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ABCya has a wide range of educational games aligned with common core standards. If your child has IEP goals aligned with common core standards, you can easily find games that are allocated to that standard. Additionally, you can monitor progress. Games are offered for grade levels K-6.

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ABCya! • ABCya! • Learning Games and Apps for Kids

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Educational games for grades PreK through 6 that will keep kids engaged and having fun. Topics include math, reading, typing, just-for-fun logic games… and more!

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Was your child recently diagnosed with a disability and are looking to learn more about it? There is an informative blog provided by the U.S. Department of Education to give you more information on disabilities and special education laws.

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The Office of Special Education and Rehabilitative Services (OSERS) strives to enhance its Individuals with Disabilities Education Act (IDEA) website continually.

OSERS launched its IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers, grantees, researchers and advocates.

Prior to and after the launch of the site, OSERS gathered feedback from the public and has made updates to the site based on the feedback it received.

OSERS will continue to gather feedback about the website in order to enhance and add content to the IDEA website to ensure the site remains current.

Two video tutorials highlight features of the site:

Comment below if you have feedback regarding the IDEA website.

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Office of Special Education and Rehabilitative Services Blog

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The Office of Special Education and Rehabilitative Services (OSERS) strives to enhance its Individuals with Disabilities Education Act (IDEA) website continually. OSERS launched its IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers, grantees, researchers and advocates.

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Special Education: Federal Law vs. State Law (Jones, n.d.)

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Special Education: Federal Law vs. State Law (Jones, n.d.)

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Understood.org provides informative articles revolving special education. This article provides a chart to help you distinguish between federal laws and state laws in education.

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Every student who gets special education is covered by the Individuals with Disabilities Education Act (IDEA). That federal law spells out what all states must do to meet the needs of students with disabilities. But in many areas, IDEA leaves room for states to interpret the rules and pass their own laws on how to apply them.

State laws can't contradict IDEA, and they can't provide less than the federal law requires. But they can offer more protections to kids and parents. This table shows examples of what IDEA provides for, and how states can add their own special education laws to meet students' needs.

Who is eligible for special education

IDEA says students who have one of 13 types of disabilities may qualify for special education. To be eligible, the disability must "adversely affect" their educational performance.

States must follow IDEA, but they can have guidelines on who qualifies for each disability type.

For example, qualifying under the category of " specific learning disability " can differ by state. States can even allow it to vary by school district within the state. States may also use different models for deciding if your child is eligible. That's why a learning difference that qualifies as a "specific learning disability" in one state may not in another.

Free appropriate public education (FAPE) and least restrictive environment (LRE)

IDEA says every child with a disability is entitled to a free and appropriate education.

Kids with disabilities must also receive special education in the LRE. There must be a continuum of placements available, from self-contained to inclusion classrooms.

States must provide FAPE, but they have leeway in what instruction or services to provide. For instance, states can decide on the types of educational programs to use. And many different programs could be "appropriate."

States must educate children with disabilities in the LRE. But states can choose how to structure their schools as long as they provide special education in several types of placements.

Procedural safeguards

This is the area where IDEA is the most detailed. IDEA lays out the process and steps that schools and parents go through for evaluation, IEP meetings and dispute resolution.

For example, it requires schools to complete an evaluation within 60 days.

As long as states follow the overall process in IDEA, they have leeway to determine some of the details.

One example is time limits. For example, instead of the 60-day time limit for evaluations, Washington state law gives schools just 35 days to complete one after parental consent.

IDEA provides for early intervention for kids with developmental delays or specific health conditions. But it doesn't actually define delay, state who is eligible or spell out who pays for what services.

Each state decides what constitutes a delay, who is eligible for services and who pays for what.

Some states are more generous than others. Some pay for physical therapy or family training. Others require parents to cover some costs.

Age of eligibility

IDEA says educational services must be provided to students with disabilities who are in school until the age of 21.

States can choose to limit or extend eligibility for kids who are 18 or older. Most states provide services until the age of 21. But a few end services earlier or later.

Age of transition services

Federal law says schools must start transition planning for after high school at the age of 16.

Some states choose to start earlier. In Massachusetts, for instance, schools must provide transition services starting at age 14.

