The California Department of Education's vision of "one coherent system of education" emphasizes the comprehensive Multi-Tiered System of Support (MTSS). This comprehensive framework is designed to address the diverse academic, behavioral, social, and emotional needs of every student with and without a disability.

Prior to making a referral for a special education, it is important to consider the student’s background and/or experiences that may influence their performance beyond that of a disability.

Explore the history of the Individuals with Disabilities Education Act (IDEA) and the growing support to states and localities in protecting the rights of infants, toddlers, and children with disabilities and their families.

Learn more about the concepts of FAPE, LRE and educational benefit - all of which are central to IDEA.

Following federal law, learn about the specific elements required in the IEP.

The Individuals with Disabilities Education Act (IDEA) defines the required members of the IEP team.

In support of our families and fellow educators, It is important that we are familiar with procedural safeguards and stand ready and willing to answer questions regarding them as needed.

Special Education Timeline Resource

Discover the essence of true engagement and learn how to foster meaningful participation with families and students, enriching their involvement throughout the IEP journey.

This module addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement (est. completion time: 1 hour).

Family Empowerment Centers (FECs) provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22 in California. These nonprofit organizations offer specialized training, peer-to-peer support, information and referral services. They aim to assist parents to better understand their child’s educational and developmental needs, effectively communicate with service providers, serve as a resource for the IEP process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals.