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After reviewing your rights as a parent, you may be in search of guidance on how to formally request IEP meetings, assessments, and more. You can find templates for your formal request thanks to Special Education Rights & Responsibilities.

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Mental Health is a growing area of concern for our Morse families. If you receive Medi-Cal Insurance or do not have insurance, Douglass Young Youth & Family Services is available to support you!

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New Location: 7917 Ostrow St. Suite A, San Diego, CA 92111

Douglas Young Youth and Family Services (DYYFS) is a community-based outpatient mental health program providing a full range of culturally and linguistically competent, strength-based, comprehensive integrated mental health services to children, youth and their families living in the Central and North Central regions of San Diego County.
Program Description
DYYFS provides a full range of services including crisis intervention, individual, family, and group therapy, medication support, case management, rehabilitation and substance use/abuse treatment to children, adolescents and young adults (up to 21) with a Serious Emotional Disturbance (SED) and their families who are underserved, uninsured and /or full scope Medi-Cal. To address the diverse needs of each family, we offer and provide clinic, school, home and community based services. We welcome youth and families with co-occurring emotional/behavioral and substance use issues. DYYFS utilizes the team approach, following the Children's Mental Health Service System of Care Philosophy and Principles (CSOC) guidelines. We emphasize a strength-based collaboration between the child or adolescent, the family, education/school, primary care provider, other community providers, and the DYYFS team.
Services
Services are provided by a team which includes: mental health clinicians, case managers, a substance abuse specialist and a psychiatrist.

Treatment services include:

Individual Therapy

Family Therapy

Group Therapy

School-Based Services

Home-Based Services

Case Management

Rehabilitation

Crisis Intervention

Psychiatric Services Including Evaluation

Medication Management Services

Integrated Mental Health and Substance Use Treatment

Referral Process
Referrals may be initiated by the legal guardian (or community provider in conjunction with the legal guardian) by calling and/or faxing the program directly.
Certifications
This program is certified as a Medi-Cal provider by the San Diego County Health and Human Services Agency and the California Department of Mental Health.
Hours of Operation
Monday-Wednesday: 9:30 AM to 6:00 PM

Thursday: 12:00 PM to 8:00 PM

Friday: 9:00 AM to 5:00 PM

Evenings by appointment
Fees and Funding
DYYFS is funded through contracts with the San Diego County Health and Human Services Agency and is part of the San Diego System of Care. The program accepts clients with Medi-Cal up to age 21. We also take clients with no insurance with funding through the Mental Health Services Act. Uninsured clients pay a fee on a sliding scale based on the family monthly gross income. No one is denied services based on inability to pay.

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New Location: 7917 Ostrow St. Suite A, San Diego, CA 92111 Douglas Young Youth and Family Services (DYYFS) is a community-based outpatient mental health program providing a full range of culturally and linguistically competent, strength-based, comprehensive integrated mental health services to children, youth and their families living in the Central and North Central regions of San Diego County.

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Accommodations: What they are and how they work

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Accommodations: What they are and how they work

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Learn about how accommodations support your child in accessing General Education curriculum! Accommodations are part of the IEP process and work best when they target a specific challenge your child is experiencing.

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People who learn and think differently often face barriers to learning and getting work done. But schools, workplaces, and society can make changes to remove these barriers so everyone can do their best work.

These changes are called accommodations. In many cases, accommodations are legally required to give equal access to people with disabilities.

Accommodations don't change what students learn in school. Nor do they change what job responsibilities people have. They change how people learn and how people get their work done.

Accommodations also don't change the expectations for performance. They simply offer support to account for challenges.

For example, students might get extra time to read through a word problem. But they don't get fewer problems or easier ones. And they still must take the same exams and finish the same assignments as other students.

It's similar in the workplace. Employees might get a written list of tasks with deadlines. But they must still complete the key responsibilities of the job.

Dive deeper

Accommodations work best when they target a specific barrier or challenge. Here are four types of accommodations that address different needs.

