Special Education

Resources for Special Education Parents
 

Autism Speaks offers comprehensive information on autism spectrum disorder (ASD) including early signs, diagnosis, and treatment options. It also provides resources for navigating IEPs, accessing services and advocating for children with autism. 

California Department of Education - Special Education Division provides detailed information on special education laws, rights, and resources available for parents. It includes guides on understanding IEPs (Individualized Education Plans), transitioning between school levels, and navigating disputes.

California Family Resource Association (CFRA) is a family of networks across the state.

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is an organization that provides evidence-based information to individuals, families, and professionals.

Family Resource Center on Disabilities is a national resource center providing parents with information, training, and resources to support their children with disabilities. 

The National Autism Association (NAA) provides advocacy, support, and resources for parents of children with autism, including safety tools, behavior support, and family-focused materials.

UC/CSU Collaboration for Neurodiversity Collaborating to grow the knowledge and skills in all those who impact the experience of diverse learners in school, ensuring that everyone has access to trusted information to inform decision-making and practice.

Parents Helping Parents (PHP) Based in nearby San Jose, PHP offers support, information, and resources for parents of children with special needs, including autism. They provide workshops, consultations, and a resource library for families.

San Andreas Regional Center (SARC) San Andreas Regional Center (SARC) serves individuals with developmental disabilities, including autism, in Santa Clara, San Benito, Monterey, and Santa Cruz counties. For families in Palo Alto, SARC provides essential services and support for children and adults with autism and other developmental disabilities. The center's mission is to assist individuals in leading fulfilling, independent lives by offering personalized services tailored to meet the unique needs of each client.

Santa Clara County Office of Education – Special Education Services Provides resources and services for families of children with special needs in Santa Clara County. It offers guidance on Individualized Education Programs (IEPs), early intervention services, and support for students with autism.

SCCOE Inclusion Collaborative Warmline The Inclusion Support WarmLine offers free individualized support for parents, teachers, and community members working with children who have disabilities and other needs. The Warmline offers support in English, Spanish, Vietnamese, and other languages as needed. Strategies include:

• Positive Behavior Supports
• Social Stories
• Visual Supports
• Communication Strategies
• Community Activities
• Social Emotional Supports

Standing Together Bullying Prevention Resources for Students Who Identify or Are Perceived as Neurodivergent

Senate Bill 939, signed into California law in 2024, expands support and resources for students who are identified as neurodivergent or perceived as neurodivergent. The law helps ensure greater awareness, visibility, and support for students experiencing discrimination, harassment, intimidation, or bullying related to neurodiversity. 

The California Department of Education (CDE) provides bullying prevention training and resources to support students, families, staff, and school communities. These resources are intended to help local educational agencies strengthen awareness, prevention, and support efforts related to bullying and discrimination. 

As required by California Education Code Section 234.5, local educational agencies must post the “Standing Together” resource in an easily accessible location on their website.
• CDE Bullying Prevention Resources
 

Parents and school teams are encouraged to hold a Student Study Team (SST) meeting, a general education process, to review the student's strengths and areas of concern to determine if alternative instructional strategies, supports or accommodations are needed prior to special education referral.

A referral for special education assessment may come from a parent/guardian, or site team at any time.  A referral may be in writing or verbal. When a referral for assessment is received, an Assessment Plan must be considered by the school site team and a response provided to parents within 15 days either in the form of an Assessment Plan (AP) which outlines the areas of assessment that are being proposed or a Prior Written Notice (PWN) which outlines the reason(s) the request is being declined.  However, sites are encouraged to meet with families through the Student Support Team (SST) process, prior to that date, to discuss concerns and determine next steps. Given collaboration with the school site team, some families may reconsider their request if the student’s needs can be met with other interventions. 

If they agree to reconsider, this must be done via written request. If the assessment moves forward, parental consent is required within 15 days of parent’s receiving the assessment plan for the assessment to be initiated.  Site teams have 60 days from the day in which a signed assessment plan was received to complete the assessment and convene an Individualized Education Program (IEP) team meeting to review the evaluation results.
 

