California Special Needs Resources

California schools offer a continuum of services, from consultation and collaboration in regular classrooms to specialized schools for students with intensive needs. Most students receive services in their neighborhood school, even if they need significant support.

The Individualized Education Program (IEP) team decides what services your child needs and where they'll receive them. This includes related services like speech therapy, occupational therapy, physical therapy, counseling, and mental health services. California also covers services you might not expect, like assistive technology assessments and training, and provides designated instruction and services (DIS).

For students with significant disabilities, California provides specialized instructional programs through Special Day Classes (SDC) and Nonpublic Schools (NPS). These might be located in specific schools within your district or through county programs that serve multiple districts. California also has Regional Centers that provide services to individuals with developmental disabilities.

Transition planning starts by age 16 in California, following federal requirements. However, many districts begin earlier. This means the IEP team begins discussing your child's goals for after high school and what instruction and services will help them get there.

The special education process in California follows federal IDEA requirements with some state-specific elements. When a child is referred for evaluation, the district must develop an assessment plan within 15 days and complete the evaluation within 60 days of receiving parental consent, not including school vacations greater than 5 days. The IEP team includes you as the parent, regular education teachers, special education teachers, a district representative, and others who have knowledge about your child or can interpret evaluation results.

California uses an IEP that must include all federally required components plus some state-specific additions: present levels of performance, measurable annual goals, special education and related services, supplementary aids and services, program modifications, and an explanation of the extent to which your child will not participate with nondisabled children. California requires transition planning to begin no later than the first IEP in effect when your child turns 16.

For students with significant cognitive disabilities, California offers an alternate assessment called the California Alternate Assessment (CAA). The state uses a Multi-Tiered System of Supports (MTSS) framework to provide support to all struggling students, not just those identified for special education. California is unique in having a well-developed system of Regional Centers that coordinate services for individuals with developmental disabilities from birth through adulthood. If you need help understanding California's system or advocating for your child, multiple PTI centers across the state offer workshops, phone consultations, and can even attend meetings with you.