers the present levels of performance and identification of your child's
strengths and weaknesses. This portion of the process is ensures the education plan
matches your child's assessed needs.
Part B: Covers the annual goals. These goals will supplement and modify the general
education curriculum. Goals should “SMART” (specific, measurable, achievable,
relevant and time-specific). When appropriate, specific short-term objectives may be
developed.
Part C: Covers the services that will be provided by the district. Since this is a
legally enforceable document, all agreed services, special placements,
accommodations and educational aids should be clearly written into this part.
Frequency and duration of all special education services as well as the percentage of
time to be spent in regular and special education are documented in this section.
An IEP includes the student’s participation in State Testing and Reporting. For more
information on these tests, go to http://star.cde.ca.gov/.
Note: For students whose primary language is not English, the IEP must include
linguistically appropriate goals, programs and services. The parent is entitled to have
5
reports and the IEP received in their native language. You may request a translator
attend the IEP meeting.
Who Makes Up the IEP Team?
Developing an IEP is a team process. It is not to be done alone. The IEP team consists
of:
 parent(s)/guardian
 special education staff
 administrator/designee with knowledge of program options and ability to
authorize the implementation of the program
 regular education teacher or representative
 assessors
 other individuals who have knowledge or special expertise regarding the pupil,
including related services personnel, as appropriate
 whenever appropriate, your child - it is standard practice for your child to
attend the IEP meeting from the age of 14 onward
 a parent may also elect to invite additional members for support (such as
family member(s) or an advocate)
When Does the IEP Team Meet?
There are four types of IEP meetings:

Initial - The initial IEP meeting includes review of assessments, determination of
special education eligibility, preparing educational goals, and designing
educational plan.

Annual - The annual meeting takes place at least once a year to review your
child’s progress, review current goals and update/revise as needed, and evaluate
appropriateness of placement and/or services.

Tri-ennial - Every third year, the IEP team meets to re-establish eligibility. This
can be accomplished in several ways: a review of the records, an overall
evaluation, observation, and/or standardized assessments. Any one of these
elements can be determined unnecessary and should be discussed in advance.

Amendment – An IEP amendment meeting can be called at any time to discuss
placement, or update goals.
Note: A parent can request a teacher or administrative meeting at any time to
address concerns without requesting a formal IEP meeting.
What is Expected of Me as a Parent at the IEP?
You are an important member of your child’s educational team. You should plan to
attend all IEP meeting, in person or via teleconference, if at all possible. Bring your
questions and concerns to the meeting. Making a list of these items can ensure all
6
your concerns are addressed. Provide the list ahead of time, to allow other team
members to review and prepare suggestions to be discussed at the meeting. Bring all
appropriate materials related to your child such as report cards, medical reports, and
standardized testing results (it is recommended that you create a running record of
your child’s educational history using a 3-ring binder so that you are always
prepared). Bring any examples you have to substantiate or support your concerns
regarding their education plan. Advise the team if you plan to include additional
individuals in your meeting such as a family member or an advocate. You are
permitted to audiotape the IEP meeting, provided you give written notice at least 24
hours in advance.
Suggested Resource: Parents Helping Parents (408-727-5775) and wrightslaw.com are invaluable
resources for helping parents to understand the IEP process.
EARLY CHILDHOOD SPECIAL EDUCATION
Children between the ages of birth to 3 years with identified special needs are served
through an Individualized Family Service Plan (IFSP). This IFSP is implemented
through the Early Start Program (ESP), which is operated by the Santa Clara County
Office of Education. When a child turns 3 years old, his or her school district becomes
responsible for the special education program which is designed through the
Individualized Education Program (IEP) process. The school district communicates
with ESP and the parent prior to the child’s 3rd birthday, so that an IEP meeting
occurs before the child turns 3.
An important distinction between the IFSP and the IEP is that the former (IFSP) is
designed to meet the needs of the child in the context of the family, and may involve
ancillary services for that purpose. In contrast, the IEP is designed to meet the needs
of the child that are educationally related.
In our SELPA, there are many options for special education services. Services can
range from a minimal level of intervention (such as speech/language therapy on a
weekly basis) to a more intensive level of intervention (such as a special day class
program 4 to 5 days/week). The intervention program is always designed to meet the
individualized education needs of the child, and is determined at the IEP meeting.
Before your child makes the transition from a preschool program to kindergarten, an
IEP meeting to discuss transition is advisable. If your child’s annual IEP is during the
spring the transition can be discussed at that time. However, if your child’s annual
IEP is in the fall, you should consider requesting an IEP meeting in the spring to
discuss the important transition. The child’s progress should be carefully considered
to determine the most appropriate placement. The school district will transfer the
IEP paperwork to the appropriate site for services to be implemented without delay at
the beginning of the kindergarten school year.
7
WHAT IS AN ITP?
The goal of transition services is to enable planned movement from secondary
education to adult life including employment or post-secondary education. Planning
for the transition from school to post-secondary environments should begin before the
student leaves the school system. A statement of the needed transition services is
called an Individual Transition Plan (ITP). The ITP is required to be prepared and
included on the Individualized Education Program (IEP) for a student who has reached
the age of 16 (or 15 if the current IEP will be in place on their 16th birthday) and
updated annually. Beginning at 16 the ITP will focus on long-term interests and
discuss career exploration, workability and or paths for post-secondary education. It
must contain a statement of needed services, including involvement of community
agencies when appropriate. If your child is not on a diploma track the transition plan
extends through their 21st year. At that point, the purpose of the transition plan is to
address four areas: functional academics, vocational exploration, independent living
and recreation and leisure.
Note: Support for this process can be found through Parents Helping Parents (PHP) or
the Diagnostic Center of Northern California website.
Transfer of Parental Rights at Age of Majority
When a child with a disability reaches age 18, all rights transfer to the child unless
the child is being conserved. The school district must notify the child and the parents
of this transfer at least one year prior to the child’s 18th birthday.
SPECIAL EDUCATION RESOURCE CONTACTS AT LOCAL COLLEGES
If your child is a junior or senior in high school, be aware that most colleges have
special admission procedures available to students in special education. Look for
disability and supported education programs or a disability resource center at the
college of interest. Here are some special education resource contacts for local
schools:
Cal Berkeley
Disabled Student Program
(510) 642-0518
www.dsp.berkeley.edu
Canada College
Disabled Student Center
www.canadacollege.net/student/disabledservices.html
(650) 306-3259
College of San Mateo
(650) 574-6432
(650) 574-6438
(650) 574-6433
Assistive Technology Ctr.
Disability Resource Ctr.
Disability Assesment Ctr.
www.gocsm.net/dsps
De Anza College
Educational Diagnostic Center
www.deanza.edu/specialed
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(408) 864-8839
Evergreen Valley College Disabled Student Program
www.evc.edu/dsp
(408) 270-6447
Foothill College
Adaptive Learning Division
STEP (Student Tutorial
Eval. Program) LD Students
(650) 949-7017
(650) 949-7040 or
(650) 949-7549
Disabilities Resource Center
(408) 848-4865
www.foothill.fhda.edu/al
Gavilan College
www.gavilan.edu/drc
Mission College
Disability Instructional Support
Center
www.missioncollege.org/depts./dsps/DSPS.html
(408) 855-5085
Ohlone College
Disabled Students Program
and Services
www.ohlone.edu/org/dsps
(510) 659-6079
San Jose City College
Disability Support Programs
and Services
http://www.sjcc.edu/sservices/Programs/DSP/dsp.html
(408) 288-3746
San Jose State Univ.
Disability Resource Center
http://www.drc.sjsu.edu
(408) 924-6000
San Francisco State
www.sfsu.edu/~dprc
Disability Resource Center
(415) 338-2472
West Valley College
Disability & Educational Support (408) 741-2010
Program
www.westvalley.edu/sep
EXPLORING THE WORLD OF WORK
It is not always apparent how a student’s interests and abilities or likes and dislikes
will match up with specific careers. Career assessment is key. In addition,
experimentation is often the very beneficial, and gives the student opportunities to
experience new settings, learn new skills, discover new abilities, and develop selfconfidence. Experimentation with the world of work can be done in the following
ways:
9
Courses in High School