Upon completion of the administration of tests and other evaluation materials, the determination of whether the student is an individual with a disability shall be made by the IEP Team, including the parents of the child and assessment personnel. The IEP Team will take into account all the relevant material which is available on the student. No single score or product of scores shall be used as sole criterion for the decision.  The assessment must be conducted by qualified personnel who are competent in the child's primary language or mode of communication and have a knowledge and understanding of the cultural and ethnic background of the pupil.
Three primary factors are considered in making this determination:
Does the student meet the eligibility criteria as an individual with a disability? 
Does the severity of the disability have an adverse effect on the student’s educational performance? 
Does the child require special education and related services?
Per the IDEA and the California Code of Regulations (34 CFR 300.306) In making a determination of eligibility, a child shall not be determined to be a child with a disability if the child's educational needs are due primarily to: 

• Lack of appropriate instruction in reading, including the essential components of reading instruction; 
• Lack of instruction in math; 
• Limited English proficiency; 
• Temporary physical disabilities; 
• Social maladjustment; 
• Environmental, cultural, or economic factors; 
• Limited school attendance or poor school attendance

The IEP team consists of the parents and/or guardians, a school administrator, a special education teacher, a general education teacher, and other special education staff as determined by the team.  An IEP is a written document which includes instructional goals and/or benchmarks based upon the student's educational needs as specified by the IEP team.  The parent/guardian will be asked for written approval of the IEP at the meeting. No change in educational placement or program will occur without parent/guardian signed permission.  Parents/guardians may revoke consent for special education services at any time.  If a parent chooses to revoke consent to special education the district must grant that request without undue delay and the student then is returned full time to general education and no longer has the rights afforded to special education students.

Special Education students in MHUSD are first and foremost General Education students. The foundational tenets of the IDEA charge us to provide each special education student with a free appropriate public education (FAPE) in the least restrictive environment (LRE). LRE is the requirement in federal and state law that students with disabilities receive their education, to the maximum extent appropriate, with nondisabled peers. 
LRE isn't a place — it's a principle that guides a child's education program. The LRE for each child may look different because each student’s needs are unique.  IEP teams must consider LRE when making recommendations around special education eligibility, services, and placement.  Additionally, an IEP team must consider the harmful effects of removing a student from participation in the general education environment in order to provide special education support and services in any separate setting.

Parents Rights
link in Spanish and English

Not familiar with a term or acronym used on this page? Please refer to:

Special Education Glossary of Terms

Students become eligible for special education services through a formalized process of evaluation. Anyone who suspects that a student is disabled may request an evaluation by using our Assessment Request Form. Requests will receive a response from the school site within 15 days. Usually a Student Study Team is asked to determine whether an assessment is necessary. If recommended, assessments will take place within 60 days of the initial request. If an assessment is not recommended, the Study Team will explain their reasoning in writing. Once a student has been assessed, an Individualized Education Program (IEP) meeting is held to determine a student’s eligibility for services. Students may be found eligible in one of 13 categories:

WHAT IS THE SOUTH EAST SPECIAL EDUCATION LOCAL PLAN AREA (SELPA)?
The District has joined with ten other Districts in South East Santa Clara County and the County Office of Education to form the South East Consortium SELPA. The SELPA was created for the purpose of ensuring the quality special education programs and services are available throughout the Valley. This consortium of school districts plans and provides regionalized services for students eligible for Special Education programs and services. The SE SELPA also provides and coordinates workshops for parents and staff.  The SELPA also has a Community Advisory Committee (CAC) parent group that provides support, information, workshops, and valuable links for parents. For more information about the SELPA and the CAC please contact:
 
Shelly Ota--  Director of the South East SELPA
Michele Villarreal --  Program Administrator for the South East SELPA
Helen Huynh - Program Administrator

The SELPA Local Plan including the Annual Budget and Services Plans, Public Hearing Notices, and Executive Council Meeting agendas can be found here.

SELPA LOCAL PLAN
Superintendents’ Executive Council

Notice of Procedural Safeguards 

Guide to Special Education

California Department of Education-Special Education

Workability I/TPP

WorkAbility I
WorkAbility I is a training program for special education students ages 14.9-22 designed to promote career awareness and exploration while students complete their secondary education program.  WorkAbility I provides students with opportunities for job shadowing, paid and non-paid work experience, and ongoing support and guidance from vocational personnel.  WorkAbility I  ;is administered by the California Department of Education, Special Education Division.

Business Benefits
Screened students ready to learn and work
Worker interest/skills matched to employer’s needs
Ongoing employee support services
Low-risk, low-cost job training
Trained employees ready to hire

WorkAbility I: A California Transition Program