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Special Education


The Special Education Program currently has over 130 students served by six case managers. Students exhibit a range of disabilities from mild to severe.

Many students are mainstreamed in a variety of general education classes. The goal for most students in Special Education is to give them access to the general education curricula at grade level. In the majority of classes the students are using Common Core State Standards in academic and elective classes. Special Education teachers are highly qualified in various subject areas. Case managers plan schedules to ensure their students are enrolled in all of the necessary classes at each grade level in order to progress toward graduation. Many Special Education students participate in the Passport Program where they receive support and work on classroom assignments. They have access to the library, research materials, and computers. Students monitor their grades, attendance and classroom assignments on a regular basis. They interact with peers and collaborate on presentations and projects. Students are required to use planners which are checked daily. If a student begins to encounter failure in mainstream classes, despite collaborative teacher efforts and after exhausting all necessary modifications and accommodations, the case manager will withdraw the student through the IEP process. A major focus of all case managers is the creation and implementation of their students’ Transition Plan. The transition can include young adult center, community, college, career, job corps, military, Department of Rehabilitation, tech school and four-year universities.

Types of Service 

Resource Specialist Program (RSP)

RSP students have average or above average cognitive abilities and mild learning disabilities. Students spend more than 50 percent of the school day in general education classes. Mainstreamed classes include core curriculum subjects and electives.
Special Day Class (SDC-LD)

SDC-LD students usually have low cognitive ability and severe learning disabilities. Many of these students read, write, and calculate significantly below grade level. Students spend more than 50 percent of the school day in classes within the Special Education department. Most students are mainstreamed into electives and physical education classes.
Emotionally Disturbed Program (SDC-ED)

SDC-ED students usually have average or above average cognitive ability and can be academically successful in general education classes. However, an emotional disturbance may preclude them from reaching their academic potential. Each student has unique abilities and struggles which will determine the correct schedule.Independent Living Skills (SDC-ILS)
students have moderate to severe cognitive delays and work towards a document of completion, instead of a diploma. Students spend the majority of the school day in the ILS class, and the curriculum focuses on learning life skills. Typically, students are mainstreamed into elective classes to help improve socialization skills. Placement in the ILS class must be through the IEP process. 


WorkAbility helps special education students prepare for the world of work.  At Mira Loma, there are opportunities for pre-employment skills instruction, job shadowing, paid and non-paid work experiences, and ongoing job-related support and guidance from our staff of Youth Employment Technicians, Jennifer Hall and Sandy McNulty. 

How can I support Special Education students in my classes? 

*San Juan Unified grade sheets allow for teachers to indicate that a student earned a grade with accommodations/modifications.

Information about students in Special Education is confidential.

  • Complete teacher reports and attend Individual Education Plan (IEP) meetings
  • Check planners and complete grade checks
  • Use a multi-modal approach to learning; present information visually, orally, kinesthetically
  • Reteach key concepts
  • Minimize distraction
  • Check for understanding
  • Consult with Special Education case manager about concerns
  • Follow all IEP accommodations and modifications*
  • Give students opportunities to interact with peers in general education
  • Contact parents with concerns     

Information about students in Special Education is confidential

Case Managers 

Marisa Bender (SDC-ILS) C-5

Aaron Brown (RSP) E-14 Department Chair

Beth Burgess (SDC-ED) C-1

Laura Davidson (SDC-ILS) F-4 Email

Matt Dwillis (SDC-LD) Traveling  Email

Maddie Hemmen () Traveling

Christina Williams (SDC-LD) C-3 Email

Mental Health Therapist: Sarah Wiebe Reboin (Mondays & Fridays~C-2)  

School Psychologist: Vanessa Adams (Tuesdays & Thursdays~ C-2)  

Nurses: Nancy Roycroft, RN (Tuesdays), Desiree Mann, LVN 

Workability: Sandy McNulty & Maria Livingston (Wednesdays ~ C-2)  

Speech Therapist: Montse Hinojosa (Tuesdays & Fridays~E11)