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Parents Helping Parents supports, educates, provides resources, and inspires families who have a child with a disability. They value diversity and aim to educate others on disabilities and how to be inclusive. Here parents can get help with learning about their child's disability, how to get teh right resources, connecting with other families, helping with school, and many other supports. This organization covers just about every aspect that a parent might face with their child. Additionally there are continued supports for children after they turn 18.

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Parents Helping Parents supports, educates, and inspires
families and the community to build bright futures for
youth and adults with special needs.

At Parents Helping Parents...

We envision a world where children of all abilities are valued, respected, and included.

We want families to be filled with hope and optimism about their child.

We share knowledge and skills to create meaningful opportunities and plan for a secure future.

We value diversity and endeavor to have our staff, board, volunteers, and donors reflect the community we serve.

With 40+ years of supporting families, our experienced staff members have a national reputation for being a trusted source of information for helping parents, caregivers, and children with special needs.
At Parents Helping Parents, we believe that together we can change the world, one child at a time, one family at a time, one community at a time.

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Mission & Vision statements : Parents Helping Parents

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Parents Helping Parents supports, educates, and inspires families and the community to build bright futures for youth and adults with special needs. At Parents Helping Parents... We envision a world where children of all abilities are valued, respected, and included. We want families to be filled with hope and optimism about their child.

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This website simply has parent training organizations that parents can use to support their child with disabilities. The names, addresses, emails, and phone numbers of all these organizations are listed here. Here parents can learn about developing goals, providing at home learning, and developing many skills that can be used at home with their child.

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Parent Organizations and the California Department of Education

The California Department of Education (CDE), Special Education Division, works closely with federal- and-state-funded parent organizations to increase parent participation and collaboration between parents and educators to improve the educational system.
Senate Bill 511, Family Empowerment Centers Parent Training and Information Center California Community Parent Resource Centers
Senate Bill 511, Family Empowerment Centers

Background

The Family Empowerment Centers (FECs) were established in 2001 by enactment of Chapter 690 of the Statutes of 2001 (Senate Bill 511, Alpert), enacted as Education Code ( EC) 56400-56415. The FECs provide services to families with children with disabilities ages three to twenty-two. The intent of the legislature is to ensure that parents, guardians, and families of children and young adults with disabilities have access to accurate information, specialized training, and peer-to-peer support. Each FEC is a non-profit 501 (c)(3). Funding for the FECs is based upon a specific formula. A rate of $246,000.00 is allocated annually to each center to provide the basic services. Additional funding for each FEC is determined according to school enrollment of the region served.

The FECs provide training and information to families of children and young adults with disabilities, between the ages of 3 and 22. These parent-led 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 individual education plan process, participate in school reform and improvement activities, promote alternative dispute resolution, and support positive relationships between parents and professionals. Services available through each FEC vary based on the needs of the community.

As a condition of funding, each FEC shall do all of the following as required in EC Section 56408(a):

(1) Provide training and information that meets the training and information needs of parents and families of children and young adults with disabilities living in the area served by the center, particularly those families and individuals who have been underserved.

(2) Work with community-based organizations, including community advisory committees established pursuant to Article 7 (commencing with Section 56190) of Chapter 2, parent advisory committees of one or more local educational agencies in their service region established pursuant to Sections 52063 and 52069, and state and local agencies serving children with disabilities.

(3) Train and support parents and families of children and young adults with disabilities to do all of the following:

(A) Better understand the nature of their children's disabilities and their children's educational and developmental needs, including the benefits of inclusion in a least restrictive educational environment.

(B) Participate in activities to address disparities in opportunities and improve outcomes for children and young adults with disabilities.

(C) Advocate for the child's needs in a manner that promotes alternative forms of dispute resolution and positive relationships between parents and professionals.

(4) Support parents with how to access language access support, including interpretation and translation of written materials, that is additional to language access support required to be provided by local educational agencies.

(5) Support parents in navigating referrals for services, such as support for pupil and family needs, respite services, physical and mental health services, and other necessary services depending on family circumstances.