Applied Academics Courses - develop insight into the application of knowledge to
career activities.

Work Experience Program - allows a student to earn credits towards graduation by
actually working at a job and earning money.

Regional Occupational Program (ROP) - offers a variety of vocational, technical,
and semi-professional programs. For more information go to:
www.sccoe.org/depts/scrop

Workability Program – A training program for special education students ages 16 –
22. It is designed to promote career awareness and exploration while students
complete their secondary education program. It provides students with
opportunities for job shadowing, paid and non-paid work experience, and on-going
support and guidance from vocational personnel. The program is administered by
the California Department of Education, Special Education Department. For more
information about Workability go to:
http://www.cde.ca.gov/sp/se/sr/wrkabltyI.asp
For persons with disabilities, statewide, there are local program sites that
provide secondary students with an understanding of job-seeking and jobkeeping skills. Frequently referred to as workability, this program has multiple
levels beginning with Workability 1: pre-employment skills training and
placement. Contact the SCCOE for more information.
Volunteer Work
Volunteering can be an empowering experience, one which will raise selfesteem and possibly influence the future course of the student’s life.
Resources for finding volunteer work:

The Volunteer Center of Silicon Valley

The San Francisco Bay Area Volunteer Info Ctr.
(650) 965-2426
www.vcsv.us
www.volunteeringinfo.org
Summer Youth Employment Program (NOVA)
This program offers direct job placement for special education students throughout
Santa Clara County. Jobs are for 6-8 weeks in the summer. Call (408) 730-7640 during
the month of April to apply (there is a form to fill out, and an interview). If your child
is selected for the program, he is guaranteed a paying job in your area in a
government office or nonprofit agency. Learn more at www.youthatwork.org.
10
Dealing with Workplace Accommodations
When employing students with physical, sensory, or cognitive disabilities, employers
need to be informed of their disability and the necessary accommodations to permit
job performance. Employers are not allowed to ask about the accommodations a
disabled person would need during the hiring process. It is the responsibility of your
child’s Workability coordinator or job coach to meet with a prospective employer and
discuss effective methods of communication, mobility, and other matters that will
sustain a successful placement.
The California Department of Rehabilitation works in partnership with consumers and
other stakeholders to provide services and advocacy resulting in employment,
independent living and equality for individuals with disabilities. Vocational
Rehabilitation services are designed to get Californians with disabilities prepared for
employment and can include training, education, transportation and job placement.
For more information go to: http://www.rehab.cahwnet.gov/
POSITIVE PARENT-TEACHER COMMUNICATION
Effective communication between parent and teacher is essential to the development
of a positive relationship and the success of your child’s education. Effective
communication requires mutual acceptance, attentiveness and trust.
Keeping the lines of communication open is a shared responsibility. Parents and
teachers need to respect differences in experience, background, and values.
Effective communication requires sufficient time to listen and to respond by sharing
ideas. Strategies should be used by both teachers and parents to ensure that open
lines of communication are established early, occur frequently, and promote positive
interaction between school and home.
Such strategies include:
 Conferences
 Observations/visits to the classroom
 Telephone calls
 Written notes, or a notebook for daily observations or messages
 Letters
 Progress reports
 Certificates of merit for good work and good behavior
Some techniques which are helpful in promoting successful interactions and
communication include:
 Creating an atmosphere in which everyone feels comfortable
11





