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Temple City Unified School District

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  3. Specialized Academic Instruction

Specialized Academic Instruction

Specialized Academic Instruction

A circular diagram illustrates the steps of the IEP process, including consent, evaluations, and implementation.

Specialized Academic Instruction & IEP
The California Education Code (section 56031) defines special education as:

  • Specially designed instruction to meet the unique needs of individuals, whose educational needs cannot be met with modification of the general instruction program
  • An integral part of the total public education system
  • It is provided in a way that promotes a maximum interaction between students with and without disabilities in a manner which is appropriate to the needs of both
  • Services are provided at no cost to parents
  • It provides a full range of programs to meet the educational and service requirements of individuals with exceptional needs in the least restrictive environment (LRE).
  • Special education programs in Temple City Unified School District are provided for children ages 3 through 22 who qualify according to laws and regulations as outlined in the California Education Code and the Federal Individuals with Disabilities Education Act (IDEA). Infants and toddlers 0-3 who are deaf or hard of hearing, orthopedically impaired, or visually impaired may also qualify for services provided via our West San Gabriel Valley member districts.
  • Provides necessary specially-designed instruction, aides, and services, as determined by the Individualized Education Program (IEP) team.

  • An Individualized Program (IEP) is a legal document that must be written for each child who is eligible for special education services. The IEP helps ensure that special education services are provided as planned, and the appropriateness is evaluated regularly.

    IEP Team:
    Current law stipulates that, at minimum, the following persons must attend an IEP team, unless excused by parent:

    • The parent(s) or guardian(s);
    • A teacher;
    • Administrator or Administrator designee;
    • The student, when appropriate
    • A special education teacher


    The team approach to developing an IEP involves communication and cooperation among parents, teacher(s) and various specialists who may work for the school district or outside agencies. Our goal is to prepare an IEP that best supports the student’s present educational needs.