How can you find out about your state's special education laws? Many states offer handbooks or guides. Check online, contact your school district or state department of special education, or visit your state's Parent Training and Information Center (PTI).

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Special Education: Federal Law vs. State Law

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Every student who gets special education is covered by the Individuals with Disabilities Education Act (IDEA). That federal law spells out what all states must do to meet the needs of students with disabilities. But in many areas, IDEA leaves room for states to interpret the rules and pass their own laws on how to apply them.

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If your child has a disability or a suspected disability, you as a parent have educational rights called "Procedural Safeguards". IDEA legally requires that procedural safeguards are provided to you on many occasions. Find more through this website and document is available in other languages!

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Revised October 2016

Note: The term school district is used throughout this document to describe any public education agency responsible for providing your child's special education program. The term assessment is used to mean evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which are explained in a glossary on the last page of this notification.
What is the Notice of Procedural Safeguards?
This information provides you as parents, legal guardians, and surrogate parents of children with disabilities from three (3) years of age through age twenty-one (21) and students who have reached age eighteen (18), the age of majority, with an overview of your educational rights or procedural safeguards.

The Notice of Procedural Safeguards is required under the Individuals with Disabilities Education Act (in English, referred to as IDEA) and must be provided to you:

When you ask for a copy

The first time your child is referred for a special education assessment

Each time you are given an assessment plan to evaluate your child

Upon receipt of the first state or due process complaint in a school year, and

When the decision is made to make a removal that constitutes a change of placement

(20 USC 1415[d]; 34 CFR 300.504; EC 56301[d] [2], EC 56321, and 56341.1[g] [1])
What is the Individuals with Disabilities Education Act (IDEA)?
IDEA is a federal law that requires school districts to provide a "free appropriate public education" (in English, referred to as FAPE) to eligible children with disabilities. A free appropriate public education means that special education and related services are to be provided as described in an individualized education program (in English, known as IEP) and under public supervision to your child at no cost to you.
May I participate in decisions about my child's education?
The parent or guardian, or the local educational agency (LEA), has the right to participate in the development of the IEP and to initiate their intent to electronically audiotape the proceedings of the IEP team meetings. At least 24 hours prior to the meeting, the parent or guardian shall notify the members of the IEP team of their intent to record a meeting. If the parent or guardian does not consent to the LEA audiotape recording an IEP meeting, the meeting shall not be recorded on an audiotape recorder.

Where can I get more help?

When you have a concern about your child's education, it is important that you contact your child's teacher or administrator to talk about your child and any problems you see. Staff in your school district or special education local plan area (SELPA) may answer questions about your child's education, your rights, and procedural safeguards. Also, when you have a concern, this informal conversation often solves the problem and helps to maintain open communication.

You may also want to contact one of the California parent organizations (Family Empowerment Centers and Parent Training Institutes), which were developed to increase collaboration between parents and educators to improve the educational system. Contact information for these organizations is found on the CDE special education California Parent Organizations Web page.

Additional resources are listed at the end of this document to help you understand the procedural safeguards.
What if my child is deaf, hard of hearing, blind, visually impaired, or deaf-blind?
The State Special Schools provide services to students who are deaf, hard of hearing, blind, visually impaired, or deaf-blind at each of its three facilities: the California Schools for the Deaf in Fremont and Riverside and at the California School for the Blind in Fremont. Residential and day school programs are offered to students from infancy to age 21 at both State Schools for the Deaf. Such programs are offered to students aged five through 21 at the California School for the Blind. The State Special Schools also offer assessment services and technical assistance. For more information about the State Special Schools, please visit the California Department of Education (CDE), State Special Schools Web page, or ask for more information from the members of your child's IEP team.

