Mansfield ISD Special Education Services & Supports
Supplementary aids and services help students with disabilities access the general education curriculum. In accordance with the Individuals with Disabilities Education Act (IDEA), Mansfield ISD provides services and supports based on each student’s Individualized Education Program (IEP).
The MISD special education department provides specialized instruction to students in the Least Restrictive Environment (LRE). In accordance with IDEA, removal of students with disabilities from the regular education environment occurs only when the nature or severity of the disability is such that education in regular classes with the implementation of supplementary aids and services cannot be achieved satisfactorily.
Mainstream
The mainstream instructional setting provides a continuum of special education services to students in the general education classroom. Students may receive consultative, direct, and/or indirect support from special education staff as outlined in the IEP. The ARD/IEP committee will determine the amount of specially designed instruction each student requires to access the general education curriculum.
Resource
The resource setting provides special education services outside of the general education classroom (specially designed pull-out instruction for academic, behavior and/or functional needs). The ARD/IEP committee determines the amount of specially designed pull-out time a student requires based on the level of support and/or modifications needed to access the general curriculum.
Self-Contained
The self-contained setting provides the majority of special education services outside of the general education classroom. Specially designed Instruction (SDI) is needed to address significant academic, social, behavioral, and/or functional needs. TEKS are being modified to access and progress in the general curriculum.
These specialized supports are provided in classrooms for students needing intensive instruction. Students receive services based on their individual needs as determined by the ARD committee. Each student maintains the opportunity to participate in the general education setting to the maximum extent appropriate based on ARD/IEP documentation.
Success
Success is a structured setting that provides specially designed services and supports to meet the social/emotional and behavioral needs of students exhibiting significant daily maladaptive behavior across multiple environments that impedes the safety and learning of themselves and/or others.
ISLE
ISLE is a structured setting that provides specially designed services and supports to meet the social/emotional and behavioral needs of students exhibiting severe deficits in multiple areas of development including functional communication, social/behavior, and self-help. This program is designed for students who are engaging in daily maladaptive behavior across multiple environments that impedes the safety and learning of themselves and/or others.
FALS
FALS is a structured setting that provides specially designed instruction services and supports to teach academic and functional skills (behavior, daily, social, etc.) to students who require an alternate curriculum. The alternate curriculum provides specialized supports to help students access the TEKS through the aligned essence statements.
FLS
FLS is a structured setting that provides specially designed instruction services and supports to teach academic and functional skills (behavior, daily, social, etc.) to students who require an alternate curriculum. The alternate curriculum provides specialized supports to help students access the TEKS through the aligned essence statements. The services may include daily medical nursing support.
Preschool Speech Only (PSO) 4 yr
The Pre-School Speech Only (PSO) program is designed for students ages 3 through 4 who exhibit moderate delays in articulation and/or errors in one or more phonological processes. These students may also demonstrate moderate language delays or disfluencies. Service delivery is typically provided through small group instruction on the student’s home campus.
PK Mainstream
The mainstream instructional setting provides a continuum of special education services to students in the general education classroom. Students may receive direct and/or indirect services from special education staff as outlined in the IEP. The ARD/IEP committee will determine the amount of specially designed instruction each student requires to access the general education curriculum.
In the PK Blended classroom, SpEd supports and services are provided by a dually certified PK Teacher. The classroom maintains a smaller student-to-staff ratio and is designed for students with academic, language, and/or social deficits.
Self-Contained Full Day Program (ECSE)
The Early Childhood classroom is a structured environment that provides instruction to students with disabilities. The Early Childhood classroom provides specially designed services and supports for students exhibiting severe deficits in multiple areas of development, including functional communication, social language, social/behavior, self-help, and personal care. Supports and services also focus on cognitive, adaptive, and behavioral skills that limit a student’s ability to access a less restrictive setting.
Preschool Speech Only (PSO) 3 yr
The Pre-School Speech Only (PSO) program is designed for students ages 3 through 4 who exhibit moderate delays in articulation and/or errors in one or more phonological processes. These students may also demonstrate moderate language delays or disfluencies. Service delivery is typically provided through small group instruction on the student’s home campus.
EE Self-Contained ½ Day Program (ECSE)
The Early Childhood classroom is a structured environment that provides instruction to students with disabilities. The Early Childhood classroom provides specially designed services and supports for students exhibiting severe deficits in multiple areas of development, including functional communication, social language, social/behavior, self-help, and personal care. Supports and services also focus on cognitive, adaptive, and behavioral skills that limit a student’s ability to access a less restrictive setting. The ARD/IEP committee will determine the amount of specially designed instruction each student requires to access the general education curriculum.