Practicing active and reflective listening. Active listening is trying to understand
another’s feelings as well as the content of what is said. Reflective listening
involves restating what the speaker has said to clarify and confirm statements
Being aware of nonverbal communication
Asking for clarification if you don’t understand something
Trying to listen to each other without interruption
Acknowledging when a disagreement occurs and bringing in appropriate individuals
to assist in working out the situation
Barriers must be removed for clear communication to take place. Acknowledgment of
individual differences, mutual respect, and resolution of conflicts will provide the
foundation on which to build effective communication. Ultimately, children will
benefit from parents and teachers who support each other in these efforts.
RESOLVING CONFLICT
The focus of the educational effort should be on the student. Parents, teachers, and
others on the IEP team work to develop a cooperative relationship. However,
conflicts sometimes arise. Listed below are approaches that have been helpful to
parents:
Leave your emotions at home. Few people deal comfortably with emotional
interactions. Trying to discuss or negotiate with a high level of grief, frustration
and/or anger coloring your statements makes it difficult for others to respond to your
ideas. Discuss your feelings with a friend, spouse, or the CAC Warmline (contact the
special education director at your district office for the telephone number) before
you have an important conference.
Organize your questions and concerns. It is a good idea to write down your
questions and concerns so you can state them clearly at your meeting. Pre-edit them
to take out all judgmental language as this may not serve you well. An example of
how not to approach the teacher is, “You need to do a better job of controlling my
son. I want three hours of behavior intervention a week.” A more appropriate way
to speak to the teacher is, “I am concerned about my son’s difficulty controlling his
behavior and wonder if we could discuss strategies to improve the situation.”
Present your concern and listen to the teacher’s suggestions for dealing with the
problem. State your concern(s) and then provide an opportunity for IEP team
members to suggest potential solutions. The best solutions result from discussing a
number of ideas. Arriving at the conference with specific expectations negates the
opportunity to hear other viewpoints and ideas.
Take your spouse or a friend with you. The presence of the parent who is less often
encountered by the district introduces a fresh perspective to the discussion. If yours
is a single-parent family, consider taking a relative or friend along.
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Think in terms of supportive professionals. If your concerns involve the general
classroom teacher, approach your child’s special education teacher with a request for
assistance in dealing with the difficulty. If your concern involves the special
education teacher and your child is also served by other professionals with whom you
have a good relationship, consider urging one of these other professionals to raise
concerns or make suggestions.
Resolve problems at the lowest level possible. This is critical. You will be trusted
more in future years if you are seen as a parent willing to work with those closest to
the problem. This means you must certainly raise your concerns with the teacher(s)
first. If that doesn’t bring about satisfactory resolution, then go to the principal.
What if you can’t resolve the problem within these avenues? In this case, contact
the Director of Special Education of your district.
If you have reached this point, you may wish to seek consultation from others who
“know the ropes”:

Another special education parent – come out to coffees and socials offered by the
CAC to meet others. Ask your CAC chair or Parents Helping Parents for a list of
parent volunteers willing to attend with you.