Notice, Consent, Assessment, Surrogate Parent Appointment, and Access to Records

Prior Written Notice
When is a notice needed?
The school district must inform you about proposed evaluations of your child in a written notice or an assessment plan within fifteen (15) days of your written request for evaluation. The notice must be understandable and in your native language or other mode of communication, unless it is clearly not feasible to do so. (34 CFR 300.304; EC 56321)
What will the notice tell me?
The Prior Written Notice must include the following:

1. A description of the actions proposed or refused by the school district

2. An explanation of why the action was proposed or refused

3. A description of each assessment procedure, record, or report the agency used as a basis for the action proposed or refused

4. A statement that parents of a child with a disability have protection under the procedural safeguards

5. Sources for parents to contact to obtain assistance in understanding the provisions of this part

6. A description of other options that the IEP team considered and the reasons those options were rejected; and

7. A description of any other factors relevant to the action proposed or refused. (20 USC 1415[b][3] and [4], 1415[c][1], 1414[b][1]; 34 CFR 300.503)

Parental Consent

When is my approval required for assessment?

You have the right to refer your child for special education services. You must give informed, written consent before your child's first special education assessment can proceed. The parent has at least fifteen (15) days from the receipt of the proposed assessment plan to arrive at a decision. The assessment may begin immediately upon receipt of the consent and must be completed and an IEP developed within sixty (60) days of your consent.
When is my approval required for services?
You must give informed, written consent before your school district can provide your child with special education and related services.
What are the procedures when a parent does not provide consent?
If you do not provide consent for an initial assessment or fail to respond to a request to provide the consent, the school district may pursue the initial assessment by utilizing due process procedures.

If you refuse to consent to the initiation of services, the school district must not provide special education and related services and shall not seek to provide services through due process procedures.

If you consent in writing to the special education and related services for your child but do not consent to all of the components of the IEP, those components of the program to which you have consented must be implemented without delay.

If the school district determines that the proposed special education program component to which you do not consent is necessary to provide a free appropriate public education to your child, a due process hearing must be initiated. If a due process hearing is held, the hearing decision shall be final and binding.
When may I revoke consent?
If at any time subsequent to the initial provision of special education and related services, the parent of a child revokes consent in writing for the continued provision of special education and related services, the public agency:

1. May not continue to provide special education and related services to the child, but must provide prior written notice in accordance with 34 CFR Section 300.503 before ceasing such services

2. May not use the procedures in subpart E of Part 300 34 CFR (including the mediation procedures under 34 CFR Section 300.506 or the due process procedures under 34 CFR Sections 300.507 through 300.516) in order to obtain agreement or a ruling that the services may be provided to the child

3. Will not be considered to be in violation of the requirement to make a free appropriate public education (FAPE) available to the child because of the failure to provide the child with further special education and related services

4. Is not required to convene an IEP team meeting or develop an IEP under 34 CFR Sections 300.320 and 300.324 for the child for further provision of special education and related services

Please note, in accordance with 34 CFR Section 300.9 (c)(3), that if the parents revoke consent in writing for their child's receipt of special education services after the child is initially provided special education and related services, the public agency is not required to amend the child's education records to remove any references to the child's receipt of special education and related services because of the revocation of consent.

Surrogate Parent Appointment
What if a parent cannot be identified or located?
School districts must ensure that an individual is assigned to act as a surrogate parent for the parents of a child with a disability when a parent cannot be identified and the school district cannot discover the whereabouts of a parent.

A surrogate parent may also be appointed if the child is an unaccompanied homeless youth, an adjudicated dependent or ward of the court under the state Welfare and Institution Code, and is referred to special education or already has an IEP. (20 USC 1415[b][2] ; 34 CFR 300.519; EC 56050; GC 7579.5 and 7579.6)

Nondiscriminatory Assessment
How is my child assessed for special education services?
You have the right to have your child assessed in all areas of suspected disability. Materials and procedures used for assessment and placement must not be racially, culturally, or sexually discriminatory.

Assessment materials must be provided and the test administered in your child's native language or mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer.

Independent Educational Assessments
May my child be tested independently at the district's expense?
If you disagree with the results of the assessment conducted by the school district, you have the right to ask for and obtain an independent educational assessment for your child from a person qualified to conduct the assessment at public expense.

The parent is entitled to only one independent educational evaluation at public expense each time the public agency conducts an evaluation with which the parent disagrees.

The school district must respond to your request for an independent educational assessment and provide you information about where to obtain an independent educational assessment.

If the school district believes that the district's assessment is appropriate and disagrees that an independent assessment is necessary, the school district must request a due process hearing to prove that its assessment was appropriate. If the district prevails, you still have the right to an independent assessment but not at public expense. The IEP team must consider independent assessments.

District assessment procedures allow in-class observation of students. If the school district observes your child in his or her classroom during an assessment, or if the school district would have been allowed to observe your child, an individual conducting an independent educational assessment must also be allowed to observe your child in the classroom.

Access to Educational Records
May I examine my child's educational records?
You have a right to inspect and review all of your child's education records without unnecessary delay, including prior to a meeting about your child's IEP or before a due process hearing. The school district must provide you access to records and copies, if requested, within five (5) business days after the request has been made orally or in writing. ( EC 49060, 56043[n], 56501[b][3], and 56504)

How Disputes Are Resolved

Due Process Hearing

When is a due process hearing available?

Mediation and Alternative Dispute Resolution

May I request mediation or an alternative way to resolve the dispute?

A request for mediation may be made either before or after a request for a due process hearing is made.

You may ask the school district to resolve disputes through mediation or alternative dispute resolution (ADR), which is less adversarial than a due process hearing. The ADR and mediation are voluntary methods of resolving a dispute and may not be used to delay your right to a due process hearing.
What is a pre-hearing mediation conference?
You may seek resolution through mediation prior to filing a request for a due process hearing. The conference is an informal proceeding conducted in a nonadversarial manner to resolve issues relating to the identification, assessment, or educational placement of a child or to a FAPE.

At the prehearing mediation conference, the parent or the school district may be accompanied and advised by nonattorney representatives and may consult with an attorney prior to or following the conference. However, requesting or participating in a prehearing mediation conference is not a prerequisite to requesting a due process hearing.

All requests for a prehearing mediation conference shall be filed with the Superintendent. The party initiating a prehearing mediation conference by filing a written request with the Superintendent shall provide the other party to the mediation with a copy of the request at the same time the request is filed.

The prehearing mediation conference shall be scheduled within fifteen (15) days of receipt by the Superintendent of the request for mediation and shall be completed within thirty (30) days after receipt of the request for mediation unless both parties agree to extend the time. If a resolution is reached, the parties shall execute a legally binding written agreement that sets forth the resolution. All discussions during the mediation process shall be confidential. All prehearing mediation conferences shall be scheduled in a timely manner and held at a time and place reasonably convenient to the parties. If the issues fail to be resolved to the satisfaction of all parties, the party who requested the mediation conference has the option of filing for a due process hearing. ( EC 56500.3 and 56503)

Due Process Rights
What are my due process rights?
You have a right to:

1. Have a fair and impartial administrative hearing at the state level before a person who is knowledgeable of the laws governing special education and administrative hearings (20 USC 1415[f][1][A], 1415[f][3][A]-[D]; 34 CFR 300.511; EC 56501[b][4])

2. Be accompanied and advised by an attorney and/or individuals who have knowledge about children with disabilities (EC 56505 [e][1])

3. Present evidence, written arguments, and oral arguments (EC 56505[e][2])

4. Confront, cross-examine, and require witnesses to be present (EC 56505[e][3])

5. Receive a written or, at the option of the parent, an electronic verbatim record of the hearing, including findings of fact and decisions (EC 56505[e][4])

6. Have your child present at the hearing (EC 56501[c][1])

7. Have the hearing be open or closed to the public (EC 56501[c][2])

8. Receive a copy of all documents, including assessments completed by that date and recommendations, and a list of witnesses and their general area of testimony within five (5) business days before a hearing (EC 56505[e][7] and 56043[v])

9. Be informed by the other parties of the issues and their proposed resolution of the issues at least ten (10) calendar days prior to the hearing (EC 56505[e][6])

10. Have an interpreter provided (CCR 3082[d])

11. Request an extension of the hearing timeline (EC 56505[f][3])

12. Have a mediation conference at any point during the due process hearing (EC 56501[b][2]), and

13. Receive notice from the other party at least ten days prior to the hearing that the other party intends to be represented by an attorney (EC 56507[a]). (20 USC 1415[e]; 34 CFR 300.506, 300.508, 300.512 and 300.515)

