Texas Senate Bill SB710

Texas 2013 - 83rd Regular

Caption

Relating to professional development institutes regarding education of students with disabilities to serve as a resource for public school teachers and paraprofessionals.

Impact

If enacted, SB710 would amend the Texas Education Code, specifically adding provisions for professional development targeted at better educating students with disabilities. The bill includes stipulations for the development of instructional techniques based on scientifically validated research, ensuring that teachers are trained in effective teaching methods. Moreover, the provision of stipends for teachers and paraprofessionals who complete these training institutes highlights a commitment to incentivizing professional growth in this critical area of education.

Summary

SB710 is a legislative measure aimed at enhancing the professional development of teachers and paraprofessionals who work with students with disabilities. The bill mandates the establishment of professional development institutes that focus on research-based instructional strategies tailored for these educators, particularly those working with students diagnosed with autism spectrum disorders. One of the objectives of the bill is to equip teachers with the necessary skills to manage behaviors associated with disabilities, thereby improving the educational experience for affected students and fostering more inclusive classroom environments.

Sentiment

The sentiment around SB710 is generally positive, especially among educators and advocates for students with disabilities. Proponents argue that the bill is a significant step toward ensuring that educators are well-prepared to understand and address the unique challenges these students face. Critics, if any, might express concerns regarding funding or the implementation of such programs, but overall, the bill depicts a proactive approach towards improving educational outcomes for students with disabilities.

Contention

While there is broad support for the intent of SB710, some potential contention areas include the prioritization of funding for these professional development institutes and the criteria for selecting teachers and paraprofessionals who can attend. As teachers who frequently interact with students with autism spectrum disorders are given priority, there may be concerns around equitable access to these valuable training programs for other special education professionals.