A student support team on each campus meets to consider options when a student is struggling either behaviorally or academically. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Deaf-Blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children or children with blindness.
Multiple disabilities means concomitant impairments such as mental retardation-blindness, mental retardation-orthopedic impairment, etc. Multiple disabilities do not include deaf-blindness. Orthopedic Impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease e. Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that - -.
Specific learning disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child's educational performance.
Traumatic brain injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; abstract thinking judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.
Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. Visual Impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance.
The term includes both partial sight and blindness. Following are several of the options that may be utilized:. This enables the student to be involved and progress in the general curriculum to the maximum extent possible.
Speech and language therapy is available to all students, ages three through twenty-one years enrolled in Garland ISD that meet district eligibility criteria as speech impaired. Through evaluation and intervention, the speech-language pathologist helps students with communication disorders in the areas of articulation, language, voice, and fluency.
Content Mastery is designed to support special education students in the general education classroom accessing the general curriculum. The student receives direct instruction in the general education setting.
During the independent practice of the lesson cycle, the student may attend the CM center if additional help and support are needed. Inclusion teacher support is an excellent model for assisting students receiving special education services while fully accessing enrolled grade level curriculum.
It is a supplementary aid and service provided by a special education teacher or paraprofessional to support special education students in the general education classroom. The inclusion teacher may provide direct instruction, re-teaching, modifications, collaboration, or assist in other ways that provide support to special education students in collaboration with the general education teacher. The general education teacher is the teacher of record.
The special education teacher will:. The traditional resource classroom is for special education students who are struggling substantially more than struggling grade level peers and are functioning significantly below grade level. The special education teacher is responsible for planning instruction according to the student's IEP. The Behavior Adjustment program is designed to serve eligible students whose behavior consistently interferes with their educational performance.
This program provides a structured learning environment, a social skills curriculum and instruction, and regular contact with parents. The goal of the program is the successful return of each student to the general classroom. This program also provides direct instruction in appropriate social skills and study skills.
The goal of the program is to provide students with the support and encouragement they need to actively participate and remain in the general education classroom. The Adaptive Behavior and Communication programs are designed to meet the needs of students diagnosed with autism spectrum disorders, TBI, or other neurological impairments whose behavior consistently interferes with their educational performance.
The focus is on development of age appropriate social skills, coping, and communication skills, and academics. The goal of the program is the successful return to the general education classroom to the greatest extent possible. The A. MTI is a specialized class under the A. E program. It is designed to support students who require additional assistance in the areas of self-help and daily living skills.
E is a specialized class under the A. It is designed to provide additional behavioral supports beyond those typically found in the A. E classroom. The vocational adjustment class provides special education support to students who are placed on a job with regularly scheduled direct involvement by special education personnel in the implementation of the student's IEP. Students may also receive classroom instruction in job readiness and independent living skills in addition to general academic work.
This program shall be used in conjunction with the student's transition service needs and only after Career and Technical Education CTE classes have been considered and determined inappropriate for the student.
The student's parents must be willing to support employment initiatives, non-paid internships, volunteerism and marketable skills training. Preparing for competitive and supported employment will be the primary focus.
The ultimate objective is for students to establish daily independent living routines that will be continued after leaving the TLC. This program gives students the opportunity to learn a wide range of job skills in an actual work environment. A job coach facilitates the hands on job training that includes refreshment set ups of conference rooms, operation of a small store selling convenience items, and a mobile beverage and snack service.
The program combines real-life work experience with training in employability and independent living skills. Individualized placement assistance is provided as an integral part of the program. The hallmark of this demand-side model is complete immersion in the workplace. The program also demonstrates a novel collaborative approach that brings the education system, employers, and rehabilitation services together in unique ways to create a productive and comprehensive transition experience for students.
Homebound instruction is a service that is considered to be highly restrictive. Students on homebound are unable to interact with peers and may require to a reduced curriculum. Homebound instruction may be extended to students who are eligible for special education instruction and, due to a medical condition, must be confined to their home for a minimum period of four weeks.
The Early Childhood Intervention ECI program provides services to children from birth through 36 months in a variety of settings. Eligibility is based on medical diagnosis, atypical development or developmental delays. The program addresses all areas of functioning, including physical, emotional and cognitive development.
Three, four, and five year old children with disabilities can participate in this program. The ECSE program offers a continuum of services ranging from speech services only to a full-day program based on the needs of the child. ECSE classes are located on campuses throughout the district. This class is for students with autism or other neurological disorders who are five or six years old and functioning academically at the kindergarten level. For the remainder of the day, the students are included with the general education kindergarten class.
Related and support services are available for those students who meet special education eligibility requirements. These services may be required to assist a child with a disability to benefit from special education. Process-driven, yet form-based, Attain is built around the number one concern most districts have when implementing a plan management program: ease of use.
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