Filing a Written Due Process Complaint
How do I request a due process hearing?
You need to file a written request for a due process hearing. You or your representative needs to submit the following information in your request:

1. Name of the child

2. Address of the residence of the child

3. Name of the school the child is attending

4. In the case of a homeless child, available contact information for the child and the name of the school the child is attending, and

5. A description of the nature of the problem, including facts relating to the problem(s) and a proposed resolution of the problem(s)

Prior to filing for a due process hearing, the school district shall be provided the opportunity to resolve the matter by convening a resolution session, which is a meeting between the parents and the relevant members of the IEP team who have specific knowledge of the facts identified in the due process hearing request. (20 USC 1415[f][1][B]; 34 CFR 300.510)
What does a resolution session include?
Resolution sessions shall be convened within fifteen (15) days of receiving notice of the parents' due process hearing request. The sessions shall include a representative of the school district who has decision-making authority and not include an attorney of the school district unless the parent is accompanied by an attorney. The parent of the child may discuss the due process hearing issue and the facts that form the basis of the due process hearing request.

The resolution session is not required if the parent and the school district agree in writing to waive the meeting. If the school district has not resolved the due process hearing issue within thirty (30) days, the due process hearing may occur. If a resolution is reached, the parties shall execute a legally binding agreement. (20 USC 1415[f][1][B]; 34 CFR 300.510)
Does my child's placement change during the proceedings?
May the decision be appealed?

The hearing decision is final and binding on both parties. Either party may appeal the hearing decision by filing a civil action in state or federal court within 90 days of the final decision. (20 USC 1415[i][2] and [3][A], 1415[l]; 34 CFR 300.516; EC 56505[h] and [k], EC 56043[w])
Who pays for my attorneys' fees?
Fees may be reduced if any of the following conditions prevail:

1. The court finds that you unreasonably delayed the final resolution of the controversy

2. The attorneys' hourly fees exceed the prevailing rate in the community for similar services by attorneys of reasonably comparable skill, reputation, and experience

3. The time spent and legal services provided were excessive, or

4. Your attorney did not provide to the school district the appropriate information in the due process request notice.

Attorneys' fees will not be reduced, however, if the court finds that the State or the school district unreasonably delayed the final resolution of the action or proceeding or that there was a violation of this section of law. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517)

Attorneys' fees relating to any meeting of the IEP team may not be awarded unless an IEP team meeting is convened as a result of a due process hearing proceeding or judicial action. Attorneys' fees may also be denied if you reject a reasonable settlement offer made by the district/public agency ten (10) days before the hearing begins and the hearing decision is not more favorable than the offer of settlement. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517)
To obtain more information or to file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Attention: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
916-263-0880
FAX 916-263-0890

School Discipline and Placement Procedures for Students with Disabilities

School Discipline and Alternative Interim Educational Settings

May my child be suspended or expelled?

School personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement is appropriate for a child with a disability who violates a code of student conduct from his or her setting to:

An appropriate interim alternative education setting, another setting, or suspension for not more than ten (10) consecutive school days, and

Additional removals of not more than ten (10) consecutive school days in the same school year for separate incidents of misconduct

What occurs after a removal of more than ten (10) days?
After a child with a disability has been removed from his or her current placement for ten (10) school days in the same school year, during any subsequent days of removal the public agency must provide services to enable the child to continue to participate in the general education curriculum and progress toward meeting the goals set out in the child's IEP. Also, a child will receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications, which are designed to address the behavior violation so that it does not recur.

If a child exceeds ten (10) days in such a placement, an IEP team meeting must be held to determine whether the child's misconduct is caused by the disability. This IEP team meeting must take place immediately, if possible, or within ten (10) days of the school district's decision to take this type of disciplinary action.