(6) Assist parents in accessing support through other programs, such as the Foster Youth Services Coordinating Program and programs administered by the State Department of Developmental Services and the Department of Rehabilitation.

(7) Support parents in communicating effectively with personnel responsible for providing special education, early intervention, and related services.

(8) Serve as a resource to parents and families in decision making processes and the development of individualized education programs.

(9) Provide parents appropriate information regarding the range of options, programs, services, and resources available to assist children and young adults with disabilities and their families.

(10) Subject to the availability of resources and upon parental request, attend individualized education program development meetings that include parents and personnel responsible for assessing pupil eligibility for special education and early intervention services.

(11) Submit data annually, in accordance with the data template established by the department pursuant to subdivision (b) of Section 56411, no later than a date selected by the Superintendent. The Superintendent shall select this date by June 30, 2022.

FEC Contact and Service Information

Parent Training and Information Center

Background

Each Parent Training and Information Center (PTIC) is a parent-directed non-profit 501(c)(3) organization funded and managed by the Office of Special Education Programs at the U.S. Department of Education, under the Individuals with Disabilities Education Act (IDEA). The California Department of Education coordinates with the PTICs on initiatives and opportunities for parent support statewide.

The PTICs provide a variety of direct services for children and youth with disabilities, families, professionals, and other organizations that support them. Some of the activities include:

Working with families of infants, toddlers, children, and youth with disabilities, birth to twenty-six

Helping parents participate effectively in their children's education and development

Partnering with professionals and policy makers to improve outcomes for all children with disabilities

PTIC Contact Information

559-229-2000
559-229-2956 (Fax)

4440 North First Street,
Fresno, CA 93726
info@epuchildren.org

510-644-2555
(TDD Available)
510-841-8645 (Fax)
800-348-4232

3075 Adeline Street, Suite 210,
Berkeley, CA 94703

415-884-3535
415-884-3555 (Fax)
800-578-2592

94 Galli Drive, Suite C
Novato, CA 94949
info@matrixparents.org

408-727-5775
825-727-5775 (toll free)
408-286-1116 (Fax)

1400 Parkmoor Avenue, Suite 100
San Jose, CA 95126
info@php.com

415-282-7494
415-282-1226 (Fax)

1663 Mission Street, Suite 700
San Francisco, CA 94103
info@supportforfamilies.org

California Community Parent Resource Centers

Background

The Community Parent Resource Center (CPRC), are managed and funded by the Office of Special Education Programs (OSEP) and, as described in 20 United States Code 1472, will help ensure that underserved parents of children, ages birth through twenty-six with disabilities, including low-income parents, parents of limited English-proficient children, and parents with disabilities, have the training and information the parents need to enable the parents to participate effectively in helping their children with disabilities.

Each CPRC shall:

provide training and information that meets the training and information needs of parents of children with disabilities,

carry out the activities required of PTICs, and

be designed to meet the specific needs of families who experience significant isolation from available sources of information and support.

CPRC Contact Information

Other Resources

Reasons for Concern
If you suspect that your child or a child in your care may have a disability or special need(s) that may be affecting their academic, behavioral or developmental progress, there are state and local resources in place for assistance and guidance.

Rights of Parents and Children

State Compliance Complaint Support Unit

The CDE Special Education State Compliance Complaint Support Unit provides technical assistance information and resources for parents, school districts, advocates, agencies, and others of procedural safeguards regarding students between ages 3 and 21 with disabilities and their educational rights.

Rights of Parents and Children

Special Education Rights of Parents and Children Under the Individuals with Disabilities Education Act, Part B, and the California Education Code.

Parents' Rights
A brief summary of Procedural Safeguards for students with disabilities receiving special education services.

To file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Special Education Division
2349 Gateway Oaks, Suite 200
Sacramento, CA 95833-4231
Telephone: 916-263-0880
Fax: 916-376-4207
Secure Electronic Filing

Last Reviewed: Wednesday, October 25, 2023

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List of California non-profit agencies providing resources and support for families of children and youth with disabilities.

