Special Education

Special Education provides specially designed instruction and related services at no cost to parents, designed to meet the unique needs of students with disabilities. This instruction supports students whose educational needs cannot be met through regular classroom modifications alone. Related services—such as speech therapy, counseling, or occupational therapy—are also provided when necessary to help students benefit from instruction.

Special Education is built upon two essential legal foundations:

• Free and Appropriate Public Education (FAPE): Students with disabilities are entitled to an educational program that meets their individual needs and provides meaningful progress.

• Least Restrictive Environment (LRE): Students should be educated alongside their non-disabled peers to the greatest extent possible, with the necessary supports and services in place.

These principles are outlined in each student’s Individualized Education Program (IEP), a legal document developed by a team that includes educators, specialists, parents, and when appropriate, the student.

Banning Unified School District provides a full continuum of placement options to support students based on the needs identified in their IEP. The goal is to meet each student’s educational needs in the most inclusive and supportive environment possible.

Placement Options Include:

• General Education Classroom with Support

• Resource Specialist Program (RSP): Special education services for less than 50% of the school day

• Special Day Class (SDC) – In-District: Services for 51% or more of the school day

• Special Day Class – Out-of-District

• County or Regional Programs: Offered through Riverside County Office of Education

• Nonpublic Schools (NPS): Used only after public school options have been explored

Related Services May Include:

• Specialized Academic Instruction

• Adapted Physical Education

• Speech and Language Development

• Counseling and Mental Health Services

• Occupational and Physical Therapy

• Positive Behavioral Supports

• Preschool/Early Intervention

• School-to-Work Transition Support

All placements and services are determined by the IEP team and reviewed regularly.

We understand that no two students learn the same way. That’s why Banning Unified offers multiple service delivery models to meet the diverse needs of our students:

• Co-Teaching or Collaborative Instruction: A special education teacher supports students within the general education classroom.

• Consultation: Special education staff support general education teachers with strategies and accommodations.

• Pull-Out Services: Students receive specialized instruction in a separate setting for part of the day.

• Self-Contained Classes: For students who need more intensive support in a smaller, structured environment.

• Itinerant Services: Specialized services such as speech therapy or vision support provided on a scheduled basis.

Each model is customized based on the student’s goals, strengths, and needs as outlined in the IEP.

Inclusion refers to educating students with disabilities in the same instructional settings as their peers without disabilities, to the greatest extent possible.

Banning Unified is committed to inclusive practices where students with significant needs can still receive their services within the general education classroom. Supports may include aides, assistive technology, modified curriculum, and push-in services from special education staff.

The IEP team plays a crucial role in deciding whether full inclusion or another setting is most appropriate. If a student is not making expected progress, the team will review placement and services to determine what adjustments are necessary.

Parents and guardians have legal rights under federal and state special education law. These rights are called Procedural Safeguards and ensure that families are active partners in the education of their child.

These rights include:

• Participating in IEP meetings

• Receiving prior written notice for changes to services

• Requesting assessments or evaluations

• Disagreeing with IEP decisions and accessing mediation or due process

If a parent cannot be located, BUSD may appoint a surrogate parent to represent the student.
Procedural Safeguards – English (PDF)
 

Procedural Safeguards – Spanish (PDF)

When disagreements arise, we encourage collaboration and resolution through Alternative Dispute Resolution (ADR) rather than formal litigation. This process is voluntary and emphasizes mutual problem-solving between families and schools.

The Riverside County SELPA offers:

• Facilitation of IEP meetings

• Resolution sessions

• Support from an intake coordinator to mediate concerns

ADR helps preserve strong partnerships while resolving issues efficiently and respectfully.

A student may qualify for special education services under one or more of the following federally recognized disability categories:

• Autism

• Deaf

• Deaf-Blindness

• Emotional Disturbance

• Hard of Hearing

• Intellectual Disability

• Multiple Disabilities

• Orthopedic Impairment

• Other Health Impairment

• Specific Learning Disability

• Speech or Language Impairment

• Traumatic Brain Injury

• Visual Impairment

• Established Medical Disability (for infants)

Eligibility and services are determined through a comprehensive evaluation by the IEP team.

The Community Advisory Committee (CAC) is a collaborative group of parents, educators, and community members that supports and advises on the development and review of special education programs and services in the District.

The CAC encourages:

• Community involvement

• Parent education and support

• Feedback on special education policies and practices

Contact the Special Education Department for information on how to attend or join CAC meetings.

Health services are often a key part of a student’s IEP. BUSD partners with school nurses and specialists to ensure students with medical or developmental needs receive coordinated care during the school day.

Services may include:

• Medication administration

• Medical care planning

• Health protocols as part of IEP or Section 504 Plans

• Collaboration with community medical providers

These supports are essential to ensuring a student’s safety, access, and success.