Special Education Continuum of Services
Hurst-Euless-Bedford ISD provides a continuum of services for students who are eligible for special education. Services are designed for the successful implementation of each student’s Individual Education Plan (IEP) in the least restrictive environment. The IEP outlines the specially designed instruction a student with disabilities receives as a result of his/her disability.
PPCD services are designed to meet the needs of children, 3-5, who have a significant delay in one of more areas of development. The focus of this service is to provide access to the Prekindergarten or Kindergarten Texas Essential Knowledge and Skills using specially designed instruction as outlined in each student’s IEP. The overall intent of the service is to promote skill development in the areas of speech, language, self-help, socialization, cognition, pre-academics, and gross and fine motor skills.
Three and four year old students with IEP’s generally receive services for a portion of the day.
Five year old students with IEP’s receive full day services, as kindergarten students. These services may be delivered in the school or community partnership setting, dependent upon the degree of developmental delay.
Acquiring Communication Together-1 (ACT 1)
ACT 1 is a classroom-based program implemented by Speech/Language Pathologists that provides speech and language remediation to 3, 4, & 5 year old students with severe articulation and language disorders.
Personal Academics and Language Support (PALS)
PALS services are designed to meet the individual needs of students through acquisition and advancement of academic readiness concepts based on prerequisite skills tied to grade level Texas Essential Knowledge and Skills, language and communication skills with the use of assistive technology, personal independence routines, school community involvement and functioning, development of recreation and leisure activities, and age-appropriate work competencies.
Functional Academics and Community Integration (FACI)
FACI services are designed to meet the individual needs of students through development of academic skills tied to grade level Texas Essential Knowledge and Skills and specific individualized functional proficiencies. This service includes application of academic skills in the functional aspects of age-appropriate vocational, social, and community life.
Community integration broadens as students’ progress from elementary to secondary settings. In elementary school, the community is the school itself since we do not expect elementary students to be independent in the outside community without adult supervision. At the secondary level, community integration moves outside the school walls where students work on vocational skills, safe public interactions, and independence in preparation for competitive or sheltered employment.
Positive Approach to Creating Emotional Success (PACES)
Positive Approach to Creating Emotional Success is an elementary-based program designed for students who have IEP’s addressing significant emotional needs which interfere with their ability to learn.
Behavior Intervention (BI) Services
Behavior Intervention Services provide individualized behavior intervention designed to meet the needs of secondary aged student with emotional or behavioral difficulties. The emphasis of instruction is devoted to the enhancement of mental health and development of social skills. Integration with the general education environment is an important component of this service.
Instructional Resource (IR) Services
Instructional Resource Services are provided to meet the needs of students with IEP’s requiring intervention of academic and developmental skills. Services provide access to specialized instruction and/or curriculum. These students have the capacity to master core curriculum at a modified level but may require specialized intervention and/or curriculum.
In this setting, both special education and general education teachers share responsibilities in teaching students with IEP’s in the general education classroom.
Content Mastery (CM) Services
Content Mastery Services meet the needs of students with IEP’s in general education classes who require specialized instruction and modifications to succeed academically. The content mastery teacher may provide both direct and indirect services to students by providing for necessary modifications and accommodations. Services may include test modifications, resource information/materials, consolation with general education teachers, and regular monitoring of student progress.
Adult Transition Services
Adult Transition Services provide students, ages 18-22, individualized instruction to support transition into adult community life. The areas of transitioning include post-secondary education, vocational training, community participation, recreation and leisure, and independent living.
Homebound Services are available to students who are unable to attend classes due to long-term medical conditions. Eligible students served on a homebound basis are expected to be confined for a minimum of 4 consecutive weeks as documented by a licensed physician. Homebound services are also provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year as documented by a licensed physician.
Speech Language Services
The Speech Language Pathologist provides services to eligible students who have communication disorders that adversely affect general educational performance in the areas of articulation, receptive/expressive language, fluency, or voice quality. Licensed Speech and Language Pathologists conduct an evaluation, determine diagnosis, design a communication program, and implement the individualized education program. The primary goal of services is to assist students with speech impairments to benefit from instruction and effectively communicate with peers and adults.
In-Home Training/Parent Training
In-Home trainers, in partnership with parents, provide students with appropriate learning activities and experiences. The purpose is to fulfill students’ potential for intellectual, emotional, physical, and social growth. In-home trainers and parents work with classroom teachers to provide the transition of skills from school to the home.
Adapted Physical Education
Adapted physical education teachers promote appropriate participation in a physical education program for student with physical/intellectual disabilities. They work with students, teachers, and paraprofessionals, to create a program that ensures physical and motor fitness, as well as social improvement for students.
Services for the Visually Impaired
Specialists in Visual Impairment provide services to students identified on a continuum from low vision to total blindness. These instructors teach compensatory skills at the student’s visual functioning level and work with classroom teachers as well as individual students.
Services for the Auditorially Impaired
Students with partial to full hearing loss work with special instructors who coordinate services with general education and special education. Access is provided to assistive technology devices such as hearing aids and FM transmitters.
Based upon individual evaluations by psychologists, counseling services may be recommended for specific students, if necessary for the student to progress on their IEP.
Music Therapy is a program that provides specific methods of learning enhanced by music. These students require the components of music therapy in order to make progress in their previously determined goals and objectives.
Occupational Therapy is a related service provided to students who qualify. Occupational Therapy typically promotes fine motor, sensory or daily living skills that are needed for progress toward educational goals and objectives.
Orientation and Mobility Training
Orientation and Mobility training is a service for eligible students with visual impairments. This training assists students in developing independence when accessing their environment.
Physical Therapy is a related service provided to students who qualify with gross-motor disabilities. Services provide assistance to the special and general education curriculum in the area of ambulation and positioning.
Students served through special education may be eligible for transportation services as a related service. Specific supervision and safety guidelines are applied for transportation services for children with disabilities.