- The statement Aiding Students Who Have Learning Difficulties or Who Need Special Education or Section 504 Services describes various supports that are available to struggling students including Response to Intervention (RtI), Section 504 Services, and Special Education. The document describes the process for requesting an evaluation for special education or Section 504 services as well as additional resources for students with disabilities.
- A letter re: HB657, in both English and Spanish, describes the processes in place for 5th & 8th grade students who failed STAAR.
- Adapted PE: 210-397-2453
- Assistive Technology: 210-397-3527
- Auditory Impairment: 210-397-1578
- Autism: 210-397-8742
- Homebound: 210-397-8811
- OT/PT: 210-397-2428
- Psychological Services: 210-397-3508
- Special Education: 210-397-8742
- Speech/Language: 210-397-8751
- Visual Impairment: 210-397-3568
Most children reach developmental milestones at about the same rate. However, some children may be delayed in some areas and require assistance. Other children may exhibit significant speech/language, health, physical, mental or emotional problems which can negatively affect their educational progress. Children with developmental delays or specific difficulties may be helped through Child Find.
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal funds from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."
Commonly Used Acronyms in Special Education.
Updates in Special Education
Beginning with the 2017 school year, the Texas Education Agency (TEA) changed the way it reports special education enrollment in school systems. TEA no longer includes a target for a school system’s total numbers of students in special education as part of state monitoring.
For special education representation, TEA only reports on over- representation within certain race, ethnicity and disability categories, as required by federal law. School systems cannot use this reporting data to delay, deny or prevent a referral for an evaluation for special education services.
Special education/IDEA eligibility
The Individuals with Disabilities Education Act, also known as IDEA, is a federal law that gives eligible students with disabilities the right to receive special education services and assistance in school. To be eligible for special education services, a student with a disability must need instruction that is specially designed to meet the student’s unique needs based on that disability.
Who can request an evaluation for special education?
A parent or guardian has the right to request a special education evaluation at any time. It is best to submit this request in writing to your school’s principal or to the school district’s special education director. If your child is pre-school age and not yet enrolled in school, send the letter to the district’s special education director. School:
If the school knows or has reason to suspect that the student has a disability and a need for special education services, the school must refer the student for a special education evaluation. More information on evaluation timelines can be found on the TEA website. A parent or guardian has the right to request a special education evaluation at any time.
Resources for Families
TEA has created topic specific information for families. Family members can call (855) 773-3839 or visit SpEdTex.org to find answers to their questions as well as general information about special education.