Close to Home: A new chapter for special education students

Across Sonoma County, we’re seeing an important shift in how we educate students with disabilities. For decades, many of our county’s most vulnerable learners — those with moderate to severe disabilities — were served in specialized classrooms operated by the Sonoma County Office of Education.

These programs were built with care, staffed by dedicated professionals and provided vital support for students and families.

But today, more students who receive special education services are being educated in their home districts, alongside their peers. Sonoma County Office of Education-operated classes are gradually closing as districts expand their capacity to serve all students within their own schools.

While change can be emotional — especially for those who have worked so hard to build these programs and families whose students have long histories with them — this evolution is something to celebrate. It reflects progress toward a long-standing vision shared by families, educators and disability advocates alike: that every child deserves to learn, belong and thrive as part of their community.

Decades of research affirm that inclusive education benefits all students. When students with disabilities learn alongside their typically developing peers — with appropriate supports in place — they show stronger academic growth, better communication and social skills and greater independence. Their peers, in turn, develop empathy, leadership and a deeper understanding of diversity.

Studies from the U.S. Department of Education, the National Center for Inclusive Education and numerous universities have shown that inclusion doesn’t just improve outcomes — it transforms school culture. Classrooms become more compassionate, teachers gain new skills, and schools become better equipped to meet the needs of every learner.

In Sonoma County, school districts have been working hard to expand special education programs, hire and train specialized staff and create classrooms that are accessible and welcoming for all. This means children who might once have ridden buses across great distances to access services can now attend school in their own neighborhood. They now sit in classes with siblings and friends and are part of their home district’s school community.

For districts, this approach allows resources to follow students into their neighborhood schools — often resulting in cost efficiencies, since supporting students locally can be less expensive than placing them in county-operated programs. For families, it means fewer disruptions and stronger community ties. For educators, it fosters deeper collaboration across general and special education. And for students, it means something even more powerful: belonging.

The Sonoma County Office of Education remains deeply proud of our history of serving students in special education programs and will continue to play a vital role — supporting districts through professional learning, regional coordination and high-quality programs for students whose needs are still best met through county services. But as districts grow their own capacity, it’s a sign of collective progress and shared responsibility.

Inclusion is not a reduction in services — it’s an expansion of opportunity. It’s a step toward a public school system where every child, regardless of ability, is seen, valued and supported to reach their potential.

This is what equity in action looks like. And as Sonoma County’s superintendent of schools, I couldn’t be prouder of the educators, families and partners who are helping make it real — one student, one classroom and one school community at a time.

Amie Carter is Sonoma County superintendent of schools.