Need ideas? Check out lists of common classroom accommodations and workplace accommodations .

You may hear the term modification. An accommodation is different from a modification.

With an accommodation, expectations are the same. What a person is expected to know, learn, or do doesn't change.

A modification, on the other hand, changes what a child learns in school and what a worker does in a job.

For example, a modification may be to have a student do lower-level math. Or an employee may get lighter work duties because of an injury. It's important to only use modifications when truly necessary. That's because they can lower expectations for people.

Learn more about the difference between accommodations and modifications .

If you think accommodations would help your child in school, talk with the teacher. Often, teachers will agree to simple changes without any paperwork. For example, moving your child's seat to a quiet spot with less distraction.

For bigger changes, you may need to seek formal accommodations. Under federal law, kids with disabilities - which can include learning and thinking differences - have the right to accommodations.

Start by asking the school to evaluate your child . The evaluation can lead to an IEP or a 504 plan , with accommodations written into the plan.

Accommodations may also be available in other settings, like summer camp , sports, and even at Disney World .

As a K-12 educator, you may be called on to provide accommodations for your students. It's important to be able to explain to families what these are and how they work. Knowing the different types of accommodations will help you support students.

Two challenges when partnering with families are selecting the right accommodations and keeping track of how they're working. Another hurdle is implementing them in a busy classroom. Learn more about how to use accommodations when teaching .

If you teach or work for a college, reach out to your disability services office to find out how your school handles accommodations.

The steps for getting accommodations depend on where you want them.

If you're in high school, your parent or caregiver and the school will decide on accommodations. But you can get involved. Ask your parent or a teacher how.

In college, it's different. You have to take the lead on getting accommodations. You can start the process by registering with your college disability services office .

Outside of school, you may have a legal right to reasonable accommodations for a disability. Again, it's your responsibility to ask. You can seek accommodations at work , and in other areas like driver's tests .

About the Author

About the Author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Meghan Casey Whittaker, JD is the policy and advocacy manager at the National Center for Learning Disabilities (NCLD).

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Accommodations: What they are and how they work

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People who learn and think differently often face barriers to learning and getting work done. But schools, workplaces, and society can make changes to remove these barriers so everyone can do their best work. These changes are called accommodations. In many cases, accommodations are legally required to give equal access to people with disabilities.

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San Diego Youth Services is available to support your child and family with foster care, homelessness, family conflict and violence, abuse and neglect, mental health struggles, and substance abuse. If you or your child is in need of supports outside of the school setting, SDYS accepts referrals for all services.

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San Diego Youth Services helps San Diego's most vulnerable youth, including those struggling with homelessness, family conflict, abuse and neglect, mental health concerns and substance abuse.

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In high school, every credit contributes to graduation! To ensure your child is on track to complete or graduate high school, read these A-G requirements for Grades 6-12.

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https://www.sandiegounified.org/about-g-requirements
To be considered for admission to a University of California campus, such as UC San Diego, students must complete 15 yearlong high school courses with a grade of C or better - at least 11 of them prior to their senior year.

Keep in mind that taking approved high school ("A-G") courses isn't the only way to satisfy these requirements. You also may meet them by completing college courses or earning certain scores on SAT, Advanced Placement or International Baccalaureate exams. Go to the University of California website.

For California State University schools, such as San Diego State University, the "A-G" courses are also a requirement. The California State University's website can help you to chart a path to one of its schools:

Doing well in "A-G" courses will also help you in community colleges, professional schools and wherever your after-high-school life will take you. They provide an excellent foundation for future learning. For more information on these courses, see your counselor.
Minimum Requirements

1. 4 credits (2 years) History/Social Science

2. 8 credits (4 years) English

3. 6 credits (3 years) Mathematics

4. 4 credits (2 years) Laboratory Science

5. 4 credits (2 years) Language Other Than English (World Language)

6. 2 credits (1 year) Visual and Performing Arts

7. 2 credits (1 year) College Prep Electives

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https://www.sandiegounified.org/about-g-requirements To be considered for admission to a University of California campus, such as UC San Diego, students must complete 15 yearlong high school courses with a grade of C or better - at least 11 of them prior to their senior year.

