Relating to content requirements for an individualized education program developed for a public school student with autism or another pervasive developmental disorder.
Impact
The bill mandates that school districts must incorporate feedback from a student's parent or guardian into the development of an IEP. This is significant as it formalizes the role of parents in the educational planning process, ensuring their insights and preferences are considered. Additionally, if specific interventions or services are not included in the IEP, the committee must provide a detailed explanation of why those were omitted, further increasing accountability in the decision-making process.
Summary
House Bill 1928 aims to amend the Texas Education Code to enhance the content requirements for individualized education programs (IEPs) developed for public school students diagnosed with autism or other pervasive developmental disorders. The main focus of this legislation is to ensure that an IEP explicitly includes necessary interventions or services that cater to the educational needs of these students, thereby fostering a more tailored and effective education experience in public schools.
Contention
Discussion around HB 1928 may center on the potential implications for school districts and their resources. While supporters argue that greater inclusion of parental feedback and detailed justification for service omissions will benefit students, critics may raise concerns about the additional administrative burden this could place on educational institutions. The bill’s requirement for more comprehensive documentation in IEPs might lead to debates around resource allocation and the feasibility of implementing these demands across various school districts.
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 a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.
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 a study and report by the Texas Higher Education Coordinating Board regarding best practices for assisting students with autism spectrum disorder.