As a parent you will be invited to participate as a member of this IEP team. The school district may be required to develop an assessment plan to address the misconduct or, if your child has a behavior intervention plan, review and modify the plan as necessary.
What happens if the IEP team determines that the misconduct is not caused by the disability?
If the IEP team concludes that the misconduct was not a manifestation of the child's disability, the school district may take disciplinary action, such as expulsion, in the same manner as it would for a child without a disability. (20 USC 1415[k][1] and [7]; 34 CFR 300.530)

If you disagree with the IEP team's decision, you may request an expedited due process hearing, which must occur within twenty (20) school days of the date on which you requested the hearing. (20 USC 1415[k][2]; 34 CFR 300.531[c])

Regardless of the setting the school district must continue to provide FAPE for your child. Alternative educational settings must allow the child to continue to participate in the general curriculum and ensure continuation of services and modifications detailed in the IEP. (34 CFR 300.530; EC 48915.5[b])

Children Attending Private School

May students who are parentally placed in private schools participate in publicly funded special education programs?

Children who are enrolled by their parents in private schools may participate in publicly funded special education programs. The school district must consult with private schools and with parents to determine the services that will be offered to private school students. Although school districts have a clear responsibility to offer FAPE to students with disabilities, those children, when placed by their parent in private schools, do not have the right to receive some
or all of the special education and related services necessary to provide FAPE. (20 USC 1415[a][10][A]; 34 CFR 300.137 and 300.138; EC 56173)
When may reimbursement be reduced or denied?
The court or hearing officer may reduce or deny reimbursement if you did not make your child available for an assessment upon notice from the school district before removing your child from public school. You may also be denied reimbursement if you did not inform the school district that you were rejecting the special education placement proposed by the school district, including stating your concerns and intent to enroll your child in a private school at public expense.

Your notice to the school district must be given either:

At the most recent IEP team meeting you attended before removing your child from the public school, or

In writing to the school district at least ten (10) business days (including holidays) before removing your child from the public school. (20 USC 1412[a][10][C]; 34 CFR 300.148; EC 56176)

When may reimbursement not be reduced or denied?
A court or hearing officer must not reduce or deny reimbursement to you if you failed to provide written notice to the school district for any of the following reasons:

The school prevented you from providing notice

You had not received a copy of this Notice of Procedural Safeguards or otherwise been informed of the requirement to notify the district

Providing notice would likely have resulted in physical harm to your child

Illiteracy and inability to write in English prevented you from providing notice, or

Providing notice would likely have resulted in serious emotional harm to your child

State Complaint Procedures
When may I file a state compliance complaint?
You may file a state compliance complaint when you believe that a school district has violated federal or state special education laws or regulations. Your written complaint must specify at least one alleged violation of federal and state special education laws. The violation must have occurred not more than one year prior to the date the complaint is received by the California Department of Education (CDE). When filing a complaint, you must forward a copy of the complaint to the school district at the same time you file a state compliance complaint with the CDE. (34 CFR 300.151-153; 5 CCR 4600)

Complaints alleging violations of federal and state special education laws or regulations may be mailed to:

California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 N Street, Suite 2401
Sacramento, CA 95814

For complaints involving issues not covered by federal or state special education laws or regulations, consult your district's uniform complaint procedures.

To obtain more information about dispute resolution, including how to file a complaint, contact the CDE, Special Education Division, Procedural Safeguards Referral Service, by telephone at 800-926-0648; by fax at 916-327-3704; or by visiting the CDE, Special Education Web page.

Glossary of Abbreviations Used in This Notification

ADR: Alternative Dispute Resolution

CFR: Code of Federal Regulations

EC: California Education Code

FAPE: Free Appropriate Public Education

IDEA: Individuals with Disabilities Education Act

IEP: Individualized Education Program

OAH: Office of Administrative Hearings

SELPA: Special Education Local Plan Area

Last Reviewed: Tuesday, July 2, 2019

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Note: The term school district is used throughout this document to describe any public education agency responsible for providing your child's special education program. The term assessment is used to mean evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which are explained in a glossary on the last page of this notification.

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EPU Children's Center provides free online workshops, workshops for youth with disabilities, parent support, and many more resources! They can support you with any questions you have and serve 13 counties in CA. Check to see if you live in one of the counties!

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Family Resource Navigators: Alameda County

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Family Resource Navigators: Alameda County

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Do you suspect your child has a disability and need guidance in getting resources? Family Resource Navigators is a nonprofit organization that supports families in getting resources to you. They guide you through the process on how to request an assessment at your child's school and provide information about IEPs in various languages.