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We know that students have obligations and responsibilities outside of school! If your child is under the age of 18, review this resource for your child to continue success in school and obtain a work permit.

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All minors under age 18 (including minors employed by parents) must have a work permit. Minors who have high school diplomas, have passed the state proficiency examination or are performing certain types of employment are exempt from this requirement (see below).

Minors must meet mandatory school attendance laws and academic requirements in order to obtain work permits. Schools have the legal right to restrict or reduce the type of employment and/or the hours of work if evidence is shown that the schoolwork or health of the minor is being impaired by the employment.

The San Diego Unified School District, Office of College, Career and Technical Education will process and issue your work permit.

During the Covid19 pandemic, approved essential services, students can be issued a work permit to work at are as follows: grocery stores, food services, pharmacies, banks, laundromats, gas stations, nursing homes, automobile services, real estate offices, and healthcare providers.

FOLLOW THESE INSTRUCTIONS TO OBTAIN A WORK PERMIT DURING CLOSURES UNTIL FURTHER NOTICE: COVID-19

1. Complete and p rint an application for a work permit: Form CDE B1-1

2. The application must be complete including your parent/guardian and employer signature and date. It is necessary to include the social security number.

4. Please allow 3-5 days for the processing of the work permit. You will receive an email once it is complete, which can be printed and taken to your employer and you may begin working.

The official work permit will be sent to your employer by US Mail addressed to the manager. If you have questions, please email Andreanna Murphy, CCTE Head Counselorat amurphy@sandi.net for assistance.
Exemptions

Minors who have high school diplomas or passed the state proficiency examination

Employment type:

Private homes doing occasional odd jobs

Sale or delivery of newspaper, if self-employed

Self-employment

Agricultural or domestic work on property owned, operated, or controlled by minor's parents

Work Permits Must

Be renewed at the start of each new school year or when the student obtains a new job.

Be kept on file at the minor's work site.

Workers' Compensation Insurance
All minors must be covered by Workers' Compensation Insurance, including minors employed by parents and minors employed by businesses operating from a private residence.

HOURS MINORS ARE ALLOWED TO WORK
Ages 16-17 School in Session

4 hours maximum per day Monday-Thursday.

8 hours maximum per day Friday-Sunday.

32 total hours per week

5 a.m. to 10 p.m.

5 a.m. to 12:30 a.m. if no school next day

School in Session, Student Enrolled in Work Experience Education

8 hours maximum per day

48 total hours per week

5 a.m. to 12:30 a.m. any day of the week

Summer/Vacation

8 hours maximum per day

48 total hours per week

5 a.m. to 12:30 a.m. any day of the week

Ages 14-15 School in Session

3 hours maximum per day Mon.-Fri.

8 hours maximum per day Sat.-Sun.

18 total hours per week

7 a.m. to 7 p.m.

Summer/Vacation

8 hours maximum per day

40 total hours per week

7 a.m. to 7 p.m. any day of the week (summer hours 6/1 through Labor Day 7 a.m. to 9 p.m.)

Ages 12-13 All Year
Prohibited in firms subject to Fair Labor Standards Act. For further information contact:
Federal Wage and Hour Office
(619) 557-5110
Under Age 12
Prohibited except in entertainment industry. For entertainment work permits contact:
State Industrial Welfare Commissioner's Office
(619) 220-5451
Wages

In most cases, a minor must be paid the minimum wage.

If an employee works a split shift, he/she must be paid one extra hour at the minimum wage.

If an employee reports to work but is not given work and is sent home, the employee is owed a minimum of 2 hours of pay.

