What is Special Education?

As defined by the California Education Code (Section 56031), special education is specially designed instruction that meets the unique needs of individuals with exceptional needs, whose educational needs cannot be met through modifications to the general instruction program, and related services that help individuals with special needs benefit from specially designed instruction. Special education is an integral part of the total public education system. Other features of special education are:

• It is provided in a way that promotes maximum interaction between students with and without disabilities, fostering a collaborative environment that meets the needs of both.

• Services are provided at no cost to parents.

• It offers a comprehensive range of program options to meet the educational and service needs of individuals with exceptional needs in the least restrictive environment (LRE). The LRE is generally the setting most similar to that of general education students.

Special Education is specialized instruction provided for children from birth to age 22 who qualify according to the laws and regulations outlined by the state and federal government. A child may qualify for special education services as an individual with special needs in one of thirteen areas identified by the Individuals with Disabilities Education Act (IDEA 2004). These are:

• Autism
• Deaf-blindness
• Deafness
• Hearing impairment (Hard of Hearing)
• Intellectual Disability
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Severe emotional disability
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment

How is my child referred to Special Education?

If you suspect that your child displays any condition that may require some intervention or Special Education programs and services, a referral can be made in the following manner:

• For students enrolled in Albany Unified Schools, contact your school site administrator or school site counselor to make a referral to the school’s Student Study Team (SST).

• For children between birth and five years old, please get in touch with Brian Biggs, Executive Director of Special Education, for further information.

What is a Student Study Team (SST)?

A Student Study Team (SST) is a school-based problem-solving group that assists teachers in instruction and behavior management. The SST can provide support by contributing personnel and school resources in response to identified student needs. The SST will meet within 15 days of the parent referral to review concerns between parents and teachers.

The SST can include the parent, principal, other administrator, psychologist, counselor, special education teacher, or classroom teacher. Parent concerns and student needs are often successfully addressed through the SST process. If suggested interventions and strategies do not adequately address student needs, the SST and/or parent can request an assessment for Special Education.

How will my child be assessed for Special Education?

Arrangements will be made to assess your child’s strengths and needs. This will be done through assessments and conferences among those working with your child. The participants in this assessment process may include teachers, psychologists, nurses, counselors, therapists, and others. No assessment will be conducted without the written permission of the child's parent or guardian. An Assessment report will be completed and shared with an Individual Education Plan (IEP) meeting held within sixty days of the date the District receives the signed assessment plan.

What is an assessment plan?

An assessment plan is developed by Special Education staff, which outlines the areas to be assessed and the titles of the staff members participating in the assessment.

Who decides what services my child needs?

The "Individualized Education Plan" (IEP) team selects the program or combination of programs that enable the student to access a free and appropriate public education (FAPE) in the least restrictive environment (LRE) with maximum opportunities for interaction with non-disabled peers. That team is also responsible for determining the "least restrictive environment " (LRE) for the child, including:

• The student’s placement is as close as possible to the student’s home
• Unless the IEP agrees to a placement in a different facility, the student is educated in their neighborhood school.
• In selecting a program and placement, consideration is given to any potential harmful effects on the student.
• A student with a disability is not removed from education in an age-appropriate, regular classroom solely due to the need for modifications to the general curriculum.
  • The team may consider self-contained special education classes only when the nature or severity of the disability is such that education in the general education setting with supplementary aids and services, including curriculum modifications and behavioral supports, cannot be achieved satisfactorily. These requirements also apply to separate schooling or removing pupils from the general education environment.
• In providing or arranging for nonacademic and extracurricular services and activities, the District will ensure that the student with the disability participates with non-disabled students in those services and activities to the maximum extent appropriate to the needs of that student.

What is an Individualized Education Plan meeting?

After completing the assessment, the parent or guardian will be invited to attend an IEP meeting. All participants mutually set the date and time of the meeting. The parent or guardian may also wish to bring other persons to this meeting. At the IEP meeting, District staff will present their assessment results. Parents are encouraged to ask questions and become fully informed about their child’s strengths and needs. After the assessment information is presented and discussed, the IEP team members will determine the student’s eligibility for Special Education services in accordance with State and Federal guidelines. If the student is found eligible for Special Education, the IEP will include the following:

• A summary of the assessment findings, including the student's current levels of performance
• A statement of student goals and objectives that will be addressed over the next six to twelve months. Goals and objectives are written so that student progress can be objectively measured and evaluated. The team will suggest methods for meeting these goals and objectives, making the most of the child's strengths and abilities. A description of evaluation criteria will also be included to determine the effectiveness of the plan.
• Specific services will be identified that are appropriate for meeting the child’s goals and objectives.
• A recommendation for placement, including the starting date, anticipated frequency, and duration of Special Education services, will also be provided.

What are my parents’ rights?

Parents are notified of their rights at various stages throughout the IEP process, as well as at least annually. Parent rights include the right to request an IEP meeting, the right to review assessment information, and the right to have their eligible child receive free and appropriate educational services in the least restrictive environment. Remember, if you have any questions, school district personnel are here to assist you.

Your consent is also required before the IEP can be implemented. If you are uncertain at the end of the meeting whether you want the plan to go into effect, you may wish to ask for further clarification. School personnel can answer any questions you may have about your rights.

What is Specialized Academic Instruction (SAI)?

SAI is a methodology that tailors teaching strategies and methods to meet the unique needs of students with learning disabilities and other learning disorders. Under 34 C.F.R. Section 300.39, Specialized Academic Instruction means adapting, as appropriate, to the needs of an eligible child. Examples of SAI include:

• Modification, accommodations, and/or adaptations to curriculum/lessons
• Modifications, accommodations, and/or adaptations of instructional materials
• Collaboration and consultation with teachers, specialists, and parents
• Physical assistance
• Behavior plans
• Use of manipulatives and/or other kinesthetic resources during content lessons
• Use of visual, written, or picture prompts/aids during direct instruction
• Books on tape, enlarged print, auditory equipment, footrests, adaptive technology, etc.
• Computer-assisted instruction

What are “Related Services”?

A related service is intended to help students benefit from special education. Under Section 300.34 of IDEA, related services include transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpretation services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation, and mobility services, and medical services for diagnostic or evaluation purposes. Related services include school health and nurse services, school social work services, and parent counseling and training. Examples of Related Services can be found by clicking HERE.