Jul 17, 2018

1 x 1 aide support


Wondering how to get a 1 x 1 aide for my daughter who has daily living needs such as toileting. There is an aide for the classroom, but not 1 x 1 for my daughter specifically.

Allan Roth
Jul 18, 2018

A 1:1 aide is based on need. You will need to demonstrate that the use of the classroom aide is insufficient to meeting the needs of your daughter (e.g. having toileting accidents due to the lack of availability of the existing staff, etc.); the more data the better. Also, if the needs are limited to just toileting or other day living skills, an aide might be assigned to your daughter for just short portions of the day when the need is present. The IEP Team, of which you are a member, makes the final decision.


Allan Roth, Alliance Resources and Associates, Inc.

Jul 25, 2018

Is there any kind of assessment for this? How do I get the process started? Thanks.

Allan Roth
Jul 25, 2018



You have indicated that you are in San Diego County; assuming that to be accurate, SD County has created a process called a SCIA assessment. SCIA stands for Special Circumstances Instructional Aide. To start the process for acquiring 1:1 aide support for part or all of your child's school day, you will want to make a written request for this assessment, to your child's case manager.


The school will have 15 calendar days to either provide you with an assessment plan or to deny the assessment. Note: the 15 calendar days exclude any breaks that exceed 5 school days; thus Summer Vacation does not count. Our office highly suggests you make your written request via email and you CC yourself. This will create an Internet stamped copy of your request and show a record of when the request was made and to whom.


Once you get the evaluation plan (assuming the school agrees to assess), you will want to sign and return it, as soon as possible. (Again, our office suggests signing and scanning the document so that you can return it via email to the Case Manager and CC yourself, creating the next legal time line verification.) The school will have 60 calendar days from the day they receive the signed evaluation plan, to complete the assessment AND hold an IEP meeting to discuss the results. (Again, any breaks greater than 5 school days do not count in the timeline.)


While you are waiting for the SCIA assessment results, we suggest you keep your own data of any incidents that justify the need for 1:1 support, in case the school either does not see the need or misses seeing the need when they are taking their data.


About one week prior to the IEP meeting, we suggest you request a copy of the report and you notify the site you intend to tape record the IEP meeting (you must give at least 24 hours notice to do so). While the site is NOT required to provide a report ahead of time, most schools will do so and you will be better prepared for attending the IEP meeting, if you have read the report ahead of time and know what will be recommended.


If you have data that contradicts the school's outcome, you will want to share that during IEP meeting and 'on the record', in case you have to dissent to the outcome and take further action.


Best wishes,


Allan Roth

Alliance Resources and Assoc., Inc


New Posts
  • Marie Rodolfo
    Nov 8

    My son has Expressive and Receptive Language delay. This means he has difficulty understanding what is said to him, and he has difficulty saying what is on his mind. He has had speech therapy since he was 2. He has now improved a lot on the expressive part. He still has difficulty constructing sentences so you usually just pick out the key words to be able to understand him. Now, in terms of what is being said to him, you still have to speak clearly and in short sentences. We are a bilingual family. In preschool, this did not really matter to his speech therapist. However, in TK, Kinder, and now first grade, they are attributing his language delay to his bilingualism (without referring to it outright, of course). Our school district has a very high population of English learners. Somewhere along the way, teachers and aides who are not SLPs have simply assumed as he gets older, he will learn to speak and understand English. His special education teacher in TK knew this from personally handling his IEP document, but still put him in ELD with other English learners. His gen ed teacher now in first grade, even said to me that my son does not “look” autistic and that he’s doing very well in class. My son is “high functioning” although I do not like using that term. He has ASD and language delays but I think he has high IQ since his gen ed teacher in Kinder said he was one of her students at the top of the class. In TK, he had high grades too at the end of the school year. So now basically, “impedes learning of self and others” is hard for me to contest since he gets high grades. Then, gen ed teachers just assume (without saying it out loud), he is bilingual so he is a little slow in speaking and understanding English. I am still reading and researching on how best to help my son during annual IEP meetings. Language delay is something that you cannot out grow. He will be in speech therapy even as he gets older. Now it is affecting his reading comprehension too. He is excellent in Math. And he is on the opposite end when it comes to Speaking, Listening, Reading and Writing.
  • sammybaby336
    Sep 7
  • gokhangulec
    Sep 7

    Hi, we are expats in Europe and will be back to San Diego in a couple of months. Our child has severe cerebral palsy. Which schools can she go to? What are the financial benefits? What are the processes we need to follow? Many thanks for caring to answer our questions. Gokhan
Stay Connected!
Join Now!


Follow us!
  • Facebook Social Icon
  • Twitter Social Icon
  • Instagram Social Icon
© Copyright 2014 My Special Needs Connection, L.L.C