If an employee is asked not to clock in, the employee is free to leave and cannot be required to wait without being paid as he/she is under the direction and control of the employer.

PROHIBITED EMPLOYMENT
Hazardous Occupations for All Minors - Federal Law
The federal government, under the Fair Labor Standard Act (FLSA), has listed Hazardous Occupations in which minors under the age of 18 years are prohibited from working.

Motor vehicle driving on public roads (This does not prohibit a minor from driving on private property e.g. auto dealer lot)

Power-driven woodworking machines

Exposure to radioactive substances

Power-driven hoisting apparatus (Includes automobile hoist, lift truck, fork lift, elevator, crane, derrick, bobcat, etc.)

Power-driven metal-forming, punching, & shearing machines (Includes rolling machines, pressing or punching machines, bending machines, etc.)

Power-driven bakery machines (Includes dough mixer, batter mixer, bread divider, molding machine, bread slicing and wrapping, cookie or cracker machine.)

Power-driven paper-products machines (Includes paper bailers, box crushers, etc.)

Power-driven circular saws, band saws, & guillotine shears

Roofing operations

Excavation operations

For a complete list, contact the Federal Wage & Hour Office at (619) 557-5110

Minors Under 18 Years of Age

Selling or serving alcoholic beverages

Building or construction work of any kind

Delivering goods from motor vehicles

In the vicinity of moving machinery

Hazardous occupations

Operating an auto or truck

In the vicinity of explosives

Hazardous Occupations for Minors Under 16 Years of Age - California Law

In or about a gasoline service station except as cashiers, clerical workers, or merchandise labelers.

Public messenger service.

In or about dangerous equipment & power driven machinery, aircraft, or vessels.

Selling to passing motorists: newspapers, candy, flowers, or other merchandise or commodities.

Selling door-to-door unless the following conditions are met:

1. Minors work in pairs as team;

2. One adult supervisor for ten or fewer minors;

3. Within sight or sound of supervisor once every 15 minutes;

4. Returned to home or rendezvous point daily;

5. Employer has complied with IWC registration requirements.

SUMMER PERMITS

All work permits are currently being processed through the steps above, due to physical location closures.

Working minors who have not graduated from high school need work permits for their new jobs, even through the summer months. A work permit is needed for every job.

San Diego Unified School District issues work permits for minors residing within the district boundaries and enrolled in district schools. During non-school periods (summer and spring break), minors may have their work permits issued by the Work Permit Office.

FOLLOW THESE INSTRUCTIONS TO OBTAIN A WORK PERMIT DURING CLOSURES UNTIL FURTHER NOTICE: COVID-19

1. Complete and p rint an application for a work permit: Form CDE B1-1

2. The application must be complete including your parent/guardian and employer signature and date. It is necessary to include the social security number.

4. Please allow 3-5 days for the processing of the work permit. You will receive an email once it is complete, which can be printed and taken to your employer and you may begin working.

The official work permit will be sent to your employer by US Mail addressed to the manager. If you have questions, please email Andreanna Murphy, CCTE Head Counselorat amurphy@sandi.net for assistance.

Work permits expire one week after school starts and minors who are still working must renew their work permit.

CONTACT

College, Career & Technical Education - Work Permit Office
2441 Cardinal Lane, Building E
San Diego, CA 92123

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All minors under age 18 (including minors employed by parents) must have a work permit. Minors who have high school diplomas, have passed the state proficiency examination or are performing certain types of employment are exempt from this requirement (see below). Minors must meet mandatory school attendance laws and academic requirements in order to obtain work permits.

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Student behavior may shift throughout high school. This resource explains how a Behavior Intervention Plan (BIP) aim to prevent behavior that impedes learning.

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What is a behavior intervention plan? When students misbehave in ways that interfere with learning, a behavior intervention plan (BIP) can help. Learn more.

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By the time your child turns 16, you will participate in IEP Transition Planning. Read this resource to discover how transition planning supports students with IEPs prepare for life after high school.