Parents Helping Parents (P.H.P.)
(408) 727-5775

Schwab Foundation for Learning
(650) 655-2410

SELPA Director
(408) 223-3776
Work with the School District. All parties have a vested interest in resolving issues
before they get to the point of Due Process (discussed below). Resolving matters at
the lowest level saves time and money. Both sides working together to reach a
mutually acceptable solution preserves the working relationship and builds stronger
teams which benefit all our kids.
If you wish to exercise your right to Due Process, you will need to contact the Office
of Administrative Hearings (OAH). There are two levels by which you can seek
remedy:
Try “Mediation Only.” If you’ve had difficulty during past IEP meetings, you can
discuss having a facilitated IEP meeting with an external facilitator. You may also ask
the school district to resolve disputes through mediation or Alternative Dispute
Resolution (ADR), which is less adversarial and more expedient than a formal due
process or fair hearing. Mediation can only take place when both you and your school
district agree to try to resolve the dispute with the help of a neutral mediator. The
result will be a legally-binding resolution which will remain in place for one year.
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Due Process. If you file for Due Process with the Office of Administrative Hearings,
you must also notify the district or other involved parties at the same time. The
school district is required to attempt to hold a Resolution Session with parents within
15 days of receiving the notification. If the district files for due process, they are not
required to hold a resolution session. If the parent refuses to attend the resolution
session, they have not met the legal requirements to obtain a due process hearing.
However, the school district and parent can MUTUALLY agree to waive the resolution
session prior to the due process hearing. If a resolution is not achieved within 30
days, the hearing will be held. The hearing is a more formal trial-like legal
proceeding in which both parties are given the opportunity to present evidence and
arguments before an Administrative Law Judge (ALJ). The ALJ will issue a written
decision which will stand as the formal resolution of the matter.
Due Process Procedural Safeguards. You have the right to due process and to
request an impartial fair hearing when there is a disagreement between you and the
agency/school district on any matter relating to identification, assessment,
educational placement of your child, and/or the provision of a free, appropriate
public education in the least restrictive environment. Due process is the term used
to describe the entire process of filing a complaint against your school district with
the intent of resolving the dispute at the hearing. Fair hearing refers to the
administrative procedure conducted by the office of the State Superintendent of
Public Instruction to resolve the dispute, and may involve representation by counsel,
cross examination of witnesses and submission of written or oral testimony, just as in
a court trial. The request for a due process hearing must be filed within two years
from the date you knew, or had reason to know, of the facts that were the basis of
the hearing request. Either party may appeal the outcome of the hearing to a court
of competent jurisdiction within 90 days of the hearing.
To file for mediation or due process hearing, contact:
State Office of Administrative Hearing
Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833
Telephone: (916) 263-9880
Fax: (916) 376-6319
www.oah.dgs.ca.gov
Filing a Complaint. If you believe your child’s school district was not following
special education laws and regulations, you may file a written complaint with the
superintendent of a local educational agency (includes any public school district and
the County Office of Education) or with the State Superintendent of Public
Instruction. For example, you may think that your child’s IEP was not being properly
14
implemented. If you file a complaint with the state, an immediate decision will be
made by the State Superintendent of Public Instruction as to whether the state or the
local educational agency has jurisdiction over the complaint. In either case, an
investigation and written decision will be completed within 60 calendar days of
receiving the complaint. You are entitled to appeal the local or state decision within
a given time period.
To file a written compliance complaint, contact:
California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 N Street, Ste. 2401
Sacramento, CA 95814
Telephone: (800) 926-0648 or (916) 319-0880
Fax: (916) 327-3704
Web site: www.cde.ca.gov/sp/se
Summary: The following sequence represents the simplest to the most complicated
forms of intervention:
local intervention
mediation or ADR
due process
or fair hearing
filing a
complaint
Resources with expertise in procedural safeguards include:
Community Alliance for Special Education (C.A.S.E.)
www.caseadvocacy.org
(415) 431-2285
Protection and Advocacy, Inc. (P.A.I.)
www.pai-ca.org
(800) 776-5746
Generally a decision to proceed to a fair hearing is made only after the other methods
to resolve a dispute with the district have failed.
PARENT’S RIGHTS
Parents of children with disabilities from 3 through 21 years of age have specific
educational rights under the Individuals with Disabilities Education Act. These rights
are sometimes called Procedural Safeguards.
Parents and students over 18 have the right:
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To participate in the IEP process, and to be informed of all program options and
alternatives, both public and nonpublic
To receive prior written notice in your native language when the school district
initiates a change in the identification, assessment, or educational placement in
special education
To provide informed, written consent before a child is assessed or provided with
any special education services, or before any change in service can occur
To refuse to consent to an assessment or the placement of your child in special
education
To be given an assessment for special education through your local school district
at no cost to you, using methods that are not culturally biased or discriminatory
To request an Independent Educational Evaluation (IEE) at public expense. This
evaluation is specific to the assessment with which the parent disagrees, not a
comprehensive assessment beyond the scope of the original assessment. The
school district will provide a list of recommended evaluators
To submit independent educational assessments at your own cost and discretion
To access your child’s educational records
To stay in the current program if there is a disagreement about placement until
the dispute is resolved
To be given a hearing regarding disagreements about an IEP
To receive mediation/due process
To file a complaint against your school district
To be informed of school discipline and alternative placement
To be informed of policies regarding children who attend private schools
SPECIAL EDUCATION PROGRAMS AND SERVICES
The SELPA ensures a continuum of program options to meet the needs of pupils with
disabilities to ensure a free appropriate public education (FAPE). The IEP team
deter the program or programs that meet the student’s needs in the least restrictive
environment (LRE), allowing for maximum interaction with non-disabled peers. The
least restrictive environment is that environment which meets your child’s special
needs and still allows him/her to participate as much as possible in the general
education program.
504 Plan: Students with disabilities that do not require specialized instruction but
whose disability substantially limits participation in one or more life activities may
qualify for a 504 Plan. The 504 Plan is implemented in a general education program
that provides for modifications or accommodations in the general education setting.
Related Services: Instruction, aides, services and related supports that are necessary
for the child to benefit from his or her instructional program. These services may be
provided in various settings within the school site and are based on the student’s
assessed needs. These services may include (but are not limited to): transportation,
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and such developmental, corrective, and other supportive services (including speechlanguage pathology and audiology services, interpreting services, psychological
services, physical and occupational therapy, recreation, including therapeutic
recreation, social work services, school nurse services designed to enable an
individual with exceptional needs to receive a free appropriate public education as
described in the individualized education program of the child, counseling services,
orientation and mobility services. These items must be deemed educationally
