Due Process & Mediation
The law establishes procedural safeguards for parents in the
Individualized Educational Plan (IEP) process. Included in the procedural safeguards is the opportunity to participate in mediation
or a due process hearing to resolve disagreements between the parents and the
district.
Either the parents or the district may initiate the due process hearing procedures under any of the following circumstances:
- There is a proposal to initiate or change the identification, assessment, or educational placement of the child or the provision of a free, appropriate public education to the child.
- There is a refusal to initiate or change the identification, assessment, or educational placement of the child or the provision of a free, appropriate public education to the child.
- The parent or guardian refuses to consent to an assessment of the child.
- There is a disagreement between a parent or guardian and a district, special education local plan area, or county office regarding the availability of a program appropriate for the child, including the question of financial responsibility.
Learn more.
Individualized Education Program (IEP)All children receiving special education services must have an Individualized Education Program (IEP). The IEP is a written document that describes the child’s needs and the services that will best meet those needs.
The IEP is considered an educational plan that:
- Describes the child’s skills and areas of need.
- Identifies educational goals to focus on during the year.
- Lists the services to be provided to the student.
- Determines the most appropriate educational placement.
Learn more.
Programs & ServicesThere are a number of program teams that provide focus and direction for special education services. They also monitor the effectiveness of programs and services for students. Each program offers a continuum of program options, ranging from least to most restrictive environments. Such options include:
- General education with special education supports and services.
- Special day classes.
- Special schools.
- Nonpublic schools (most restrictive placement requirements).
Typically, these program options are provided to students in a general education setting. A few nonpublic schools provide programs for students who require a more restrictive environment. These include:
Additionally, the IEP team considers and determines if a student is in need of Designated and Instruction Services (DIS) such as speech/language therapy, occupational therapy,
Adapted Physical Education (APE) 
and mobility training. If a student needs such services to benefit from the educational program, it is included in the student’s IEP.
Programs include:s
Deaf and Hard of Hearing (D/HH) Program
The district’s Deaf and Hard of Hearing (D/HH) Program serves students from birth to age 22 who have bilateral hearing losses ranging from mild to profound. Students with an educationally significant unilateral hearing loss may also be eligible for D/HH services. The focus of the D/HH Program is to:
- Encourage maximum independence.
- Foster the development of age appropriate communication skills, academic/career goals and social/emotional growth.
- Provide educational services.
- Provide technological education and assistance.
- Introduce accommodations, and provide for communication access.
Learn more.
Audiology Assessment Center
The San Diego Unified School District’s Audiology Program is designed to provide audiological assessments, direct consultative services to students with a hearing impairment or with an auditory processing disorder; and to support parents, staff and other district offices in efforts of providing students equal access to district curriculum and programs. Please visit our web page for more information.
Learn more.
Emotional Disturbance (ED)
The program for students with Emotional Disturbance (ED) serves students with disabilities who are five to 22 years of age. The ED program utilizes a curriculum based on state standards as well as supplemental curriculum, established by the Individualized Educational Plan (IEP) and leading to a certificate of completion or diploma. Learn more.
Integrated Life Skills (ILS) Program
The Integrated Life Skills (ILS) Program is a program for students five to 22 years of age who have significant disabilities. The ILS Program follows a curriculum using alternative standards, leading to a certificate of completion. Located at various comprehensive school sites throughout the district, the ILS Program serves over 1,000 students. Learn more.
Licensed Children’s Institute
(LCI)
Teachers from SDUSD in the LCI program provide educational services to students
in hospitals and social agencies throughout San Diego. The hospital or agency
provides a treatment program for students with emotional difficulties or other
issues affecting their lives. The LCI program does not control the student’s
admission or discharge. The population served may be in general or special
education.
In addition to the teaching staff, SDUSD also provides an itinerant staff to assist and support students in these
programs. These positions include a Special Education Administrator, DRT, psychologists, district counselors, mental
health clinician, rehabilitation specialist, vocational rehabilitation specialist and school nurse. DIS services, such
as Speech/Language, Occupational Therapy, etc. are provided according to the IEP.
Medically Homebound/Hospital Program (MH/HP)
The Medically Homebound/Hospital Program office manages two programs designed to provide special educaiton services to students with special medical needs in accordance with their individualized Education Program (IEP):
The goal of both programs is to provide educational services and support in order for students to meet graduation requirements.
Learn more.
Non-severe/Specific Learning Disability Program
Students in the Non-severe program experience discrepancies between ability and achievement due to one or more processing disorders such as auditory and visual processing, memory or attention problems. Students are served in the least restrictive environment beginning with providing Resource Specialist support with the general education classroom.
Learn more.