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Once transition goals are set, the IEP team will decide what services a student needs to meet goals. The range of possible services is broad:

Instruction (including special education)

Related services

Community experiences, like volunteer work

Career and college counseling

Help with daily living skills, if needed

These services must be reviewed and updated each year to support a student's transition goals. Just like goals, services may change over time to reflect a student's interests. The IEP team might list accommodations, too.

The team can also use IEP goals to support the transition plan. For example, a student who wants to attend auto mechanic school may first need to learn specific math skills. So the team may need to set IEP goals and provide school services related to math.

Some transition services can take place at school. But often, transition services occur at home or in the community, like at local youth employment programs and vocational rehab centers. During transition planning, the IEP team may invite people from the community, like counselors and job specialists, to help.

Learn about how to help teens and young adults with the job hunting process .

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Once transition goals are set, the IEP team will decide what services a student needs to meet goals. The range of possible services is broad: Instruction (including special education) Related services Community experiences, like volunteer work Career and college counseling Help with daily living skills, if needed These services must be reviewed and updated each year to support a student's transition goals.

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This resource explains how people with disabilities are protected in the work force. Use this resource to see examples of workplace accommodations and know your child's ADA protections.

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The Americans with Disabilities Act of 1990 (ADA) is a federal civil rights law that protects people with disabilities from discrimination.

The ADA applies across many areas of life, including in the workplace.

Here are our answers to some frequently asked questions about the ADA at work.

What's the ADA definition of disability?

The ADA defines a disability as "a physical or mental impairment that substantially limits one or more major life activities."

There's no official list of disabilities under the ADA, but many conditions qualify.

Temporary disabilities can be long-term or short-term - for example, recovery from a surgery.

The ADA also protects workers from discrimination because of a past disability, or because an employer thinks the worker has a disability.

Who's protected by the ADA at work?

The ADA protects people of all ages who are employed or looking for work.

To be protected by the ADA at work, employees must be "qualified" workers. This means they meet the general requirements of the job and can perform its essential functions, with or without reasonable workplace accommodations.

For example, an employer might require that a job applicant meet particular training and licensing requirements to be hired as a nurse. An applicant who did not meet those training and licensing requirements might not be a qualified worker for that position.

What is a reasonable workplace accommodation?

A workplace accommodation is a change to a job or work environment that breaks down a barrier for a person with a disability. It allows them to apply for a job or perform the job's essential functions. For example, someone with dyslexia might need a read-aloud functionality built into their email system. Or someone recovering from back surgery may need a new desk chair.

Under the ADA, employers are required to provide reasonable workplace accommodations for people with disabilities. But they don't need to provide an accommodation that is an "undue hardship" to the employer.

Does the ADA apply to every employer in the United States?

No. The ADA applies to private employers with 15 or more employees. It also applies to state and local government employers, employment agencies, and labor unions.

Federal government employers are subject to Section 501 of the Rehabilitation Act, which offers similar employee protections.

There are also state and local laws protecting workers with disabilities. And some may be more protective than the ADA. For example, some state laws might require employers with fewer than 15 employees to meet ADA requirements.

Does a job applicant have to be hired before they're covered by the ADA?

Not necessarily. The ADA protects people with disabilities throughout the hiring and employment process, including during the application and interview stages.

A job seeker can be covered by the ADA even if they are not offered the job.

Does the ADA require employers to provide "special treatment" for people with disabilities?

No. Employers are not required to lower production or quality standards to accommodate employees with disabilities.

How does the ADA protect employees?

Discrimination, such as hiring decisions based on disability status

Harassment, such as offensive remarks from a supervisor or co-worker

Retaliation, such as withholding a promotion because an employee has asked for a workplace accommodation

Reasonable workplace accommodations so that employees can do their jobs

Confidentiality of employees' medical and disability-related information

Equal opportunities for people with disabilities

Does the ADA offer COVID-19 protections?