necessary. For a complete description and definition of related services see Section
1401(26) of title 20 of the U.S. State Code and Section 300.34 of Title 34 of the Code
of Federal Regulations.
Supplementary Aids and Services: Aids, services, and other supports that are
provided in regular education classes or other education-related settings and in
extracurricular and nonacademic settings, to enable individuals with exceptional
needs to be educated with nondisabled children to the maximum extent appropriate.
This may include (but is not limited to): Aide Support, Assistive Technology,
Homework Modifications, Preferential Seating, Teacher and Parent Training.
Full Inclusion: Special education students who qualify for special day classes may be
fully included in a general education classroom with the assistance of an aide or other
classroom accommodations/modifications as determined by the IEP team.
Resource Specialist Services: This service provides instructional support for students
who are assigned to the general education classroom teacher(s) for a majority of the
school day. Resource Specialist Services include: assessment, educational planning,
consultation/training with parents and school staff, coordination of services within
the school (case management), and specialized instruction.
Special Day Classes: A special day class may be recommended when the student
requires specifically designed instruction for the majority of his or her day.
Placement in a special day class does not limit or restrict participation in the general
education program (mainstreaming) for part of the day. Students in a special day class
will be provided with an educational program as specified by their IEP and will receive
the same amount of instructional program time as their same-aged peers.
Out of District: Students may also be served in a program in a neighboring district or
regional program, county program should that program best meet the student’s
needs. Inter-district transfers are subject to approval by both sending and receiving
districts.
Regional Program: Programs and services that are not provided at every school site
but may be available to students within a defined area. Regional programs may be
found within a Selpa member district. Regional programs are not available for all
disability categories.
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County Programs: Santa Clara County Office of Education operates programs for
students with more intensive needs which cannot be met within the SELPA district’s
programs.
Non-Public, Nonsectarian School and Agencies: Students whose unique needs cannot
be met by the school district can be placed in a nonpublic, nonsectarian state
certified program. The program is paid for by the school district and ensures that the
child receives appropriate special educational instruction and services. Non-public
placements must be discussed and determined appropriate by the IEP team. Parents
who choose to make private school placements outside of the IEP process may be
deemed responsible for the expense. When a student’s educational needs cannot be
met in a public or non-public school, a residential program may be considered.
Home & Hospital: Students who are unable to attend school due to physical
disabilities or other reasons may be served by the school district at the hospital,
school or through a special home teaching program designed specifically for that
student.
SPECIAL NEEDS LEGISLATION
Americans with Disabilities Act of 1990 (ADA): A civil rights law which prohibits
discrimination solely on the basis of disability in employment, public services, and
accommodations.
Assembly Bill 602: This legislation passed in 1997 determines the funding process for
special education within the state. This model provides funds based on the number of
students within the district, not the number of disabled students.
Elementary and Secondary Education Act (ESEA): Emphasizes equal access to
education, high standards and accountability. It authorizes federally funded
education programs that are administered by the states. In 2002, Congress amended
ESEA and reauthorized it as NCLB.
Individuals with Disabilities Education Act (IDEA): The Individuals with Disabilities
Education Act (IDEA) is a law ensuring services to children with disabilities throughout
the nation. IDEA governs how states and public agencies provide early intervention,
special education and related services to eligible infants, toddlers, children and youth
with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive early
intervention services under IDEA Part C. Children and youth (ages 3-21) receive
special education and related services under IDEA Part B.
IDEA ’04: Reauthorization of IDEA, which broadened requirements for addressing
student needs as well as for assessment and dispute resolution. Changes include,
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time requirements for assessment completion and development of IEP, IEP team
participants, dispute resolution requirements and addressing student’s functional
needs (i.e. social skills, self care, etc) in addition to their academic requirements.
For IDEA regulations (Public Law 108-46) go to ed.gov/offices/OSERS/IDEA/index.
No Child Left Behind Act (NCLB): NCLB includes requirements regarding parental
involvement, highly-qualified teachers, evidence-based instruction and instructional
methodology, tutoring and supplemental educational services, and school district
report cards. More information is available at wrightslaw.com/nclb and idea.ed.gov.
Public Law 94-142 - The Education for All Handicapped Children Act of 1975 is
federal legislation governing the education of all handicapped. It mandates that all
U.S. public schools must provide a free, appropriate public education and related
services to all handicapped children.
Public Law 99-457 - This federal law signed in 1986 extended the rights and
protections of PL94-142 to handicapped children ages 3 through 5 years. Part H of this
law sets forth Early Intervention services required for children birth through 2 years
and their families. They require services because they experience developmental
delays or have a diagnosed physical or mental condition that may result in
developmental delays.
Public Law 101-476 - This federal legislation known as "Individuals with Disabilities
Education Act" (IDEA) was signed in October of 1990. It re- authorized the
discretionary programs of PL 94-142 and included transition as part of the IEP process
and assistive technology as a needed support.
Public Law 105-17 - This federal legislation, signed in June 1997, re-authorized IDEA.
Substantial changes were made with respect to student discipline, alternative
placement, and unilateral private school placements. Additional requirements
(effective July 1, 1998) were added to the IEP process.
Section 504 of the Rehabilitation Act of 1973: This general education mandate
requires that all agencies receiving federal funds provide an individualized program of
accommodations and modifications for any student who has a disability that severely
hampers their ability to learn. The district follows all federal guidelines for
identification, evaluation of students, and development of a plan if appropriate.
SUMMERTIME CAN BE FUN
The approach of summer can bring on mixed feelings when we wonder what summer
experiences we can provide for our child with special needs. It is a good idea to start
looking for summer programs by March as they fill up quickly. Keep in mind that you
can look for programs outside your immediate residential area. You may find terrific
programs in surrounding communities. Suggestions for where to look for programs
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include Parents Helping Parents (PHP), schwablearning.org,
thelighthouseproject.com, YMCA, Bay Area Parent newspaper, Parks and Recreation
programs, and Therapeutic Recreation Programs. You can also network with other
parents, or with professionals that work with your child (e.g., speech, occupational,
physical therapists, teachers, resource specialists).
Don’t forget about Extended School Year (ESY). A child with special needs does not
only qualify when remediation is necessary. Functional deficiencies should also be
considered and discussed with the IEP team.
WHERE ELSE TO GO FOR HELP
Braille and Talking Book Library
900 N. 1st Street
Sacramento, CA 95814
www.library.ca.gov/html/pubser05.cfm
1-800-952-5666
C.A.S.E. (Community Alliance for Special Education)
(415) 431-2285
Legal & paralegal representation & counseling, information,
referrals, student and parent rights.
www.caseadvocacy.org
CCS – California Children’s Service
Occupational/physical therapy for
medically eligible children
www.dhs.ca.gov/pcfh/cms/ccs
(408) 793-6200
Center for Independence of the Disabled
Promotes independence for people with disabilities
www.cidbelmont.org
(650) 595-0783
CHADD (Children with Attention Deficit Disorder)
