Placement Options

Placement Options

An Individualized Educational Planning (IEP) team determines a student’s placement in a special education program. At the IEP meeting, the team first determines a student’s eligibility for services based upon one of the fourteen disability categories.

Once a student’s eligibility for services is established, learning goals and objectives are determined. Then, placement options are reviewed to determine the appropriate type of level of service. Students of any disability may be served in any placement option. However, students classified as speech impaired are most often enrolled in the Speech and Language program. Students who are determined to have a specific learning disability are often enrolled in the Resource Specialist Program (RSP). The Preschool Center houses special education preschool programs and the preschool diagnostic team.

Major placement options for eligible students

  • General education class with aids/modifications
  • State special school
  • General education class
  • Residential program with public school
  • Residential program with school on-site
  • Home/Hospital
  • General education class with specialist services
  • Special class with mainstreaming
  • Special class in another district
  • Nonpublic, nonsectarian school
  • Special class on integrated campus

PUSD Special Education Preschool Facilities

Program Specialist: Emily Knaggs 925.462.3325 x4805
Behavioral Specialist: Monica Knapp & Ashley Sprader 925.462.4293

Located on the Harvest Park Middle School campus
4900 Valley Ave.
Pleasanton, CA  94566
Fax: 925.249.0512

The Preschool Center for children with special needs houses special education preschool programs and the preschool diagnostic team. The facility has three classrooms and offices for Speech Therapists, Adapted Physical Education Specialist, and School Psychologist. The preschool center is equipped with a playground with age appropriate play equipment for students.

Benefits of having the programs clustered at one site designed for preschool students include:

  • By clustering the programs and itinerant services at the same site, the programs and services are maximized allowing the educational team to create programs within the existing programs. For example, a child can receive speech services and attend a facilitated social group in one of the classrooms. A child could spend part of the day in one program and part of it in another based on their unique needs.
  • The assessment team can observe students in programs allowing diagnostic placement and ongoing data collection of student progress and program effectiveness.
  • Travel time for intenerate staff (speech, psychologist, APE, OT and school nurse) would be reduced allowing more time to support students in programs.
  • Collaboration between teachers. This allows teachers to share ideas, materials and equipment.

The preschool center provides an excellent facility for assessing and serving preschool students and for meeting with parents. It also provides a comfortable place for parents to wait for their child while they are receiving speech, APE or other types of therapy.

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