Special Education Department

Every Child is Entitled to a Free Appropriate Public Education

Children with disabilities have the right to a free appropriate public education (FAPE) regardless of their disability type. In California, students aged 3 to 22 with disabilities may be eligible for special education and related services.

FAPE refers to special education and related services tailored to a student's unique needs, designed to help them make progress in school and learn skills for independent living.

Appropriate Education means the education must be reasonably calculated to provide some educational benefit to the student. This definition comes from the U.S. Supreme Court case Board of Education of the Hendrick Hudson Central District v. Rowley (458 U.S. 176, 1982), which is still the law today.

In 2017, the U.S. Supreme Court further clarified in Endrew F. v. Douglas County School District (137 S. Ct. 988) that school districts must offer a program reasonably calculated to enable the student to make progress according to their circumstances.

All special education students must have an Individualized Education Program (IEP). An IEP is a comprehensive document detailing:

• The student's current performance
• Strengths and weaknesses
• Goals for improvement
• Required special education services
• Classroom placement
• Related services needed
• Necessary accommodations and modifications

This ensures each student receives an education tailored to their specific needs and abilities.

 

 

Special Education Programs For Students With Disabilities: 

Resource Specialist Program (RSP)

All schools within the Adelanto Elementary School District offer Specialized Academic Instruction (SAI) for students needing extra support to progress in the general education curriculum. Depending on the student's needs and the IEP team's recommendation, instruction may take place in the Resource Room or within the general education classroom.

Special Day Class (SDC)

Special Day Classes offer intensive Specialized Academic Instruction (SAI) and services for students whose disabilities prevent them from participating in the general education program for all or most of the school day. The district provides both Mild/Moderate and Moderate/Severe SDC programs at various sites.

Alternate Curriculum Program (Moderate/Severe SDC)

The Alternate Curriculum Program is tailored for students with significant needs in areas such as cognition, language, adaptive skills, motor skills, behavior, and self-regulation. It uses an alternate curriculum to provide instruction at each student’s learning level, ensuring access to general education standards and the development of functional life skills. Evidence-based practices support a structured learning environment and daily routines through whole class and small group instruction.

Home Hospital Instruction Program

Children may qualify for Home and Hospital Instruction (H/H) if they are unable to attend school for more than two weeks due to a temporary medical disability. This program is temporary and not intended for chronic conditions or as a substitute for regular school attendance. Home and Hospital Instruction does not replace classroom instruction and is often limited. For extended absences, alternate programs such as modified days or Independent Study may be considered. If you believe your child needs Home and Hospital Instruction, please contact your school and request to speak with the district nurse.

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Nonpublic School/Residential: (NPS)

A student with a disability may receive services in a nonpublic school certified by the State of California. This setting is considered very restrictive and includes students in residential placements for intensive therapeutic and mental health support.

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Least Restrictive EnvironmentLeast Restrictive Environment (LRE), a principle in special education law under IDEA. It mandates that students with disabilities be educated with their non-disabled peers as much as possible. Key points about LRE include:

1. Integration: Access to general education and activities.
2. Continuum of Services: A range of placement options to meet individual needs.
3. Individualized Decisions: Placement based on the student’s IEP.
4. Supplementary Aids and Services: Supports to enable education in the least restrictive setting.
5. Non-Academic Activities: Inclusion in school clubs, sports, and activities.

LRE aims to prevent unnecessary segregation and promote inclusion.

 

 

The IEP Process:

The IEP team consists of essential members such as parents, general education teachers, special education teachers, and administrators. Additional participants like school psychologists, occupational therapists, and others may be invited as needed. Parents play a crucial role as equal members, encouraged to actively participate in developing, reviewing, and revising their child's Individualized Education Program (IEP).

Tips for parents to enhance their involvement and reduce anxiety include:

• Regular communication with school staff to understand the child's needs.
• Preparing thoughts and important points before meetings.
• Bringing a support person or advocate if desired, with prior notification to the school.
• Asking questions to clarify terms and arranging post-meeting reviews if necessary.
• Staying focused, positive, and aware of the right to review and not immediately agree to goals or services.
• Taking IEP documents home for review before consenting to services.

