Special
Education Supports and Services  The
Division of Special Education provides a range of program
and related services to students
found eligible for special education.
Service and support is also provided to schools and parents in a
variety of areas included, but not limited to:
PROGRAM SERVICES
Autism
The Autism Program Support Office team is dedicated to supporting
students with autism spectrum disorder (ASD) and their need to access
a variety of services and placement options to meet their individual
educational program needs. The Autism Support Program’s focus
is on developing new and innovative programs for students with autism
as well as providing extensive teacher training in positive behavior
intervention, best practice methodologies and strategies for students
with autism. The Autism Support Office provides consultation to
administrators, teachers, paraeducators, parents, and others, via
the Local District Support Units. More...
Deaf and Hard of Hearing
The Deaf and Hard of Hearing (DHH) program serves eligible students
with a documented hearing loss that negatively impacts communication
skills and/or access to the core curriculum. Services are provided
to students from ages 3 to 22 through the Deaf and Hard of Hearing
Itinerant or Special Day Program. A major focus of DHH services
is on the development of receptive and expressive language skills
with emphasis on the use of residual hearing and amplification when
appropriate. Itinerant students receive specially designed instruction
and services in the general education classrooms, special day programs
(other than a DHH special day program) and special school. DHH Special
Day Programs promote academic progress by developing language and
literacy skills utilizing oral communication, total communication
or dual language methodologies. Many students utilize the services
of sign language interpreters to participate in general education
classes and extra-curricular activities. Collaboration with general
education teachers, school staff and parents is essential.
Inclusion
The Least Restrictive Environment (LRE) Support Facilitator Program
(or Inclusion Program) is an itinerant teacher program which support
students with moderate to severe challenges who are fully included
in the general education classroom. LRE Support Facilitators are
special education teachers with expertise in developing programs,
which include curricular modifications, behavioral interventions,
or assistance with social skills. This support may be direct, indirect,
and/or technical support. Direct support involves assistance given
to the student within the general education classroom; it includes
co-teaching, teaming, modeling, or small group instruction. Indirect
support occurs outside the classroom and is provided in order to
coordinate the instructional program; it may include creating curricular
modifications, co-planning with the general education teacher; collaborative
team meeting; IEP preparation, or observations. In addition, technical
support may be provided to schools or staff members for program
development in moving students into LRE.
Infant/Pre-School
The Infant and Preschool Support Service office provides oversight
to a wide range of special education opportunities for children
birth to five who have identified special education needs. In accordance
with State and Federal law, the services are divided between Infant
Programs and Preschool Programs with unique services for each age
group. The Infant Program provides early intervention services for
children birth to three years of age who have been identified with
a hearing loss, visual impairment, or severe orthopedic impairment.
The infant services focus on supporting the overall development
of the child and providing resources and education to family members
and other caregivers. The Preschool Program provides special education
services for children three to five years of age who have been identified
with one of the Federal and State defined special education eligibilities.
The programs are designed to promote a partnership between professionals
and families to help meet the child's individual needs and increase
future school success. More...
Visually Impaired
The Visually Impaired (VI) program provides services ranging from
VI itinerant services to students in general education classrooms;
service in a VI special day program on a general education campus;
itinerant services for students at a special education school and
the school for the Visually Impaired. Additional support services
include Orientation and Mobility, Braille transcription and reader
services for the blind. Eligibility is based on a medial report
from an eye doctor and an assessed need for intervention. The Frances
Blend School is the District;s special school for visually impaired
students from preschool through elementary grades who require intensive
services, individualized and small group instruction and specialized
materials and equipment.
RELATED SERVICES
Adapted Physical Education
Adapted Physical Education is a diversified program of developmental
gross motor activities, games, sports, and rhythms suited to the
interests, capacities and limitations of students with disabilities
who may not safely and/or successfully engage in unrestricted participation
in the vigorous activities of the general physical education program,
modified general physical education program or in a specially designed
physical education program in a special day program. More...
Assistive Technology Program
Assistive Technology (AT) is defined in the Individuals with Disabilities Education Improvement Act (IDEIA), the federal law for students with disabilities. "Assistive Technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of a child with a disability. "Assistive Technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. “Augmentative and Alternative Communication” is the term used to describe Assistive Technology specific for communication. Assistive Technology is provided to support the student's ability to have access to
his/her
educational curriculum in the least restrictive environment possible.
More...
For additional information, please visit the LAUSD Assistive Technology website
Audiological Services
The Audiological Resource Unit (ARU) provides a completed audiologic
evaluation by an Educational Audiologist for any child from birth-22
years of age. District schools refer students to the ARU that they
suspect may have a hearing loss either by a failed audiometric screening
or a teacher or parent concerns. Additionally, the Educational Audiologists
are part of the team for assess students with suspected Central
Auditory processing Disorder. The Educational Audiologists also
provide DIS services to Special Day Program students’ receiving
Deaf and Hard of Hearing services; they provide consultative services
to students receiving DHH Itinerant Services; and provide support
services and professional development regarding the use of residual
hearing and amplification systems to Special Day Programs, Itinerant
and General Education teachers, school staff and parents.
Instruction in Home or Hospital
The Carlson Home/Hospital Instructional Program provides services
for eligible students who reside within the boundaries of the Los
Angeles Unified School District. Carlson is staffed by fully credentialed
contracted and retired teachers assigned to serve students in their
homes or at hospital sites. Carlson teachers, to the maximum
extent possible, provide instruction in subjects/courses correlating
with the student's home school program. The intent is to maintain
continuity of the student's instructional program during the interim
period of his/her convalescence. More...
Physical Therapy and Occupational
Therapy
School Physical Therapy support service to a student's educational
program. School physical therapy assesses and addresses following
areas: posture, balance, strength, coordination, mobility; and gross
motor skills. School physical therapy may involve adaptation of
task or the environment, and consist of a combination of direct
intervention, consultation, monitoring.
School Occupational Therapy is a support service to a student's
educational program. School occupational therapy assesses and addresses
the following areas: postural stability, fine motor skills, visual
perception and integration; and sensory motor. School occupational
therapy may involve adaptation of task or the environment, and consist
of a combination of direct intervention, consultation, and monitoring.
More...
Speech
and Language
School-based Speech Therapy supports the educational program
for students who have a disorder in communication involving articulation,
language, fluency and/or voice. Speech and Language Therapists work
as members of a multidisciplinary team that serves children schoolwide
in the development of communication and language skills needed for
school success. More...
Transition Services
Transition
services focus attention on how each student's educational program,
can be planned to help the student meet his/her goals for a successful
transition to adulthood. The District Office of Transition Services
assists in the planning and delivery of transition services for
all students with disabilities, beginning at age 14 (or younger,
if appropriate) to prepare them for transition from school to adult
living. More...
For additional information, please visit the LAUSD DOTS website
SUPPORT
The Division of Special Education offers, technical assistance to schools and parents in areas of instruction, behavior intervention, and support for inclusive settings.
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