Programs

Adaptive Physical Education (APE)
Adaptive Physical Education is the process of developing, implementing, and monitoring a carefully designed physical education instructional program for a learner with a disability, based on a comprehensive assessment, to give the learner the skills necessary for a lifetime of rich leisure, recreation, and sport experiences to enhance physical fitness and wellness. Adapted physical education generally refers to school-based programs for students ages 3–21. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

 

Parents can learn more general information about Adapted Physical Education by viewing these resources:

• https://www4.esc13.net/relatedservices/adapted-pe
• https://www.esc20.net/page/homepage
• https://www.pecentral.org/adapted/paraeducators.html
• https://www.friendshipcircle.org/blog/2013/11/12/7-ways-to-include-a-student-with-special-needs-in-physical-education/

Assistive Technology (AT)
Assistive technology supplementary aids and services help students be more independent with communication, learning, and self-help needs through the use of modifications and adaptive aids. Assistive technology includes technology solutions that are generally considered instructional technology tools. The need for these services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Speech-Language Therapy
The Speech-Language service helps students improve their speech and/or language and assists them in becoming more successful in school by improving their listening and speaking skills. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Homebound (HB)
Homebound is an instructional arrangement/setting providing special education and related services to students who are served at home or hospital bedside. Students served on a homebound or hospital bedside basis are expected to be confined for a minimum of four consecutive weeks as documented by a physician. Homebound or hospital bedside instruction may, as provided by local district policy, also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year as documented by a physician. The student's ARD committee shall determine the amount of services to be provided to the student in this instructional arrangement/setting. Home instruction may also be used for services to infants and toddlers (birth through age 2) and young children (ages 3-5) when determined appropriate by the child's individualized family services plan (IFSP) committee or ARD committee.

RELATED SERVICES

Visual Impairment (VI)
Certified teachers of students with visual impairments provide instruction to meet the needs which are the direct result of vision loss such as communication need, social/emotional skills, daily living/independence skills, visual efficiency/optical devices, adaptive devices/technology, and career/technology planning. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Deaf/Hard of Hearing (DHH)
Certified teachers provide itinerant services, consultation, staff development, direct instruction in language and auditory training, use and care of adaptive equipment, and adapted materials to prepare students to be successful in the school setting and out in the community. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Orientation and Mobility (O&M)
Orientation and mobility (O&M) training helps children and adults who are blind or visually impaired know where they are, where they want to go (orientation) and how to get there safely and independently by walking or using transportation (mobility). This service provides educationally related support services to students, families, instructional staff and administrators to assist students in functioning as independently as possible while mastering the goals in the Individual Education Plan (IEP). These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Physical Therapy (PT)
School-based physical therapy, which requires a medical diagnosis in order to provide treatment, is a support service to the student's educational program. School-based physical therapists use therapeutic activities that may improve a student's ability to physically access his educational environment. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Occupational Therapy (OT)
School-based occupational therapists use therapeutic activities that may improve a student's ability to function within the school environment in the areas of self-help, work and play. Occupational therapy intervention may include adaptation of tasks or the environment in order to enhance student performance while mastering the goals in the Individual Education Plan (IEP). These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Extended School Year (ESY)
ESY services are individualized instructional programs provided to eligible students with disabilities beyond the regular school year. The purpose of ESY is to address severe and substantial regression in one or more acquired critical skill that cannot be recouped within a reasonable period of time, not to exceed 8 weeks. These services must be determined on an individual basis by the Admission, Review and Dismissal (ARD) committee and must be addressed annually for each student with a disability.

INCLUSION/FACILITATED SUPPORT

Inclusion/Facilitated Support:
Inclusion/Facilitated Support refers to a continuum of services and placement option which maximizes a student’s access to the general education classroom and participation in the general curriculum to the greatest extent appropriate in accordance with the student’s Individual Education Plan (IEP). Services may be provided by a Special Education Teacher and/or Special Education Paraprofessional. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

 

Learn more about inclusion on the TEA Texas Inclusion Website 

Co-Teach (Collaborative Teaching)
Co-teaching is a learning environment in which two or more certified professionals share the responsibility of lesson planning, delivery of instruction, and progress monitoring for all students assigned to their classroom. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee. The Six Co-Teaching Models are:

 

RESOURCE

Resource (Supplemental Instruction = Additional Instruction/Resources)
Provides special education and related services to a student in a setting other than the general education classroom. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee. Students who need additional instruction that may be TEKS based (i.e, IEP goals/objectives provided in addition to GE TEKS)

OR

Students who need additional instruction that may not be TEKS based (social skills instruction, academic programs – Read 180, Read Naturally, Lexia, etc.

Resource (Supplanted Instruction = in lieu of/ replaces direct instruction within the general education setting)
TEKS objectives for the student's assigned grade level exceed his/her present level of educational performance; therefore, the student requires instruction based on present competencies which are significantly below current grade placement. When students require this level of specialized instruction/support placement in the general education classroom prohibits the student from achieving all goals/objectives in his/her IEP, even though supplementary aids and services are used. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Specialized Behavior Support
The behavior setting provides behavioral, social and emotional support to maximize a student’s access to the general education classroom and participation in the general curriculum to the greatest extent appropriate in accordance with the student’s Individual Education Plan (IEP) with a priority for students to remain in the general education classroom. Intensive support in the behavior setting is an intervention and part of the program which will be utilized for more significant behaviors of concern. An intensive behavior setting can be used as an alternative schedule until student is ready to transition. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Essential Academics (EA)
The Essential Academics classes are designed to serve students in all grades. Students receive instruction through an alternative curriculum that focuses on prerequisite skills at the essence level of the general education curriculum (TEKS). In addition to the alternative grade level curriculum, the Essential Academics setting helps each student develop the skills needed for independent living, such as social skills, functional academics, pre-vocational and vocational skills, self-help, and activities of daily living. These services are determined on an individual basis by the Admission, Review and Dismissal (ARD) committee.

Early Childhood Special Education (ECSE)
Early Childhood Special Education (ECSE) provides special education services to children ages 3-5 who have an Individual Education Plan (IEP). Services begin on the child's 3rd birthday. ECSE services are provided through a continuum of service options that may include "drop-in" speech therapy, in-class support, or specialized instruction. Decisions about a child's program are made by the Admission, Review, and Dismissal (ARD) committee and are based on the child's assessment information.