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This is a great resource for Hispanic families. Fiesta Educativa provides information and training to Hispanic families on how to obtain services for people with disabilities. There are annual conferences that you can attend and they service 4 of the largest counties in southern California and San Jose county in northern California. This program also offers all of their trainings, information, conferences, and any other resources in both English and Spanish, giving non-English speaking Hispanic families the ability to obtain the same resources.

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Fiesta Educativa - Dedicated to empowering families of persons with disabilities

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Dedicated to empowering families of persons with disabilities

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The Head Start Programs help toddlers with school readiness, specifically for low-income families. This program also engages parents with positive relationships and focus on family wellbeing. Head Start also gives parents the opportunity to be involved in program operations.

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AABA, Aspire Advocacy Bay Area, is a special education advocate program that specializes in IEP and 504 plans. AABA helps parents navigate through IEPs and 504 plans which can be confusing for new parents. They help you obtain appropriate public education and teach parents what their rights are.

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As special education advocates at Aspire Advocacy, we have seen school districts use a myriad of different tactics used against students and parents seeking IEPs or 504 plans. Do you ever feel like your child's school district is playing the "special education" game with you? The one where only they know the rules? Have you gone to an IEP meeting and only discussed what programs the school wanted to put your student in, but never actually thoroughly discussed your child's needs? Or, maybe you've heard one of these statements before?

"We don't do that here"

"Our district doesn't have the funding"

"We cannot let your child have that service or placement because then everyone will want it"

"Your child will never be capable of that so we don't have to give that service/support"

"We cannot put your request in the IEP because it is not on the drop down list"

"It is not our policy to do that"

As parents, we understand. As special education advocates, we can help.

Special education IEPs and 504s are difficult mazes to navigate. Most families need help to do it well. The stakes are high and the paths are convoluted and confusing.

Aspire Advocacy can help you obtain the individualized services your child needs to receive a free and appropriate public education-something that is rightfully theirs. We look forward to working with you and helping your child get the services they are lacking. Children eligible for special education programs are entitled to those services by federal law.

Leigh Monichon and Susie Christensen are well-trained special education advocates with years of direct, in the trenches experience. They are also both mothers of children with multiple disabilities and understand intimately the confusion, stress, and frustration that comes from dealing with school districts.

Utilizing the expertise of talented special education advocates positively impacts the IEP process by putting you-the parent or guardian-on an equal playing field with the school district and ultimately helping ensure your student's success.
A well-written IEP takes time, knowledge, and precision. Getting professional help will stop the game-playing, delays, ineffective meetings, and quickly get your child an appropriate IEP.
Call Today, We Can Help You

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As special education advocates at Aspire Advocacy, we have seen school districts use a myriad of different tactics used against students and parents seeking IEPs or 504 plans. Do you ever feel like your child's school district is playing the "special education" game with you? The one where only they know the rules?

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Wrightslaw provide parents, advocates, educators, and attorneys with information about special education law. Parents can come here to get up-to-date information about laws that protect their children's with disabilities. Currently this website is updated with new COVID resources and laws as well.

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Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

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Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

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This website provides parents with resources regarding Stem Instruction, learning disabilities, autism. The mission of this organization is to improve the success of children's with disabilities by providing the adequate resources to families so they can make informed decisions. Council for Exceptional Children has location in all 50 states.

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC)'s Partner Solutions Directory is an online resource for special education products, services, and programming support! Search for a topic and quickly receive a list of partners who provide products, services, or programming supporting your work and career.
View More Partner Solutions

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

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The Morgan Project works with families who have children with disabilities. They provide support and resources to families to make the family and child more comfortable and structured. They do this by collaborating with other organizations to provide therapeutic and sensory activities for children with disabilities. They connect families with the resources in their communities.

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A Most Special Community Where children with lifelong disabilities, their families and our supporters unite to create an environment of joy in activity and life. Learn More Get Involved

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The Inland Regional Center services San Bernardino and Riverside county. They provide direct support for families who have children with intellectual disabilities, autism, ,cerebral palsy, and epilepsy. They provide services for over 40,000 children and provide support systems, trainings, in-home services, and other resources that are tailored to each child specifically.

