HEB ISD Special Education - Special Education Services

Hurst-Euless-Bedford ISD offers a range of services for students who qualify for special education. These services are tailored to support each student's Individual Education Plan (IEP) in the most inclusive setting possible, detailing the specific support and teaching methods a student with disabilities receives. The Special Education Department provides personalized services that include both related and instructional.

Related Services:

Related services are extra supports, like transportation and other helpful activities, that a child with a disability might need to succeed in special education. These services can include:

Assistive Technology
Counseling Services
School Health Services (including assistance with health-related needs during the school day, e.g. catheterization)
Music Therapy
Occupational Therapy
Physical Therapy
Psychological Services
Transportation Services

Instructional Services:

Adaptive Physical Education
Assistive Technology
Auditory Services
Behavior Intervention (BI)
Blended-PK
Co-Teaching
Content Mastery (CM)
Dyslexia
Homebound
In-Home and Community-Based Training or Viable Alternatives
Moving into Adult Roles and Communities (MARC)
Personal Academics and Language Support (PALS)
Resource/Self-Contained (Pull-Out Services)
Speech / Language Therapy
Structured Academics and Behavioral Learning Environment (SABLE)
Vision Services

Assistive Technology

Adaptive Physical Education

Adapted physical education is a program for students with disabilities from birth to 22 years old. It includes a variety of activities like games, sports, and dance, tailored to each student's abilities and interests. This program helps students who may need different activities than those in regular PE classes. Support is provided in various settings, from one-on-one and small groups to inclusion in general PE classes, ensuring students learn in the best environment for them.

For information regarding Adapted P.E., please contact:

Taylor Smith

Adapted P.E. Teacher

TaylorSmith@hebisd.edu

Auditory Services

HEB offers a variety of services to support students with hearing impairments. The Deaf Education teacher’s main role is to provide specialized instruction and services to meet the unique needs of these students. This includes working directly with students and consulting with their special and general education teachers and other staff.

The Deaf Education teacher assesses each student's needs and teaches skills to help them succeed, access all areas of school, and communicate effectively with others.

Services include:

Assistive Listening Devices
Interpreters
Communication Skills

Behavior Intervention (BI)

Behavior Intervention Services provide individualized behavior intervention designed to meet the needs of secondary age students with emotional or behavioral difficulties. The emphasis of instruction is devoted to the enhancement of mental health and the development of social skills. Integration with the general education environment is an important component of this service.

Blended-PK

Special Education services are provided for the four-year-old ECSE student in the general education setting. Additional support is added to assist with IEP implementation.

Co-Teaching

In this setting, both special education and general education teachers share responsibilities in teaching students with IEPs in the general education classroom.

Content Mastery (CM)

Content Mastery Services meet the needs of students with IEPs 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, consultation with general education teachers, and regular monitoring of student progress.

Dyslexia

For information regarding our Dyslexia Program, please contact or visit our website for more information:

Cyndi Riggs

Coordinator of Special Education, Instruction

CynthiaRiggs@hebisd.edu

https://sites.google.com/hebisd.edu/hebisddyslexia/heb-isd-dyslexia

Early Childhood Special Education (ESCE)

ECSE services are designed to meet the needs of children, ages 3-5, who have a significant delay in one or more areas of development. The focus of this service is to provide access to the Prekindergarten Guidelines 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.

Students who meet Pre-K and ECSE eligibility criteria may access full day ECSE
Students who are three-years-old or do not meet Pre-K eligibility criteria may access half day ECSE

For information regarding ECSE, please contact:

Early Childhood Team

817.399-2264

EarlyChildhoodTeam@hebisd.edu

Functional Academics and Communication Integration (FACI)

FACI services are designed to meet the individual needs of students through the development of academic and adaptive skills acquisition using an alternate curriculum tied to grade level Texas Essential Knowledge and Skills and specific individualized functional proficiencies including increasing communication, behavioral, motor, and self-help skills. This service includes application of these skills in the functional aspects of age-appropriate vocational, social, and community life.

Homebound

The special education teacher provides instruction for students who are unable to attend school due to a medical reason for a minimum of four cumulative or consecutive weeks during a school year. A licensed physician must document the medical reason on the appropriate forms. The ARD committee determines the amount of instructional time provided. This is one of the most restrictive environments in which services can be provided.

In-Home and Community-Based Training or Viable Alternatives

Special education personnel provide direct instruction in the student’s home and/or community environment to address the needs of the child. The focus of In-Home training includes generalization of skill from school-to-home, home-to-school, home-to-community, etc. This training must be considered for a student with the diagnosis of autism and may be considered for students with other disabilities if the committee observes an educational need for the service. Possible alternatives that could be considered in lieu of in-home or community-based training include:

Visual schedules/supports for use in the home/community
Communication notebook
Scheduled parent observation at school
Videotaped samples of adult working with student
Parent conference for sharing of ideas/strategies

Moving into Adult Roles and Communities (MARC)

Adult Transition Services provide students, ages 18-22, individualized instruction to support transition into adult community life.

For information regarding the MARC program, please contact:

Shanna Grindle

Coordinator of Special Education, Assessment

shannagrindle@hebisd.edu

Music Therapy

For information regarding Music Therapy, please contact:

Desiree Kelley

Music Therapist

DesireeKelley@hebisd.edu

Occupational Therapy

Personal Academics and Language Support (PALS)

PALS services are designed to provide an Alternate Curriculum tied to the Texas Essential Knowledge and Skills for those students who require a pervasive level of support. Daily medical interventions are necessary to help the student function and demonstrate progress with the use of assistive technology and cuing and prompting. Supervision is necessary to ensure their health and safety. This life-long support applies to nearly every aspect of the individual’s routine.

Psychological Services

Physical Therapy

Resource/Self Contained (Pull-Out Services)

Special education personnel provide direct instruction, driven by the student’s IEP, in the special education classroom. Students are working on accessing and making progress in the enrolled grade level curriculum.

Speech Language Therapy

Speech Language Pathologists are available to provide therapy to eligible students for voice, fluency, articulation, language, and pragmatic deficits. This service may be provided to students ages 3-22 in conjunction with additional special education services or in isolation.

Structured Academics and Behavioral Learning Environment (SABLE)

SABLE is an elementary and junior high based program designed for students who have IEPs addressing significant social communication needs, sensory, and behavioral difficulties that interfere with the student’s ability to learn and be successful in the general education classroom. Special education personnel trained in behavioral interventions and social communication provide behavioral, communication, and sensory support for students identified by their respective ARD committees as needing specialized instruction regarding these areas of deficit. Personnel working in the SABLE program provide direct instruction on behavior and communication goals in the special education classroom with the goal of moving the student back to the general education classroom.

Positive Approach to Creating Emotional Success (PACES) Positive Approach to Creating Emotional Success is an elementary-based program designed for students who have IEPs addressing significant emotional needs, which interfere with their ability to learn. Special education personnel trained in behavioral interventions provide behavioral support for students identified by their respective ARD committees as needing specialized instruction regarding behavior. Personnel working in the PACES program provide direct instruction on behavior goals in the special education classroom with the goal of moving the student back to the general education classroom.

Vision Services

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