Relating to a contracted services program for certain students with a severe pervasive developmental disorder or a severe intellectual disability.
Impact
The implementation of SB 1871 is expected to significantly alter the landscape of special education services in Texas. By allowing students to enroll in qualifying institutions outside their local districts, the bill aims to provide more tailored educational environments for those with severe disabilities. This policy could alleviate constraints imposed by traditional public school systems, ultimately promoting better educational outcomes for students who may struggle in standard classroom settings.
Summary
Senate Bill 1871 establishes a contracted services program tailored for students diagnosed with severe pervasive developmental disorders or severe intellectual disabilities. This program allows eligible students to receive specialized education services either at public schools or through qualifying institutions. Such institutions must be community-based educational and therapeutic establishments that satisfy specific criteria, including financial solvency and compliance with health and safety laws. The bill aims to enhance educational support for students with significant needs, ensuring they can access appropriate resources irrespective of their residential school district.
Contention
Despite its potential benefits, the bill has generated discussions around key issues, including the waiver of rights under the Individuals with Disabilities Education Act when students attend qualifying institutions. Critics express concerns that this could undermine established rights and protections for students with disabilities. Additionally, there are apprehensions regarding the funding mechanisms, transparency, and accountability of qualifying institutions, which some argue may not receive the same rigorous oversight as public schools.
Provisions
The bill contains provisions to ensure that parents of eligible students are well-informed about their options and the implications of participating in this program. This includes requirements for written notifications to parents, the establishment of academic goals for students, and the establishment of an evaluative process for the program. Furthermore, the bill mandates that the qualifying institutions maintain certain standards to ensure student welfare and educational quality.
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 dyslexia evaluations and services for public school students, the provision of services for students with dyslexia and related disorders, and certain parental notice regarding the rights of parents of public school students with disabilities.
Relating to the establishment of the Building Better Futures Program to support educational and occupational skills training opportunities and support services for students with intellectual and developmental disabilities.
Relating to the terminology used in statute to refer to intellectual disability and certain references to abolished health and human services agencies.
Relating to the terminology used in statute to refer to intellectual disability and certain references to abolished health and human services agencies.
Relating to the establishment of the Building Better Futures Program to support educational and occupational skills training opportunities and support services for students with intellectual and developmental disabilities at public and private institutions of higher education.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to counselors employed by school districts, including the use of consistent terminology in the Education Code to refer to school counselors and a license requirement for licensed professional counselors employed by school districts.
Relating to counselors employed by school districts, including the use of consistent terminology in the Education Code to refer to school counselors and a license requirement for licensed professional counselors employed by school districts.
Relating to the establishment of certain programs to facilitate early high school graduation and enrollment at public institutions of higher education and to the repeal of the Early High School Graduation Scholarship program.
Relating to abolishing the Texas Higher Education Coordinating Board and transferring the coordinating board's functions and activities and the State Board of Education's statutorily assigned functions and activities to the Texas Education Agency.