During IEP meetings, the team reviews the child’s strengths and needs, sets annual goals, and determines appropriate accommodations, modifications, services, and placement to support these goals. Accommodations aid in accessing curriculum without altering learning expectations, while modifications adjust what is learned based on individual needs.

Services discussed may include specialized academic instruction, speech/language therapy, occupational therapy, physical therapy, counseling, and adapted physical education. Placement decisions aim to ensure the least restrictive environment where the child can achieve goals alongside non-disabled peers to the fullest extent possible.

Parental consent is required before implementing the IEP, with options to fully consent, partially consent, or not consent to any part. Progress reports are provided regularly, and if adjustments are needed, an amendment meeting may be scheduled.

The team meets annually this IEP is called a plan review. The purpose is to review progress and update the IEP. A reevaluation (done every three years) meeting reassesses eligibility for special education services unless otherwise agreed. Amendment meetings address new concerns or necessary adjustments between plan reviews.

Overall, collaboration between parents and the IEP team is key to ensuring effective support and progress toward the child’s educational goals.

INCLUSION

Inclusion for the Adelanto Elementary School District (AESD) will involve several key elements to ensure that students with disabilities are educated alongside their non-disabled peers to the greatest extent possible. 

• Inclusive Classrooms: Students with disabilities will be placed in general education classrooms with their peers. Teachers will use differentiated instruction to meet diverse learning needs.

• Collaborative Teaching: General education and special education teachers will co-teach and plan together to provide comprehensive support to all students.

• Professional Development: Ongoing training for teachers and staff on inclusive practices, classroom management, and instructional strategies to support diverse learners.

• Support Services: Availability of supplementary aids and services such as paraprofessionals, assistive technology, and modified materials to help students with disabilities succeed in general education settings.

• Access to Extracurricular Activities: Students with disabilities will have opportunities to participate in school clubs, sports, and other extracurricular activities, with necessary supports’ provided.

• Individualized Education Programs (IEPs): Each student’s IEP will be tailored to ensure appropriate accommodations and modifications are in place for successful inclusion.

• Parent and Community Involvement: Active involvement of parents and community members in planning and supporting inclusive practices.

• Positive School Culture: Promoting a school culture that values diversity, equity, and inclusion, where all students feel respected and valued.

• Regular Monitoring and Assessment: Continuous monitoring of student progress and the effectiveness of inclusion strategies to make necessary adjustments and improvements.

Inclusion at AESD will strive to create an environment where all students have equal opportunities to learn, participate, and succeed.

Director: Dr. Amber Best	amber_best@aesd.net
Coordinator: Annie Perez	annie_perez@aesd.net
Secretary: Adriana Rodriguez	adriana_rodriguez@aesd.net
Clerk: Veronica Duran	veronica_duran@aesd.net
Clerk: Rebeca Medina	rebeca_medina@aesd.net
Clerk:
Clerk: Kellie Flores	kellie_flores@aesd.net
Clerk: Jessica Alcantar	jessica_alcantar@aesd.net
Psychologist: Wendy Harris	wendy_harris@aesd.net
Psychologist: Andrea Morales=	andrea_morales@aesd.net
Psychologist: Doralina Blandon	doralina_blandon@aesd.net
Psychologist: Robert Almanza	robert_almanza@aesd.net
Psychologist: Katima Lindsey	katima_lindsey@aesd.net
Psychologist: Mitchell DeLong	mitchell_delong@aesd.net
Psychologist: Korri Sievers	korri_sievers@aesd.net
Psychologist: Chanel Sykes	chanel_sykes@aesd.net
OT: Devin Alexander	devin_alexander@aesd.net
COTA: Evelyn Guerra	evelyn_guerra@aesd.net
COTA: Amina Khan	amina_khan@aesd.net
Adaptive PE: Justin Harper	justin_harper@aesd.net

 

Fall Parent Special Education Newsletter English -

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Fall Parent Special Education Newsletter Spanish - 

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