Many people have disabilities that could make COVID-19 more dangerous if they get it. And lots of workplaces are changing their rules and systems due to the coronavirus, which can create new problems for employees with disabilities.

Who can answer more questions about the ADA in the workplace?

The Job Accommodation Network (JAN) offers free, confidential guidance about the ADA and related employment topics for people with disabilities.

You can also call the federal government's ADA Information Line at 1-800-514-0301 (voice) or 1-800-514-0383 (TTY).

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FAQ: The Americans with Disabilities Act at work

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The Americans with Disabilities Act of 1990 (ADA) is a federal civil rights law that protects people with disabilities from discrimination. The ADA applies across many areas of life, including in the workplace. Here are our answers to some frequently asked questions about the ADA at work. What's the ADA definition of disability?

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This resource is provided by Morse High School to support students and their families with college applications and financial aid assistance prior to high school graduation or completion.

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The College Readiness links below are available to students in grades 9-12, teachers and administrators through the Clever Portal.
Students log in to the Clever Portal with their student IDs and passwords.

Questions should be directed to district IT contact Graham Hellewell, ghellewell@sandi.net
https://clever.com

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The College Readiness links below are available to students in grades 9-12, teachers and administrators through the Clever Portal. Students log in to the Clever Portal with their student IDs and passwords. Questions should be directed to district IT contact Graham Hellewell, ghellewell@sandi.net https://clever.com

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Can your child be suspended or expelled like their nondisabled peers? Review this resource to understand the steps of Manifestation Determination prior to the IEP meeting.

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Is disciplining a special education student different than a non-special education student?

Yes! Special education students have more protections when facing discipline at school. The purpose of those protections is to make sure that a child is not missing many days of the services that they need. The protections also make sure that students with disabilities are not being disciplined due to their disability.

Can a special education student get suspended?

Unfortunately yes. A special education student can get suspended just like their non-disabled peers. But a special education student must still be educated and receive services while out on suspension if the discipline is considered a "change in placement." A "change of placement" is when a student:

Is removed from school for more than 10 school days in a row, or

Is removed from school for more than a total of 10 school days in a school year if the behaviors that lead to the suspension are "substantially similar" or very much alike.

This means it is possible for there to be no change in placement even if a child is removed from school for more than 10 days. It all depends on the facts. If the school determines that it is a change of placement, services could take place in the school setting or outside of the school setting.

A "manifestation determination" also needs to happen if a change of placement has occurred. (See below)

Whether the discipline is considered a change in placement, where services will be provided, and the manifestation determination will be determined by the IEP Team.

What happens at a manifestation determination meeting?

An IEP Team meeting is held to decide if a student's behaviors are "substantially related" to the child's disability. If it is decided that the behavior is substantially related to the child's disability, the child cannot be removed from school. The IEP team will review:

In deciding if there is a manifestation, the team will answer 2 questions:

If the answer to one of these questions is "yes," then the behavior is a manifestation of the child's disability. Remember, you are an equal member at an IEP Team meeting! Be sure to explain why you think your child behaved inappropriately and how you think it is related to his or her disability.

What happens if the behavior is a manifestation of a child's disability?

When there is a manifestation, the child cannot be further disciplined. This means the child cannot be recommended for expulsion or continue to be suspended for that behavior.

Instead, the IEP needs to be changed to address your child's behaviors. If the school did not follow the IEP, it must follow it immediately.

The IEP team must also conduct a functional behavioral assessment (FBA) unless one was completed earlier. The FBA will try to figure out the child's behaviors by looking at:

Once the FBA is completed a behavior plan must be put in place. If the child already had a behavior plan, it should be changed to address the behavior. The behavior plan should become part of the child's IEP.

The child should also be returned to the placement they were in before they were removed from school, unless:

A child can only be placed in an IAES if 1 of 4 things happened:

The child brought a weapon to school, on school grounds or at a school event.

