Texas Senate Bill SB35

Texas 2011 - 82nd Regular

• Out of Senate Committee: 4/26/11
• Introduced: 11/8/10
• Voted on by Senate: 4/29/11
• Refer: 1/31/11
• Out of House Committee: 5/17/11
• Report Pass: 4/26/11
• Engrossed: 4/29/11
• Refer: 5/2/11
• Report Pass: 5/16/11

Caption

Relating to transition and employment services for public school students enrolled in special education programs.

Impact

The implementation of SB35 will have significant implications for the Texas Education Code, particularly in how schools support special education students transitioning into post-school life. State regulations will require that these transitions include careful planning that starts as early as age 14, ensuring that students and their families are well-informed about the available resources and services. This change is designed to promote smoother transitions for students into employment, further education, or independent living by providing them with necessary guidance and access to vital resources.

Summary

SB35 aims to enhance transition and employment services for public school students enrolled in special education programs. The bill mandates that each school district designates at least one employee responsible for coordinating transition services, ensuring these individuals receive adequate training to assist both students and their parents. This provision emphasizes the importance of local and regional collaboration between educational institutions and various state agencies involved in health and support services, creating a more integrated support system for these students as they approach adulthood and life outside the school environment.

Contention

While the bill seeks to enhance the available resources and support for students with special needs, there may be concerns about the adequacy of training and resources provided to those designated as transition coordinators in schools. Furthermore, critiques could arise regarding the effectiveness of interagency collaboration, which is crucial for the successful execution of transition services. Stakeholders will need to monitor how well these proposed systems operate in practice, especially in diverse districts with varying levels of funding and operational capabilities.