Information & support group for adults and parents of
children with ADD & ADHD
957 Colorado Ave.
Palo Alto
www.chaddnorcal.org
(650) 949-5472
Children’s Health Council
Diagnostic Center for Children
650 Clark Way
Palo Alto, CA 94304
www.chconline.org
(650) 688-3625
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Diagnostic Center, Northern California
Diagnostic Center for Children
39100 Gallaudet Drive
Fremont, CA 94538
(510) 794-2500
Family & Children Services
950 W. Julian St.
San Jose, CA 95126
www.fcservices.org
Learning Disabilities Association of California (LDA-CA)
Parent information and support
www.ldaca.org
(408) 292-9353
Mental Health Hotline
Volunteer service for crisis and suicide
(408) 683-2482
Parents Helping Parents
A family resource center for children with special needs
www.php.com
(408) 727-5775
Recording for the Blind & Dyslexic (lending library)
488 W. Charleston
Palo Alto, CA
Audiotapes for the blind and dyslexic
www.rfbd.org
1-866-493-3717
(Toll Free)
Santa Clara County Mental Health Services
Offers mental health services for
low income, Medi-Cal, non-insured etc.
www.sccgov.org/portal/site/mhd
1-800-704-0900
Santa Clara County Office of Education
www.sccoe.k12.ca.us
(408) 223-3740
Santa Clara County Dept. of Child Support Services
www.scc-dcss.org
(408) 922-1400
Santa Clara Valley Blind Center
Services for the blind & visually impaired
www.visionbeyondsight.org
(408) 295-4016
SCCBA Lawyer Referral Service
Provide low cost initial consultation
www.sccba.com
(408) 287-2557
Schwab Foundation (formerly PERC)
(650) 655-2410
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(650) 969-0908
Information & resources for parents
of children with learning differences
www.schwablearning.org
South East Consortium for Special Education (SELPA)
www.southeastselpa.org
(408) 223-3771
YWCA
www.ywca.org
(408) 295-4011
Mediation Programs
Alternative Dispute Resolution
www.southeastselpa.org
California Coalition for Community Mediation
www.camediation.org
California Association of Human Relations Organizations
www.cahro.org/html/conflict_mediation.html
Office of Human Relations of Santa Clara County
www.sccdrps.org
San Jose Dispute Resolution Services
Office of Human Relations
70 West Hedding Street
San Jose, CA 95127
(408) 792-2314
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SPECIAL EDUCATION ACRONYMS
Federal Classifications (13)
The following categories list the disabilities which are recognized in federal law:
AUT
Autism
D
Deaf
DB
Deaf-Blind
ED
Emotional Disturbance
HI
Hearing Impairment
MR
Mental Retardation
MH
Multiply Handicapped
OHI
Other Health Impaired
OI
Orthopedically Impaired
SLD
Specific Learning Disability
SLI
Speech and Language Impaired
TBI
Traumatic Brain Injury
VI
Visually Impaired
Other Acronyms
In addition to the federal categories, you will often hear professionals and parents use
other terms to talk about special education needs. These classifications include:
504
ABA
ADA
ADD
ADHD
ALJ
APE
AS
ASD
AYP
Section 504 of The Rehabilitation Act of 1973
Applied Behavioral Analysis
Americans with Disabilities Act
Attention Deficit Disorder
Attention Deficit Hyperactivity Disorder
Administrative Law Judge
Adaptive Physical Education
Asperger’s Syndrome
Autistic Spectrum Disorder
Average Yearly Progress
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BD
BICM
BIP
BSP
CAHSEE
CCS
CDE
CMH
COE
CP
DD
DHH
DIS
DSM-V
ED
ELL
EMH
ESD
ESEA
ESL
ESY
FAA
FAPE
FBA
FERPA
GATE
HH
ID
LD
NLD/NVLD
PDD
PDD-NOS
RTI
SELPA
SH
Behavior Disorder
Behavior Intervention Case Manager
Behavior Intervention Plan
Behavior Support Plan
California High School Exit Exam
California Department of Children’s Services
California Department of Education
County Department of Mental Health
County Office of Education
Cerebral Palsy
Developmentally Delayed
Deaf/Hard of Hearing
Designated Instructional Services
Diagnostic & Statistical Manual of Mental Disorders – 5th Edition
Emotionally Disturbed
English Language Learner
Educationally Mentally Handicapped
Extended School Day
Elementary and Secondary Education Act
English as a Second Language
Extended School Year
Functional Analysis Assessment
Free Appropriate Public Education
Functional Behavioral Assessment
Family Education Rights & Privacy Act
Gifted and Talented Education
Hard of Hearing
Intellectually Delayed
Learning Disabled
Nonverbal Learning Disability
Pervasive Development Disorder
Pervasive Development Disorder – Not Otherwise Specified
Response to Intervention
Special Education Local Plan Area
Severely Handicapped
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TERMS
Academic Skills - Refers to ability in subjects such as thinking, reading, writing,
math, social studies, science.
Accommodations – Adjustments for student with disabilities in instruction or student
output that minimize the impact of the disability but do not fundamentally alter or
lower course standards or expectations.
Achievement Test - Measures what a child has already learned.
Adaptive Behavior - The levels and skills of a person across the various settings
experienced. This is broader than just the intellectual component of an IQ test.
Annual Goal - A statement that describes what a child with a disability can reasonably
be expected to accomplish within a twelve-month period in the child’s special
education program. There should be a direct relationship between the annual goals
and the present levels of educational performance.
Aphasic - Having an acquired language disorder caused by brain damage with
complete or partial impairment of language comprehension, formulation and use.
Articulation - The process of executing movements of the speech organs (tongue,
lips, jaw, and vocal folds) to produce speech sounds.
Assessment - Assessment is a way of identifying the nature and causes of a student's
difficulties. Assessment may include observation, formal and informal testing, and
identification.
Assistive Technology – Any item, piece of equipment or product system, that is used
to increase, maintain, or improve the functional capabilities of a child with a
disability.
Assistive Technology Services - Any service that directly assists an individual with a
disability in the selection, acquisition, or use of an assistive technology device.
Audiological Exam - A test of a person's hearing ability.
Autism - A behavioral condition usually characterized by extreme withdrawal and lack
of language and communications skills. Lack of affect, self-stimulation, self- abuse,
and aggressive behavior are sometimes present in autistic individuals.
Baseline Performance – To establish goals and monitor progress toward those goals, a
staring-point performance measurement is determined for academic and functional
skills.
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Behavioral Intervention Plan – Written, specific, purposeful, and organized plan
which describes positive behavioral interventions and other strategies that will be
implemented to address goals for a student’s social, emotional, and behavioral
development. For students whose behavior prompts disciplinary action by the school,
the behavioral intervention plan addresses behavior(s) of concern that led to
conducting a functional behavioral assessment.
Behavior Modification - A process for changing behavior through reinforcement
and/or consequence.
Benchmarks – Levels of academic performance used as checkpoints to monitor
progress toward performance goals and/or academic standards.
Blind - Visual acuity of 20/200 or less in the better eye after the best possible
correction with glasses or contact lenses or vision restricted to a field of 20 degrees
or less.
Child Find – Requirement that states identify, locate and evaluate children with
specific needs and determine which children are receiving special education and
related services.
Cognition - Analytical or logical thinking; comprehension or understanding.
Consent – Requirement that the parents be fully informed of all information that
relates to any action that school wants to take about the child. Consent is voluntary
and may be revoked at any time.
Content Standards – Describe the goals for individual student achievement. They
specify what students should know and be able to do in identified disciplines or
subject areas.
Communicatively Handicapped - Those students who are deaf, deaf-blind, severely
hearing impaired, severely language handicapped or who have language and speech
disabilities.
Community Advisory Committee - A group of parents, agency and school
representatives, and other concerned citizens who advise the SELPA (Special
Education Local Plan Area) on matters related to special education.
Continuum of Services – For preschool children, ages three through five, means the
availability of different types of settings where specialized services may be delivered;
for school-age children means the availability of different types of education
environments.
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Coordination
