Texas House Bill HB1802

Texas 2013 - 83rd Regular

Caption

Relating to the date by which a school district must complete a report of an initial evaluation of a student for special education services.

Impact

The impact of HB 1802 will be significant for school districts in Texas, as it formalizes the timeline for evaluations which can affect how promptly students can receive special education services. By establishing clear guidelines on the completion of evaluation reports, the legislation is intended to streamline processes within educational institutions, potentially improving outcomes for students who need specialized assistance. This change is especially pertinent for prekindergarten students, ensuring they too are assessed in a timely manner.

Summary

House Bill 1802 focuses on amending the timeline by which school districts must complete a report of an initial evaluation for special education services. The bill stipulates that this evaluation report must be completed no later than the 60th school day following the date on which the school district receives written consent from the student's parent or legal guardian. This change aims to ensure timely assessments of students who may require special education support, thus enhancing their access to necessary educational resources.

Sentiment

The general sentiment surrounding this bill appears to be supportive among educators and advocates for special education. It is viewed as a step forward in improving the educational experience for students with special needs. However, there could be concerns regarding the adequacy of resources and personnel in schools to meet the new evaluation timelines, which could lead to challenges in implementation.

Contention

There may be points of contention regarding the bill's implementation, particularly around the ability of school districts to meet the new deadlines without additional funding or resources. Critics of the bill might argue that while the intent to expedite evaluations is commendable, without adequate support, schools may struggle to comply with these requirements, potentially affecting the quality of evaluations and services provided to students with special needs.