DJUSD Commitment

The Davis Joint Unified School District is committed to providing all students with disabilities a quality instructional program to meet each child's unique needs. A federal law, the Individuals with Disabilities Education Act, states that all eligible school-aged children and youth with disabilities are entitled to receive a free appropriate public education.

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Special Education (RSP/Inclusion)

Special Education (RSP/Inclusion)

Eligibility for Services

Students become eligible for special education services through a formalized process of evaluation. Anyone who suspects that a student is disabled may request an evaluation in writing. Requests will receive a response within 15 days. Usually a Student Study Team is set up with parents to gather more information and to determine which assessments are appropriate. If recommended, assessments will take place within 60 days of the initial request. If an assessment is not recommended, the Student Study Team will explain their reasoning in writing.

Once a student has been assessed, an Individualized Education Program (IEP) meeting is held to determine a student's eligibility for services. Students may be found eligible in one of 13 categories:

  • Specific learning disability
  • Speech and language impairment
  • Deaf/blind
  • Visual impairment
  • Traumatic brain injury
  • Hearing impairment
  • Deafness
  • Other health impairment
  • Autism
  • Multiple handicaps
  • Orthopedic impairment
  • Emotional disturbance
  • Intellectual disability
Cantu, Sandra
Speech Pathologist
Cienfuegos, Lindie
RSP/Inclusion Specialist
Moseanko, Kristin
Inclusion/RSP Specialist
Slabaugh, Karen

Inclusion in DJUSD

What is inclusion?

Inclusive education is a strategy which enables all students to participate in and contribute to their neighborhood school regardless of the severity of their disabling condition(s).  A free and appropriate education is the right of all children in our country.  Inclusion in Davis aims to provide the appropriate supports necessary to educate all children within the student's neighborhood school environment in the general education setting to the extent that is beneficial to the student.


When did inclusion start in Davis Joint Unified School District?                                   

This is DJUSD's 24th year providing an inclusive education for students with moderate/severe disabilities. DJUSD was the first school district in the state of California to start an Inclusion program. Inclusion started when a small group of Davis parents and teachers whose children were being served by Yolo County’s Special Education programs at Greengate School in Woodland wanted to bring their students back to Davis to attend their general education, neighborhood schools.  In 1989, DJUSD served four students in inclusion programs at two elementary schools.  Today DJUSD serves over 140 students in inclusion programs at elementary and secondary schools in our district.  


How does inclusion work?

Children with special needs are provided with the support, accommodations, and modifications they need to succeed in the classroom with their typically developing peers. 


Why inclusion?
All children:

  • recognize that everyone has something valuable to contribute despite their differences
  • acquire more well-developed social intelligence and are more likely to make compassionate, considerate choices in their peer interactions in the inclusion model
  • develop a more concrete understanding of human dignity and a richer ability to respect and appreciate diversity in the inclusion model  
  • benefit from becoming acquainted and comfortable with the children in their neighborhood who they may continue to interact with the rest of their lives
  • learn that they have unique areas of strength and areas of need

 Children with special needs benefit by having typical peers model appropriate social and academic skills.

   How do I contribute as a parent?

  • Remember all children are unique, all children have equal worth, and all children have something valuable to contribute to their learning community. 
  • Reflect on your own school experience and how that might have shaped any preconceived notions you have about children who are differently abled.  Think about the ways that you hope your own child’s school experience is similar and different than your own.
  • Look for opportunities to acknowledge and celebrate uniqueness in your family.
  • Talk to your child about his/her own strengths and challenges.
  • Talk about all children and families with respect.
  • Look for positive ways to model awareness, empathy, and inclusion in your family and in your own relationships.
  • Expand your circle of relationships:  encourage your child to invite someone who may be differently abled over for a play date, to meet for a picnic at the park, or to come to his/her birthday party.