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The Urban Institute is a bit different then other resources. Most of the resources found here are to support your child with a disability during and after the current pandemic. Here families can find information on what the pandemic has affected their child and what they can do to continue supporting them even while in distance learning. The Urban Institute is primarily a data collection program but there is still insight through that data.

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Since schools and child care programs closed and stay-at-home orders went into effect, states and providers have been grappling with how to support young children with disabilities in a virtual environment. What has not been talked about, however, is how to support the parents of these young children, who, the data show, are generally experiencing higher rates of stress, depression, and anxiety than other parents.

These findings come from a new survey from the University of Oregon's Center on Translational Neuroscience. The Rapid Assessment of Pandemic Impact on Development (RAPID) - Early Childhood Survey is a weekly early childhood family well-being survey designed to gather essential information regarding the needs, health promoting behaviors, and well-being of families with children ages 5 and younger during the COVID-19 outbreak in the United States. To help put the RAPID data in context for policy, we spoke with Urban Institute researcher Laudan Aron about the needs of families of children with disabilities and policy solutions that could help meet them.

What we know about families of children with disabilities

To understand the pandemic's effects on children with disabilities and their families, it is important to understand who these children are. In 2017, 388,694 children ages 2 and younger received services through Part C of the Individuals with Disabilities Act (IDEA), and 773,595 children ages 3 to 5 received services through IDEA Part B. (These numbers reflect children identified, deemed eligible, and served through the program and are therefore underestimates of the true number of young children with developmental delays or disabilities. They also reflect variability in eligibility criteria and diagnosis categories across states.)

Among children ages 3 to 5 identified as having a disability, more than 40 percent received services for a speech or language impairment, 37 percent had a developmental delay, and 11 percent were diagnosed with autism. These children generally received special education services in early childhood education programs. Infants and toddlers with special needs primarily received early intervention services in their home.

Whether at home or in child care programs and schools, many services have been disrupted by the pandemic. Though federal guidance (PDF) indicates children by and large should continue receiving services under IDEA, some service providers say they have been given few tools to meaningfully administer services virtually, likely contributing to parental stress. The RAPID data show a threefold increase in uncertainty about access to early intervention services during the pandemic (17 percent of parents of children with disabilities surveyed, compared with 5 percent who said they were unsure about access before the pandemic).

With that uncertainty comes concerns about children's development. Compared with other parents, parents of children with a disability are more likely to be concerned about their child's learning, development, and behavior.

Parental stress is a concern because parents and caregivers provide the foundation for young children's healthy development, particularly when children might not have access to their usual sources of support. And, as the Oregon team discusses, a child's mental health is closely linked to their caregiver's mental health.

What policy can do

To support young children with disabilities, policy solutions need to focus not just on getting services to children but also on getting services to families. Policymakers will also need to recognize that stress, depression, and anxiety will not end when children return to school or child care but likely will have long-lasting effects that deserve attention beyond the pandemic. Policy solutions that address both short- and long-term needs include the following:

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Families of Children with Disabilities Will Need Support beyond the Pandemic

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Since schools and child care programs closed and stay-at-home orders went into effect, states and providers have been grappling with how to support young children with disabilities in a virtual environment. What has not been talked about, however, is how to support the parents of these young children, who, the data show, are generally experiencing higher rates of stress, depression, and anxiety than other parents.

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Support For Families of Children With Disabilities

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Support For Families of Children With Disabilities

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This site provides support for families of children with disabilities. This support is resources, information, parent education, and general support. There are also special events for these families to attend where they can learn more about how to be more involved with their child and provide them the support they need. There are also additional resources right now during the pandemic, family resource kits, and information on how to better support your child during this pandemic and other difficult times.

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Center for Parent Information is a site that has all the materials a parent might need to help them support or find resources available to them and their children with disabilities. Here teh CPIR will help you step by step to ensure that the services that you are receiving are the right ones. You will also find private workshops for parents, parent trainings, e-newsletters, and other resources that are provided weekly and monthly.

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.