Fine Motor - Pertains to the use of small muscle groups (writing, picking up small
objects). Gross Motor - Pertains to the use of large muscle group (jumping, running).
Visual Motor - The ability to relate vision to body movement.
Course of Study – A general statement that identifies the career path that is based on
the student’s vision and his or her needs, interests, and preferences.
Deaf - Inability to use hearing to understand speech, even with a hearing aid.
Designated Instructional Services (DIS) - Services provided by specialists in addition
to other general education or special programs, such as speech and language therapy,
physical or occupational therapy.
Developmental Delay - A delay in one or more of the four developmental areas:
cognitive, physical, psychological, or self-help skills.
District Standards – District goals for student achievement and performance that can
be measured by measuring the improvement of students’ skills in reading, writing,
speaking, listening, mathematics, reasoning, studying, and technological literacy.
District-wide Assessment – A large-scale academic achievement assessment.
Due Process – Formal set of policies and procedures to be implemented by schools
and districts for children in special education programs. It is intended to insure that
children with disabilities receive Free Appropriate Public Education.
Dyslexia - A symbol processing difficulty; affects visual reception of words.
Emotionally Disturbed - A condition characterized by an inability to build or maintain
satisfactory interpersonal relationships with others, inappropriate types of behavior or
feelings under normal circumstances, and/or a general pervasive mood of unhappiness
or depression.
Entitlement: From age 3 to 22, students who have been found eligible for special
education, and who have not earned a high school diploma, are entitled to those
services needed in order for them to benefit from their FAPE.
Extended School Year Services – Special education and related services that are
provided to a child with a disability beyond the normal school year of the public
agency; in accordance with the child’s IEP; and at no cost to the parents of the child.
Free and Appropriate Public Education (FAPE): A key provision of the Federal
Education for all Handicapped Children Act (PL94-142) that entitles handicapped
children to schooling at no charge to their parents. This education must also be under
public supervision, meet state standards and be appropriate to the child’s needs.
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Functional Behavioral Assessment – Assessment that enhances an understanding of
the purpose and function of a student’s behaviors and subsequently provides
information that leads to interventions and needed supports.
General Curriculum – A description of the standards and benchmarks adopted by an
LEA or schools within an LEA that applies to ALL children. It is applicable to children
with disabilities as well as nondisabled children and related to the content of the
curriculum and not to the setting in which it is used. It is the basis of planning
instruction for all students.
Grade Equivalent - The score a student makes on an achievement test, translated
into a standard score which can then be compared to the typical score for students at
that grade level (e.g. a "grade equivalent" score of 6.5 represents the score made by
the average student who has been in the sixth grade for 5 months).
Individual with Exceptional Needs (IWEN) - A handicapped pupil whose educational
needs cannot be met by general education classroom teacher with modification of the
general education school program and who requires special instruction and/or
services. Excluded are the children whose need are due solely or primarily to
unfamiliarity with the English language or to cultural, environmental or behavioral
differences.
Individualized Education Plan (IEP) - A written statement, developed by staff
members and parents as a practical plan for instruction and delivery of service to
individuals with exceptional needs. It includes goals, objectives, and services based
on the needs of the student.
IEP Team - A team comprised of the parent(s), teacher, administrator and others as
appropriate who meet to plan education services suited to the needs of the student.
Inclusion – Special education students who normally qualify for a more restrictive
environment (such as Special Day Class or Resource Class), but whose IEP indicate
they would be better served in a regular classroom with the assistance of an aide or
other classroom modifications and/or accommodations for a portion or all of the
school day. Also referred to as mainstreaming.
Independent Educational Evaluation (IEE) – The parents of a child with a disability
have the right to obtain an independent educational evaluation. Each public agency
must provide to parents information about where an IEE may be obtained at no cost
to the parents. The evaluation is to be conducted by a qualified examiner who is not
employed by the public agency responsible for the education of the child.
Intellectually Delayed (ID) - Significantly delayed intellectual development with
deficits in adaptive behavior.
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IQ Test - A standardized series of questions and/or tasks designed to measure abilities
- how a student thinks, reasons, problem solves, learns new information, remembers.
Many IQ tests rely heavily on use or understanding of spoken language.
African-American families should be aware that some IQ tests (WISC) have been found
to be culturally biased. A California court decision prohibits the use of IQ tests for
assessing African-American pupils to determine their placement in special education
programs and requires alternative means of assessment.
Learning Disability - A condition which affects the way people with normal
intelligence select, retain, and express information.
Least Restrictive Environment (LRE): To the maximum extent possible, children with
disabilities are educated with children who are not disabled. Special classes,
separate schooling, or other removal of children with disabilities from the regular
educational environment occurs only when the nature of the disability of the child is
such that education in regular classes with the use of supplementary aids and services
cannot be achieved satisfactorily.
Limited English Proficiency – Is when an individual’s primary language is something
other than English.
Local Plan for Special Education: A plan, developed by schools and the community,
that describes how the responsible local agency will implement the California Master
Plan for Special Education.
Low Incidence Disability - A disability that occurs relatively infrequently in the
general population. In particular, used to refer to deaf, blind, orthopedically
handicapped, and deaf-blind.
Mainstreaming - The planned interaction between the special education student and
general education school population that is appropriate to the needs of both.
Master Plan (California Master Plan for Special Education): Approved in 1974, it
establishes a comprehensive system for delivering special education services to
exceptional children. It describes program components and creates the responsible
local agency structure which moves key educational decisions from state to the local
level. (Senate Bill 1870)
Modifications – Adjustments for students with disabilities in instruction or student
output that minimize the impact of the disability but fundamentally alter or lower
course standards or expectations.
Multi-Handicapped - Students with a combination of disabilities (such as mental
retardation and deafness) which cause severe educational difficulties.
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Norms - Information, provided by the test maker, about "normal" or typical
performance on the test. Individual test scores can be compared to the typical score
made by other persons in the same age group or grade level.
Objectives - The expected performance in any given area after instruction.
Orthopedically Handicapped - Students with physical impairments resulting from
disease (such as polio), conditions such as cerebral palsy, from amputations or birth
defects that are so severe as to interfere with their educational performance.
Parent Rights: All parents need to be aware of the rights guaranteed to them under
PL94-142. Some of the rights include confidentiality, due process, fair evaluations,
least restrictive environment, and parent participation. (See Procedural Safeguards)
Performance Standards – Standards that specify how good is good enough and
describe at least three levels of student performance. The federal Elementary and
Secondary Education Act (ESEA) requires that at least three levels of performance be
established to assist in determining which students have or have not achieved a
