What services are available for my children through the California school system?

Before we address this question, let us look at how these services are made available to all residents of California. The Federal law provides services as a function of the Individuals with Disabilities Education Act (IDEA). The state of California provides the same services through the Lanterman Act. These services are combined and managed through the Department of Developmental Services (DDS) of California. To find out more about DDS visit their website at: http://www.dds.ca.gov/

Basically, both laws provide that any resident of the state of California who qualifies may receive therapeutic services including Speech-Language therapy free of cost.

There are two agencies that manage and coordinate funding and services for your child, should they qualify. These are:

1. The California Regional Centers (generally for children under 3 years of age).
2. The California school system for children 3 years or older, should they attend public school. Children in private schools qualify for limited services, such as evaluations; check with your local district.

This section of the website is intended to help you understand what services are available and how you can apply to receive them. You will be provided with some important websites to help you navigate the process of enrollment.

How do I request services from my school?

Depending on your district, you request services either by writing to the Director of Special Education or the principal of your child’s school (or home school if your child is not in school) and explain your concerns. Also request that an Individualized Education Program (IEP) meeting be held for your child. Make a copy of this request for your records.

Response timelines vary, so please consult your local district. On average, a district may have 10-15 business days from your initial written request to respond. You will become an important member of the “IEP Team.” This team may include the school psychologist, speech-language therapist, occupational therapist, physical therapist, nurse, educational specialist, classroom teacher and/or other specialists, depending on your child’s needs.

The first thing that your IEP team will decide upon, with your input and consent, is an assessment plan. The purpose of the evaluation is to determine if your child qualifies for services and pinpoint areas for habilitation. It will be a comprehensive assessment tailored to your child’s needs. Request, in writing, a copy of the evaluation prior to your IEP meeting to familiarize yourself with the results before you meet with the team.

In general (please consult your district), schools must complete all testing with a written report and recommendations within 50-60 calendar days. If this is an initial assessment; the team may have an additional 30 days to carry out recommendations agreed upon in your IEP.

The purpose of the IEP

The purpose of a written IEP is to make sure that your child will have a positive plan of action to deal with any areas of deficiency noted in the evaluation. This plan is developed by you and your IEP team. If you do not agree with one or more of the recommendations, and your concerns cannot be resolved in the IEP meeting, there are avenues of appeal. Please go to: https://www.education.com/reference/article/steps-ndividualized-education-program-IEP/ for important information concerning the IEP process. Further, one of many good books which have been developed to assist parents with understanding the IEP process is: Negotiating the Special Education Maze. A Guide for Parents and Teachers by Anderson, Chitwood and Hayden.

It is always advised that a parent become as educated as possible regarding their child’s difficulties as well as the IEP process. This will give you the tools to be a strong advocate for your child.

The IEP team will have your child’s best interest at heart and they are dedicated to work with and for you. However, nothing can take the place of your knowledge about your child or your role in their advocacy. You must be able to present your child’s special needs in an articulate and logical manner.

Nothing can happen until you agree to the terms of the IEP and sign the final draft. It can be modified later but you should make every attempt to secure the best and most appropriate treatment possible at the first IEP.

Be an involved parent

Once your child qualifies and is enrolled in services, it is vitally important that you be involved in your child’s school therapy and/or program. You do have the right to visit your child in school and observe their classroom and/or therapy. The IEP process sets goals and objectives that include timetables. You should carefully monitor your child’s progress to make sure that they stay on track. There is no substitution for your personal involvement.

A child’s IEP can require a vast array of interventions and conditions for those interventions. What is written on paper is a mandated guideline. However, no one knows how your child will respond to services provided. You should periodically visit your child, for example, during their therapy session and talk to the therapist to gain a clear understanding of how your child is performing against the written goals and objectives. This also gives the therapist an opportunity to provide parent education and assist you in carryover of goals in the home or community environments.

Treatment goals and a treatment paradigm will have been developed and agreed upon in the IEP meeting. If your child is receiving specific therapeutic intervention, the IEP may specify how these services will be provided, for example, in the classroom, in a pullout setting (out of the classroom), within a small peer group, or individually (one-to-one). If your child is not meeting their goals and/or a treatment paradigm
does not seem to be working, you can discuss this with your child’s therapist(s) and/or teacher and determine whether a new IEP meeting needs to be held to discuss a change in goals or the method of therapy delivery.

What are Nonpublic Agency Services (NPA)?

A Nonpublic Agency is just another name for a facility, such as a private institution or clinic that is recognized by the state of California as being able to treat your child. It is an off-site facility paid for by the school district.

You have the option of petitioning the school district to have your child treated at an NPA if the school system cannot supply service at your child’s school or if you can show that your child would benefit more from such a private setting. Your request for NPA services must be made in writing and through the IEP process, which means that you must ask that an IEP meeting be convened.

It will be up to you to put forth a convincing argument as to why your child should be moved to an NPA. Our clinic has excellent relations with most school districts in the South Bay and would be happy to speak to you about NPA services.