Relating to additional requirements for individualized education programs developed for children with autism or other pervasive developmental disorders.
Impact
The proposed legislation amends Section 29.005 and introduces Section 29.0052 to the Texas Education Code. One significant alteration is that school districts must inform parents at least seven days prior to ARD meetings, providing them with detailed information about the strategies to be discussed. This requirement aims to foster better communication between schools and families, ensuring that parents are actively involved in the decision-making process regarding their children's education, thereby enhancing parental advocacy in educational settings.
Summary
Senate Bill 198 (SB198) seeks to enhance the educational support provided to children with autism and other pervasive developmental disorders by imposing additional requirements on the development of their individualized education programs (IEPs). Specifically, the bill mandates that the admission, review, and dismissal (ARD) committee consider specific strategies that are ruled as appropriate for such children under peer-reviewed, evidence-based educational practices. This emphasis on research-based approaches is intended to ensure that children receive educational interventions that are validated and effective.
Contention
While supporters of SB198 argue that the bill will lead to improved educational outcomes for children with autism, there may be points of contention regarding its implementation. Critics might express concerns about the practicality of gathering the necessary resources to adhere to the new requirements, particularly for smaller or underfunded school districts. Furthermore, the bill necessitates that schools justify any exclusion of potential strategies from a child's IEP, which could lead to disputes between parents and educational authorities about the appropriateness of specific interventions.
Notable_points
Another noteworthy feature is the provision for non-English speaking parents, where districts are required to translate necessary information into the parent's native language, promoting inclusivity and accessibility in educational decision-making. Overall, SB198 signifies a step towards more tailored educational frameworks that respect and respond to the specific needs of children with developmental disorders while aiming to establish more significant partnerships between educators and families.
Identical
Relating to additional requirements for individualized education programs developed for children with autism or other pervasive developmental disorders.
Relating to additional requirements for individualized education programs developed for children with autism or other pervasive developmental disorders.
Relating to additional requirements for individualized education programs developed for children with autism or other pervasive developmental disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to the terminology used to refer to certain disabilities and to an individualized education team for purposes of determining a student's eligibility for special education services and providing those services in public schools.
Relating to special education in public schools, including the special education allotment under the Foundation School Program, an education savings account program for certain children with disabilities, and a grant program to reimburse public schools for the cost of certain employer contributions for retirees of the Teacher Retirement System of Texas employed to teach or provide services related to special education.