Parentally Placed Private School Services (PPPSS)
The Parentally Placed Private School Services (PPPSS) program is a Special Education service for students enrolled in private schools. According to federal and state law, the San Diego Unified School District has a policy to assist private schools in child-find activities, accept referrals from private schools and others, and conduct appropriate assessments for students suspected of having a disability.
Learn more 
.
Physical and Health Disabilities (PH) ProgramsThe program for students with Physical and Health Disabilities (PH) provides services for students with orthopedic or other health impairments that are established by the student’s
Individualized Education Program (IEP). Student needs can be met in a variety of settings with:
- Physical modifications and equipment to support participation in the educational program;
- Modifications to the curriculum based on physical needs; and
- Specialized assistive technology requiring preparation, ongoing instruction and training.
The goal is to provide an instructional program with supplemental curriculum that leads to a diploma, letter of recognition, or a certificate of completion. Learn more.
Progressive Alternative Curriculum Environment (PACE) Program
The Progressive Alternative Curriculum Environment (PACE) Program is a program for students who are five to 22 years of age and have moderate to severe disabilities. The PACE Program follows a curriculum using alternative standards, leading to a certificate of completion. The program serves over 500 students at various comprehensive school sites throughout the district. Learn more.
Special Education Early Childhood (SEEC) Infant Program
The Infant Program provides services to 280 infants and toddlers determined eligible in accordance with California Early Start (CES), a federally mandated program, and Part C of Individuals with Disabilities Education Act (IDEA). Learn more.
Special Education Early Childhood (SEEC) Preschool Program
The Infant Program serves children from birth to three years old who meet eligibility criteria. Children with any type of disability may be eligible, and programs and services are currently provided to 275 infants and toddlers throughout the district. Learn more.
Del
Sol Academy
The target population
for Del Sol is students in K-12th grades who are significantly impacted by
behavioral, communication, learning, and/or social disabilities. These
disabilities have seriously impacted their acquisition of basic academic skills,
language processing skills, and adaptive behavior. Students who are referred
are typically unable to benefit from the instruction available at a comprehensive
site. They have received extensive interventions with minimal effectiveness,
often in a number of environments. Students who are in a more restrictive
placement like a nonpublic school may also be appropriate for Del Sol Academy. Students
are referred and identified through the IEP process. A referral form
and associated documentation of interventions are required.
The instructional focus at Del Sol is on basic skills, and at the high school
level does not provide the core curriculum credit for graduation with a diploma. Students
receive a Letter of Recognition upon completion of the high school program. An
emphasis on an integrated delivery of related services ensures multi-modality
instruction. Placement and services are diagnostic and targeted for specific
outcomes based on assessed student needs. According to assessed needs,
goals for each student are identified in the areas of basic academics, social
interactions, communication skills, behavior interventions and sensory integration. Through
ongoing assessments, data collection and progress checks, the students’ learning
plans and necessary supports are refined.
Because all of the students are identified as having special education needs
and there is no onsite opportunity for mainstreaming with typical peers, Del
Sol Academy is viewed as a highly restrictive placement. There is no
opportunity on site for mainstreaming. When students demonstrate adequate
growth and ability to return to a comprehensive site with accommodations, the
IEP team develops transition steps to support a change of placement to a less
restrictive environment.
Diagnostic Learning Center
Administrative
Procedure #4613 details the district’s procedures relating
to the placement of students following release from juvenile court placements. The
Placement and Appeal Office is responsible for receiving and evaluating all
pertinent information prior to a recommendation of a school placement. Individuals
who have been in juvenile hall less than thirty (30) days return to their last
school of attendance for re-admittance.
In coordination with the Placement and Appeal Office, the Diagnostic Learning
Center (DLC) tracks students in Special Education who are incarcerated and
have educational placements in the Juvenile Court and Community Schools (JCCS). Special
Education Program Offices and the JCCS send representatives for this weekly
meeting. The DLC coordinates communication to schools regarding incarcerated
students and reviews student records for purposes of ensuring placement upon
release.
While most students return to their last school of attendance, some students
are identified for a diagnostic placement at the Whittier Center for a 30 to
45 day period. This diagnostic placement includes counseling and the
development of a Person-Centered Plan to help guide decisions regarding the
Transition Plan and the IEP. The student also receives an academic evaluation,
including exposure to different instructional strategies with intensive one-to-one
instruction, along with a behavior evaluation and psycho-educational assessment.
Student Learning Centers
The Student Learning Centers provides students with
effective strategies and interventions that help resolve significant interferences
in learning. The strategies that are used have been developed by a trans-disciplinary
team and assists students in developing skills which will enable them to access
learning in areas where they have previously made minimal progress.
