Special Education

Our Approach

At ACLC, we believe in the potential of every learner and we are dedicated to each child's journey of self-discovery. Our small school environment and innovative educational model nurtures children with disabilities as full members of the ACLC community.

  • All learners with disabilities are fully included in all aspects of the general education curriculum.
  • For all learners, services that remediate academic challenges are incorporated into the general education program.
  • Accommodations and modifications are re-evaluated and revised as learners grow and change.
  • For each learner, we strive to find the delicate balance between providing support and fostering independence.
  • All learners, with and without disabilities, are expected to participate in leadership roles in the community.
  • Referrals for assessment for special education services can be generated by facilitators, Student Study Teams, and parents.
  • We are committed to a team approach with learners, parents, and staff.
  • ACLC employs 21st-century educational methods and technology to provide more varied learning opportunities.
    • Educational technologies include online learning, computer-assisted learning, and independent learning programs.


If you have questions about our Special Education program or would like to inquire about an evaluation or services for your child, please contact Mercedes Hudson, Director of Special Education. Should the team determine that an evaluation is appropriate the process can take approximately two months.

OUR Special Education Team:
Mercedes Hudson, Dr of Special Education
Stacey Abram, Department Manager
Courtney Cerefice, Mental Health Services Mgr
Bryan Farley, Education Specialist (9-12)
Runda Osman, Education Specialist (9-12)

Our Services

  • Specialized Academic Instruction is provided by Education Specialists & Paraprofessionals.
    • In-seminar support is our general approach and may include differentiated learning approaches, instructional cues, environmental accommodations, adjusted difficulty levels or schedules, and more.
    • Learners are scheduled to work in the Resource Room when support in a quiet setting is needed, or for test-taking.
    • Classroom facilitators are well-versed in learners' modification and accommodation needs.
  • Psychological Services include assessment, behavioral planning, consultation, and sessions with some learners.  Many, but not all, of these services are IEP driven.

  • Speech and Language Services include screening, assessment, and small group instruction as well as "push-in" support in the classrooms.

  • Occupational Therapy (OT) Services include screening, assessment, and direct service or consultations for those learners with OT needs identified in their IEP.


ACLC collaborates with the El Dorado County Charter School SELPA (Special Education Local Plan Area). Please click here for: