| Operations Office |
| The Operations Office enables the division to function in an efficient and effective manner to support of teaching and learning at school sites. |
Instruction/School Support Office |
The Instruction/School Support Office provides support to schools in instructional areas. This includes providing, monitoring and supervising professional development for both certificated (instructional) and classified (non-instructional support) staff who work with the approximately 17,000 students with special needs served by the division.
Additionally, a number of central office programs and services provide focus and direction, and monitor the effectiveness of services to students, schools, staff and families. |
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:
| Riley School/New Dawn |
Riley School is a special education center for K-8 students with serious emotional and behavior problems. The New Dawn program, located at Riley, provides a day treatment program for students in grades 9-12 who have emotional and behavioral problems. The small school provides close monitoring, opportunities for academic successes, career and vocational counseling and a therapeutic program interwoven throughout the school day. Learn more  .
The New Dawn program, located at Riley, provides a day treatment setting for students grades 9-12 who have emotional and behavioral problems. The small school provides close monitoring, academic successes, career and vocational counseling and a therapeutic program interwoven throughout the school day. |
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):
| Medically Homebound Program |
| Provides general educational and special education services for students while they are confined to their home according to their the recommendation of their physician, psychiatrist or psychologist. |
Hospital Program |
| Provides general educational and special education services for students while they are confined to the hospital and under direct medical care. |
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.
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.
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:
| Program Diagnostic Resource Teachers (PDRTs) |
Each program employs Program Diagnostic Resource Teachers (PDRTs) who assist the program manager in the development and monitoring of special education programs and services.
Contact: Linda Trousdale (619)725-7093
ltrousdale1@sandi.net
|
Site Based Diagnostic Resource Teachers (SBDRTs) |
Site Based Diagnostic Resource Teachers (SBDRTs) are assigned to middle and high schools to proactively support special education services at the school site level. SBDRTs are responsible for:
- Collaborating with special education staff.
- Serving as liaisons with staff and parents.
- Helping principals in matters regarding special education processes, procedures and compliance.
- Supporting new teachers in acquiring additional teaching skills.
Contact: Linda Trousdale (619)725-7093
ltrousdale1@sandi.net |
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
| Special Education Fact Sheet Directory |
Community Advisory Committee for Special Education (CAC)
CAC serves in an advisory capacity to the Board of Education (BOE) and Special Education administration on the imjplementation of the Local Plan. This plan is a legal document that describes how SDUSD provides services to students with exceptional needs. (858)627-7270 ext.3160 |
Disability Etiquette – Tips on Interacting with People with Disabilities
Source: United Spinal Association
This free booklet is for anyone – with or without a disability – who wants to interact more effectively with people with disabilities. |
| Involvement Opportunities |
| Policy Regarding Accommodation to Parents with Disabilities |
| |
Contact Information
Special Education Programs Division
Eugene Brucker Education Center
4100 Normal Street, Annex 2
San Diego, CA 92103-2682
(619) 725-7700 - Phone
(619) 725-7090 - Fax
Key Contacts