satisfactory or proficient level of performance for reading and mathematics. Districts
may decide to provide more than three performance levels.
Present Level of Educational Performance – Is a summary statement that describes
the student’s current achievement in the areas of need as determined by an
assessment.
Prior Written Notice – Required written notice to parents when school proposes to
initiate or change, or refuses to change, the identification, evaluation or educational
placement of the child.
Push-In Services – Services are sent into the classroom the student attends. These
services may be provided to support the student or the teacher.
Pull-Out Services – The student is removed from the classroom to receive
supplemental services.
Raw Score - The total points earned on any given test.
Related Services – Developmental, corrective, and other services that are
necessary to assist an individual with a disability to benefit from special education.
Resource Specialist - A teacher who has had additional preparation in the field of
special education and general education and who works with students, teachers,
parents and support staff to provide students with a complete educational program
according to their individual IEPs.
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Resource Specialist Program - A program that provides instruction and services for
those individuals with exceptional needs assigned to general education classroom for
the majority of the school day.
Response to Intervention (RTI) – A multi-tiered intervention system that integrates
assessment and intervention to ensure academic achievement and/or reduce
inappropriate behaviors. Students who are at risk are identified and evidence-based
interventions are used. The student’s progress is monitored, and interventions are
intensified depending on student’s responsiveness. Through this process, students
with learning disabilities may be identified. RTI supports the mandate of Least
Restrictive Environment.
Review and Revision of the IEP - Each agency shall initiate and conduct meetings to
review each eligible individual’s IEP periodically and, if appropriate, revise its
provision. A meeting must be held for this purpose at least once a year.
Scaled Score - Translation of the raw score into a score, which would typically, range
from 1-19, with 10 being average. A deviation of 3 points would represent a
significant difference.
Severely Handicapped - A special education program serving the severely
developmentally disabled with intensive educational needs.
Short-term Objectives – Measurable, intermediate steps between a student’s present
level of educational performance and the annual goals of the student.
Special Day Class - Public school classes that provide services to students with more
intensive needs than can be met by the general education school program or Resource
Specialist Program. Students are enrolled in the special class for a majority of the
school day and are grouped according to their instructional needs.
Special Education – Specially designed instruction, at no cost to the parents, to meet
the unique needs of a child with a disability.
Special Education Local Plan Area (SELPA) – The Selpa ensures a continuum of
special education services to address the needs of all children with disabilities within
a specified geographic region.
Standard – A clear statement that expresses what students are expected to know and
be able to do.
Standard Deviation - The extent to which a score varies from the mean score
(average) for the group. (The numerical value of one standard deviation unit is
different from test to test.)
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Standardization - The determination of what children know or can do at a particular
age by testing large numbers of children and collecting statistical data based on
answers. Many tests are standardized on white, middle-class children who are ablebodied and native English speaking For children not having these characteristics, the
validity of their scores could be questionable.
Standard Score - Translation of the raw scores into a score which has similar meaning
regardless of age level (e.g., if a scale of 0-100 is used, a scaled score of 50 is
average, regardless of whether its obtained by a 6 year old or 12 year old).
Supplementary Aids and Services – Services provided in order for an eligible
individual to be served in the general education classroom environment, which may
include short-term specially designed instruction; interpreters; readers for individuals
with visual impairments; special education assistants; special education assistants for
individuals with physical disabilities for assistance in and about school, and for
transportation; and specialized or modified instructionally related equipment for use
in the school.
Transition – A coordinated set of activities for a student with a disability that is
designed with an outcome-oriented process, that promotes movement from school to
post-school activities, including post-secondary education, vocational training,
integrated employment (included supported employment), continuing an adult
education, adult services, independent living, or community participation. A
transition plan should be in place as part of the IEP by the student’s 16th birthday.
Validity - The extent to which a test actually measures what it is intended to
measure.
PARENT RECOMMENDED WEBSITES
Advocacy
copaa.org Council of Parent Attorneys and Advocates
fape.org Families and Advocates Partnership for Education
pacer.org Parent Advocacy Coalition
willowtreefoundation.org Non-profit Providing Advocacy Services
wrightslaw.com Special Ed. Law and Advocacy Tools for Parents and Educators
Autism/PDD/Asperger’s Syndrome
aboutautismlaw.com
autism.org
autism-society.org
autismspeaks.org
morgancenter.org The Morgan Center
rdiconnect.com Relationship Development Intervention for ASD
thehelpgroup.org
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Bipolar Disorder
bpchildren.com Bipolar Disorder
bpchildresearch.org Juvenile Bipolar Research Foundation
bpkids.org Child & Adolescent Bipolar Foundation
Nonverbal Learning Disorder
nldline.com
nldontheweb.org
Special Education/Individuals with Disabilities Information
dredf.org Disability Rights Education and Defense Fund, Inc.
ed.gov/offices/OSERS/OSEP Ofc. Of Special Ed. & Rehabilitative Services
ed.gov/nclb No Child Left Behind Act
ed.gov/policy/gen/guid/fpco/ferpa/parents Privacy of Student Records
fapeonline.org The Free Appropriate Public Education Site
iep4u.com IEP Goals & Objectives
ld.org National Center for Learning Disabilities
ldonline.org Learning Disabilities
nichcy.org National Dissemination Center for Children with Disabilities
pai-ca.org/pubs/401601.html Special Ed. Rights & Responsibilities for CA
reedmartin.com Special Education Rights
tash.org Special Education Rights
usdoj.gov/crt/ada/adahom1.html Info on Americans with Disabilities Act
Tools & Training
abledata.com Assistive Technology Information
allkindsofminds.org Mel Levine (Understanding Learning Differences)
dcn-cde.ca.gov The Diagnostic Center, Northern California
difflearn.com Different Roads to Learning
explosivechild.com Center for Collaborative Problem Solving
lindamoodbell.com Learning Processes
schoolbehavior.com Awareness, Empathy & Skills
socialthinking.com Michelle Garcia Winner’s Center for Social Thinking
socialskillstrainingproject.com Jed Baker
teacch.com Visual Learning
thelighthouseproject.com Occupational Therapy Services
Publishers
freespirit.com Free Spirit Publishing
specialneeds.com Special Needs Project (Books/Tapes/Videos/DVDs)
Sensory Processing Disorder
out-of-sync-child.com Sensory Processing Disorder
sinetwork.org Sensory Processing Disorder
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FINDING YOUR VOICE
Now that you have educated yourself as to your rights and responsibilities as a parent
of a special needs child, we encourage you to use your voice to continue to improve
the special education. Advocacy for your child does not end at the school site. It is a
life-long pursuit. Special Education has evolved to where we are today through the
advocacy of parents over the past five decades. Here’s what you can do:
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Start your own parent support group
Attend your district’s parent advisory committee. If your district doesn’t have
one, talk to district personnel to start one
Become a board appointed CAC rep to the Selpa
Contact your Selpa to participate in the annual Sacramento Legislative Day
Participate on your School Site Council to represent the special education
community
Organize parents in your community for letter-writing campaigns and legislator
visits regarding key issues and special education legislation. Unite on specific
issues for the common good. Together, your voices are louder and more likely
to be heard
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