Special Education Services

Vision Statement
All San José Unified School District students are inspired and prepared to succeed in a global society.

Mission Statement

San José Unified School District’s mission is to eliminate the opportunity gap and provide every student with the finest 21st century education.


Contact: Martina Sholiton, Special Education Director
Phone: 408.535.6030


Disability

Autism or Autistic-Like Behavior
Deaf-Blindness
Deafness
Emotional Disturbance (ED)
Hearing Impairment (HI)
Intellectual Disability (ID)
Multiple Disabilities (MH)
Orthopedic impairment (OI)
Other Health Impairment (OHI)
Specific Learning Disability (SLD)
Speech or Language Impairment (SLI)
Traumatic Brain Injury (TBI)
Visual Impairment (VI)

Autism or Autistic-Like Behavior

A pupil exhibits any combination of the following autistic-like behaviors that include but are not limited to:

1 - An inability to use oral language for appropriate communication;

2 - A history of extreme withdrawal or relating to people inappropriately, and continued impairment in social interaction from infancy through early childhood;

3 - An obsession to maintain sameness;

4 - Extreme preoccupation with objects, inappropriate use of objects, or both;

5 - Extreme resistance to controls;

6 - Displays peculiar motoric mannerisms and motility patterns;

7 - Self-stimulating, ritualistic behavior.

 

Deaf-Blindness

A pupil has concomitant hearing and visual impairments, the combination of which causes sever communication, developmental and education problems.
     

Deafness

A student has a hearing impairment, whether permanent or fluctuating,  which impairs the processing of linguistic information through hearing, even with amplification, and which adversely affects educational performance.  Processing linguistic information includes speech and language reception and speech and language discrimination.

Emotional Disturbance (ED)

Because of an emotional disturbance, a pupil exhibits one or more of the following characteristics over a long period of time and to a marked degree, which adversely affect educational performance:

1. An inability to learn which cannot be explained by explained by intellectual, sensory or health factors;

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;

3. Inappropriate types of behavior or feelings under normal circumstances exhibited in several situations;

4. A general pervasive mood of unhappiness or depression;

5. A tendency to develop physical symptoms or fears associated with personal or school problems.
   

Hearing Impairment (HI)

A pupil has a hearing impairment, whether permanent or fluctuating, which impairs the processing of linguistic information through hearing,  even with amplification, and which adversely affects education performance. Processing linguistic information includes speech and language reception and speech and language discrimination.
   

Intellectual Disability (ID)

A pupil has significantly below average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, which adversely affect a pupil’s educational performance.

Multiple Disabilities (MH)

A pupil has concomitant impairments, the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.
   

Orthopedic Impairment (OI)

A pupil has a severe orthopedic impairment which adversely affects the pupil’s educational performance. Such orthopedic impairments include impairments caused by congenital anomaly, by disease, and from other causes.
     

Other Health Impairment (OHI)

A pupil has limited strength, vitality or alertness, due to chronic or acute health problems, which adversely affect his/her educational performance. This health problem is not temporary in nature as defined by Section 3001 (v) of the Education Code, such as a heart condition,  cancer, leukemia, rheumatic fever, chronic kidney disease, cystic fibrosis, severe asthma, epilepsy, lead poisoning, diabetes, tuberculosis and other communicable infectious disease, and hematological disorders including sickle cell anemia and hemophilia
   

Specific Learning Disability (SLD)

A pupil has a disorder in one or more of the basic psychological process involved in understanding or using language, spoken or written, which may manifest itself in an impaired ability to listen, think,  speak, read, write, spell or do mathematical calculations, and has a severe discrepancy between intellectual ability and achievement in one or more of the academic areas specified in Section 56337(s) of the Education Code.
   

Speech or Language Impairment (SLI)

A pupil has a language or speech disorder as define in Section 56333 of the Education Code, and it is determined that the pupil’s disorder meets one or more of the criteria for:
1. Articulation disorder
2. Abnormal Voice
3. Fluency Disorders
4. Language Disorder
   

Traumatic Brain Injury (TBI)

Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas such as cognition; language; memory, attention; reasoning; abstract thinking; judgment; problem solving, sensory, perceptual and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
   

Visual Impairment (VI)

A student has a visual impairment which, even with correction, adversely affects the student’s education performance.