Students who can benefit from services at the Student Learning Center are
those students whose processing abilities and skill level have been severely
delayed to the degree that they are unable to access the core curriculum. These
deficits are evidenced through observation of the student and their previous
interventions, as well as review of their psychological, academic, and related
DIS assessments.
The profile of the student who can benefit from services at the Student Learning
Center include students for whom extensive interventions have been implemented
in programs for students with mild to moderate disabilities. All areas
of need have been identified and addressed with consistent instruction. These
students have average to above average intelligence and are often assessed
to have delays in language development.
Strategies/interventions used in the Student Learning Center focus on cognitive
strategy acquisition. Therefore students must have intact cognitive structures
such as abstract thinking and ability to benefit from this instruction. Students
who are delayed in processing information may benefit from programs offered
at the Student Learning Center. Consistency and intensity of instruction are
necessary for development of these skills, therefore student motivation, compliance,
and attendance are critical.
STARS Program
The STARS (Successful Transitions Achieved with Responsive Support) Program is
housed on six comprehensive sites: 2 elementary schools, 2 middle schools,
and 2 high schools. Student to teacher/staff ratio is low and students
are taught in small groups when appropriate. Teachers, aides and multi-disciplinary
service providers work collaboratively to support the needs of all students.
Due to the average to superior range of intellectual abilities of the students
in the STARS program, the students are able to access the core curriculum with
appropriate accommodations. Many of the students have neurological deficits
that affect processing, organizational skills, and communication. Students
can access the general education curriculum with support and modifications
either in the general education classroom or in a separate classroom for students
whose disabilities are in the mild to moderate range. The STARS program
provides services to students in grades 1 – 12.
The program includes an emphasis on assistive technology with staff to support
implementation and usage of the technology. Parental involvement and
consultation with private practitioners are employed in the development of
positive behavior support plans.
The STARS Program includes lead teachers who coordinate multi-disciplinary
services and maintain ongoing involvement and participation of parents in the
delivery of services. The goal of the team approach is to increase student
participation in general education classes with continued support from elementary
through high school.
Transition Resources for Adult Community Education (TRACE)
TRACE is a community-based program for students transitioning from public
school to adult life. The program helps ensure students are connected to lifelong
opportunities and supports within the community. Learn More.
Occupational and Physical
Therapy Services(OT/PT)
Visual Impairments (VI)
The program for students with Visual Impairments (VI) is designed to:
- Foster maximum independence.
- Provide integration with sighted peers.
- Provide development of communication and literacy skills.
- Provide career training.
Curriculum is the same as for non-visually impaired peers throughout the district. Additional instruction is provided for the development of skills specifically necessary for persons with visual impairments, such as keyboarding (typing), Braille, the use of specialized equipment/materials, and travel skills.
Learn more.
Support Staff
There are a number of specialized support staff to assist families and staff in the provision of special education services, at the school level and the district level. These include:
Diagnostic Resource Teachers
There are two types of diagnostic resource teachers:
Special Education Ombudsperson The Ombudsperson Program is unique to SDUSD and operates through the
Parent, Community and Student Engagement Department. This office was created to facilitate resolution of special education and
Section 504 issues . Ombudspersons are not parent advocates nor district decision-makers. They work impartially with all parties to assist in the resolution of concerns related to a student’s special education needs. An Ombudsperson is available to assist families and staff with the following:
- Responding to parent and staff inquiries.
- Informing parents of their rights (procedural safeguards).
- Investigating complaints.
- Assisting with the Individualized Education Program/Individualized Family Service Plan (IEP/IFSP) and 504 Plans, Special Education Individualized Service Plan (SEISP) and filing complaints.
- Acting as a liaison between district, parents and community organizations.
Learn more.
Transportation Support Team
Occasionally, the special education program needed by a student is not available at the student’s neighborhood school. In such situations, the student is enrolled in the school closest to his/her home where the program is provided. Transportation is offered to the student to ensure access to the school. When an IEP team determines that a student needs a program that is not available at the student’s neighborhood school, a member of the IEP provides the parents/guardians with a written description of the district's policies regarding transportation. In such situations, bus transportation is typically provided.
The district’s transportation team provides specialized training for drivers assisting students with disabilities. The California Association of School Transportation Officials (CASTO) has honored these drivers for their exceptional care and treatment of special education students. Learn more .
News & Events
Special Education Report prepared by Dr. Thomas Hehir., PhD
Issues and recommendations for improving educational outcomes for students
with disabilities in the San Diego Unified School District (SDUSD)
were prepared by Thomas Hehir and Associates in accordance with a contract
with the district. These recommended actions stem from a comprehensive
analysis conducted by the firm of the district’s special education
program conducted from June 2006-August 2007. That analysis resulted
in an “Issues Document” that detailed both program strengths
and areas that need attention.
Hehir Report:
Issues | Recommendations