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FRN is a nonprofit dedicated to Alameda County families. We make it easier for families to navigate, advocate, get equitable access to resources - all so their kids with disabilities, development delays or special health care needs get what they need to flourish.

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California Department of Education: List of Parent Organizations

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California Department of Education: List of Parent Organizations

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Parent Training and Information Center (PTIC) provides training and resources to support their children with disabilities. PTIC's are funded by each state as authorized by IDEA. There is a wide range of organizations that support families of children with disabilities. The California Department of Education provides a list of organizations with contact information and the counties they serve. As Check this out!

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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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Early Development: All About Young Children 

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Early Development: All About Young Children 

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All About Young Children is a website that helps you learn about social-emotional development, language development & literacy, number sense, and physical development. The information is provided based on ages (birth to 60 months) and as well provided in various languages.

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All About Young Children: Information for Families on Children's Early Development

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Tagalog Malugod na pagbati sa inyong pagbisita sa website ng All About Young Children kung saan iyong matututunan ang tungkol sa kung aling kakayahan ang makakatulong sa mga bata na matuto, kung paano sila na matututong magsalita, ang tungkol sa damdamin at relasyon, at kung paano nila matututunan ang tungkol sa mga bilang, at kung paano sila masasanay sa paggalaw ng kanilang mga katawan.

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Does your child need a fun way to learn? PBS Kids provides educational games in various areas to support your child's learning. There are spelling games, science games, vocabulary games, feeling games, reading games and much much more!

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Easterseals provides various services to support individuals with autism and developmental disabilities. The services they provide are social skills groups, speech therapy, family engagement programs, and applied behavior analysis (ABA).

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We're dedicated to enhancing the quality of life for individuals with autism, developmental disabilities and special needs. We believe the right clinical services are the foundation of a productive life filled with opportunity and possibility for individuals and their families.

Our experienced clinical team performs comprehensive assessments and services that are tailored to meet the needs of clients and their families. Our services are provided in a variety of settings including the home, our clinics and in the community.

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We're dedicated to enhancing the quality of life for individuals with autism, developmental disabilities and special needs. We believe the right clinical services are the foundation of a productive life filled with opportunity and possibility for individuals and their families.

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Resource for Education Advocacy, Communication and Housing (REACH)

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Resource for Education Advocacy, Communication and Housing (REACH)

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This nonprofit organization provides a list of services to support independency. Some services offered are interpersonal communication skills, mobility training, budgeting, employment services, and much more. Help your child transition smoothly into the adult life.

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Hope is a nonprofit agency that provides children's services to families of toddlers with developmental disabilities called 'homestart'.

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For Children With Special Needs & Their Families

The early years of life are crucial for growth and learning. Infants and toddlers who have a developmental delay (or are at risk of one) need extra help to reach their full potential. By giving families the skills needed to help, Hope makes a big and lasting difference in their lives.

The California Department of Developmental Services has reported that 77% of children graduating/exiting from early intervention programs statewide did not require services after age 3.

We Serve Children With:

Prematurity/low birth weight

Social emotional delays

Cognitive delays

Neurological disorders

Genetic disorders

Motor or speech delays

Feeding difficulties/failure to thrive

Medical fragility

How Homestart Works

As a team, we establish realistic goals for each child. An individualized plan is created for your family involving fun, practical, stimulating activities appropriate for the child - all in comfortable environments: the family home, primary day care, or elsewhere. Six month assessments are conducted to determine progress in areas including cognition, language, gross and fine motor skills, social/emotional health, self-help skills, and sensory processing abilities. Strengths and areas of need are documented and new goals are set by our multidisciplinary team including parents and caregivers.

Services Include:

Comprehensive developmental assessment reports

Ongoing developmental monitoring

Direct, hands-on intervention activities

Family or caregiver training and education

Community resource information and referrals

Emotional support and counseling

Spanish interpreters

Nutrition consultation

Infant massage instruction

Group activities for families to meet and connect with others

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Children's services for infants and toddlers with disabilities | Hope Services

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The early years of life are crucial for growth and learning. Infants and toddlers who have a developmental delay (or are at risk of one) need extra help to reach their full potential. By giving families the skills needed to help, Hope makes a big and lasting difference in their lives.