The child had illegal drugs at school, on school grounds, or at a school event.

The child inflicted serious bodily injury on another person at school, on school grounds or at a school event, or

The school asked for and won a due process hearing before the State of Maine Department of Education because the school was afraid your child was dangerous and was "substantially likely" to injure himself or someone else.

IMPORTANT: If a child did not have a weapon or drugs at school or did not cause serious bodily injury to another person while at school, on school premises or at a school event, the school cannot just place them in an IAES. The school must request a due process hearing before putting a child in an IAES. At the hearing, the school must prove that a child's continuation in his current placement is "substantially likely to result in injury to the child or to others." If the school does not prove this, your child cannot be put in an IAES.

In all cases, the IAES can be for only 45 school days. It is a temporary placement that gives the IEP Team time to develop an appropriate IEP while keeping the child and the school safe. The IEP Team decides what the IAES should be. Remember, the IAES must allow the child to advance in the general curriculum, meet his IEP goals, and address his inappropriate behavior. Again, you are an equal participant in the IEP Team meeting. You can invite other people who know your child to the IEP Team meeting. For example, if your child has a counselor or case manager who can talk about your child's behaviors and needs, invite him/her to attend in person or by phone. Make sure that your child's needs are being met in the IAES.

What if the behavior not a manifestation of the child's disability?

If the IEP Team decides there is no manifestation, then your child can be disciplined just like any other student. This means he can be recommended for expulsion before a school board if the school wants him removed for more than 10 school days. Remember, your child must still receive educational services after being removed from school for more than 10 school days in a school year.
If you disagree with the manifestation determination, you can request a due process hearing. Your child will stay in his current educational placement (Stay Put). This can include the IAES if your child is placed there. You can ask for an expedited hearing.

What kind of services can a child get when removed from school?

If a student with a disability is removed from school for more than 10 school days in a school year, he must get educational services. The school district must make the arrangements. The services will be somewhere other than the school. This is true even if your child is expelled after a school board hearing. The services must allow the child to:

If the removal is a change of placement, the IEP Team will decide what the services are. The IEP will then be changed. If your child have been out of school for more than 10 school day in a school year because of a series of short-term suspensions that do not amount to a change of placement, the IEP Team does not have to meet. Instead, an appropriate school staff person can decide what the services will be during your child's removal after talking with one of your child's teachers.

Is two hours a day of tutoring enough?

Tutoring by itself is probably not appropriate. It is a very restrictive placement because there is no contact with peers. Tutoring, along with other services, may be appropriate.

Think about the child's IEP goals. How will they be addressed? Also think about how your child's behaviors will be addressed? Remember, the educational services your child gets must allow him to advance in the general curriculum and meet his IEP goals.

If your child is tutored, the tutor must be a certified special education teacher, certified regular education teacher or an ed tech 3. The State regulations are clear that there is no maximum on the number of hours of tutoring a day. A school policy of giving 2 hours of tutoring a day is not appropriate.

A tutoring program must be decided by the IEP Team and must be based solely on your child's needs, not school policy or practice. If tutoring will last more than 10 school days, a new IEP must be developed.

Can a child be referred for special education services while suspended or expelled?

Yes. If a referral is made, the evaluations must happen quickly.
You can also claim the extra protections explained above (a manifestation determination and educational services when your child has been removed from school for more than 10 school days in a school year) if the school had knowledge that your child was a student with a disability.

The school is deemed to know that if:

A child will not be eligible for the extra protections if:

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Special Education Discipline: Suspensions and Expulsions

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Yes! Special education students have more protections when facing discipline at school. The purpose of those protections is to make sure that a child is not missing many days of the services that they need. The protections also make sure that students with disabilities are not being disciplined due to their disability.

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This resource is provided by San Diego Unified School District to clarify the timeline of students who "age out" of Special Education. This document explains when IEP eligibility can no longer be extended by local educational agencies for 22 year old students.