向日葵视频

Hurst-Euless-向日葵视频 向日葵视频 provides a continuum of services for students who are eligible for special education. Services are designed for the successful implementation of each student’s Individual Education Plan (IEP) in the least restrictive environment. The IEP outlines the specially designed instruction a student with disabilities receives as a result of his/her disability.

Speech

Speech Language Pathologists are available to provide therapy to eligible students for voice, fluency, articulation, language, and pragmatic deficits.  This service may be provided to students ages 3-22 in conjunction with additional special education services or in isolation.

向日葵视频 Childhood Special Education (ECSE)

ECSE services are designed to meet the needs of children, ages 3-5, who have a significant delay in one or more areas of development.  The focus of this service is to provide access to the Prekindergarten Guidelines or Kindergarten Texas Essential Knowledge and Skills using specially designed instruction as outlined in each student's IEP.  The overall intent of the service is to promote skill development in the areas of speech, language, self-help, socialization, cognition, pre-academics, and gross and fine motor skills.

• Students who meet Pre-K and ECSE eligibility criteria may access full day ECSE
• Students who are three-years-old or do not meet Pre-K eligibility criteria may access half day ECSE

Blended-PK

Special Education services are provided for the four-year-old ECSE student in the general education setting.  Additional support is added to assist with IEP implementation.

Co-Teaching

In this setting, both special education and general education teachers share responsibilities in teaching students with IEPs in the general education classroom.

Content Mastery (CM)

Content Mastery Services meet the needs of students with IEPs in general education classes who require specialized instruction and modifications to succeed academically.  The content mastery teacher may provide both direct and indirect services to students by providing for necessary modifications and accommodations.  Services may include test modifications, resource information/materials, consultation with general education teachers, and regular monitoring of student progress.

Resource/Self-Contained (pull-out services)

Special education personnel provide direct instruction, driven by the student’s IEP, in the special education classroom.  Students are working on accessing and making progress in the enrolled grade level curriculum.

Personal Academics and Language Support (PALS)

PALS services are designed to provide an Alternate Curriculum tied to the Texas Essential Knowledge and Skills for those students who require a pervasive level of support.  Daily medical interventions are necessary to help the student function and demonstrate progress with the use of assistive technology and cuing and prompting.  Supervision is necessary to ensure their health and safety.  This life-long support applies to nearly every aspect of the individual’s routine.

Functional Academics and Communication Integration (FACI)

FACI services are designed to meet the individual needs of students through the development of academic and adaptive skills acquisition using an alternate curriculum tied to grade level Texas Essential Knowledge and Skills and specific individualized functional proficiencies including increasing communication, behavioral, motor, and self-help skills. This service includes application of these skills in the functional aspects of age-appropriate vocational, social, and community life.

Structured Academics and Behavioral Learning Environment (SABLE)

SABLE is an elementary and junior high based program designed for students who have IEPs addressing significant social communication needs, sensory, and behavioral difficulties that interfere with the student’s ability to learn and be successful in the general education classroom.  Special education personnel trained in behavioral interventions and social communication provide behavioral, communication, and sensory support for students identified by their respective ARD committees as needing specialized instruction regarding these areas of deficit.  Personnel working in the SABLE program provide direct instruction on behavior and communication goals in the special education classroom with the goal of moving the student back to the general education classroom.  

Positive Approach to Creating Emotional Success (PACES) Positive Approach to Creating Emotional Success is an elementary-based program designed for students who have IEPs addressing significant emotional needs, which interfere with their ability to learn. Special education personnel trained in behavioral interventions provide behavioral support for students identified by their respective ARD committees as needing specialized instruction regarding behavior.  Personnel working in the PACES program provide direct instruction on behavior goals in the special education classroom with the goal of moving the student back to the general education classroom.

Behavior Intervention (BI)

Behavior Intervention Services provide individualized behavior intervention designed to meet the needs of secondary age students with emotional or behavioral difficulties. The emphasis of instruction is devoted to the enhancement of mental health and the development of social skills.  Integration with the general education environment is an important component of this service.

Moving into Adult Roles and Communities (MARC)

Adult Transition Services provide students, ages 18-22, individualized instruction to support transition into adult community life.  

Homebound

The special education teacher provides instruction for students who are unable to attend school due to a medical reason for a minimum of four cumulative or consecutive weeks during a school year.  A licensed physician must document the medical reason on the appropriate forms.  The ARD committee determines the amount of instructional time provided. This is one of the most restrictive environments in which services can be provided. 

In-Home and Community-Based Training or Viable Alternatives

Special education personnel provide direct instruction in the student’s home and/or community environment to address the needs of the child. The focus of In-Home training includes generalization of skill from school-to-home, home-to-school, home-to-community, etc.  This training must be considered for a student with the diagnosis of autism and may be considered for students with other disabilities if the committee observes an educational need for the service.  Possible alternatives that could be considered in lieu of in-home or community-based training include:

• Visual schedules/supports for use in the home/community
• Communication notebook
• Scheduled parent observation at school
• Videotaped samples of adult working with student
• Parent conference for sharing of ideas/strategies

Parent Training

Parent training focuses on educating the parent on how to implement strategies based on the IEP in the home or community settings (e.g., communication systems, schedules, and behavior systems).  This training is primarily applicable to parents of students with severe disabilities such as Autism.