Relating to the required completion date of a report concerning an initial evaluation of a student for purposes of special education services.
Impact
The introduction of HB 2182 is expected to have a significant impact on the administration and efficiency of special education services in Texas. By setting a definitive deadline for evaluations, the bill aims to reduce delays in the provision of services, thereby potentially improving educational outcomes for students requiring special assistance. Furthermore, this legislation aligns with federal mandates regarding timely evaluations, thereby promoting compliance and accountability within school districts across the state.
Summary
House Bill 2182 aims to amend the Texas Education Code by establishing a clearer timeline for the completion of initial evaluations for students who are to receive special education services. Specifically, this legislation mandates that a full individual evaluation report must be completed within 60 calendar days from the date that a school district receives written consent from a student's parent or legal guardian. This adjustment is designed to streamline the evaluation process, ensuring that students in need are identified and can access necessary services in a timely manner.
Sentiment
Overall, the sentiment surrounding HB 2182 appears to be positive, particularly among advocates for special education reform. Supporters argue that the bill reflects an important step toward enhancing the rights of students with disabilities by ensuring they receive timely assessments. Conversely, there may be concerns regarding the feasibility of implementing such timelines without adequate resources or training for school personnel, which could affect district-level compliance.
Contention
Notable points of contention center around the implications of enforcing strict timelines during the evaluation process. Critics might raise concerns about potential pressures on educators and school administrators while balancing comprehensive evaluations with the statutory deadlines. Additionally, there may be discussions regarding what resources and training will be necessary for school districts to effectively meet the evaluation requirements stipulated by the bill.
Identical
Relating to the required completion date of a report concerning an initial evaluation of a student for purposes of special education services.
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 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 evaluation under the state accountability system of school district campuses that enroll certain students who receive special education services.
Relating to requirements regarding certain behavior management for a student enrolled in a special education program of a public school and related reporting requirements regarding the use of restraint.
Relating to procedures for the alternative assessment or exemption from assessment of certain public school students who receive special education services and alternative accountability plans for certain campuses serving students who receive special education services.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.