Child Find in the State of Texas

Child Find-Serving Children with Different Learning Needs

Child Find is a free referral information service that helps children who need assistance with learning challenges which prevent them from doing well in school. By pinpointing problems early, beginning at birth, Child Find offers every infant, child, and youth an equal chance to achieve his or her full potential.

For example, if you notice that your child plays differently from others, or has problems with vision, hearing, speech, or coordination, he or she may benefit from services offered through the public schools. Does your child demonstrate problems or difficulties in any of the following areas?

Speech/Language (difficulty pronouncing words, difficulty being understood by others, has difficulty or does not respond when spoken to, and/or does not babble, coo, or talk)

Hearing (inappropriate response or no response to sound, chronic ear problems, and/or pulls ears) Vision (unable to see things close up and/or far away, avoids eye contact, unable to follow objects, squints eyelids together, and/or rubs eyes often)

Cognitive/Mental (does not understand directions or instructions, does not play or relate to others, and/or does not identify common objects)

Motor/Physical Development (uneven or no movement, physically overactive or passive, clumsy, and/or limited strength, vitality, or alertness)

Behavior (restless, need for constant movement, no understanding of real dangers, and/or experiences drastic mood swings)

Self-Help (some concerns may be: does not try to feed self, rarely expresses wants or desires, and/or shows little or no independence)

No one knows your child better than you. That is why you are more likely than anyone else to notice something different in your child’s behavior, physical ability, mental development, or learning patterns. If a child with a learning difference begins working with an educational professional when problems are first noticed, the chances are much greater that the child will have a positive experience at school.

If you are concerned that your child seems to be learning or playing differently than others, please call Carmen Murray in the Special Education department at 882-1600 ext: 1368 for more information. We’re here to help you access services to meet the unique learning needs of your child.

Related Sites

http://www.cdc.gov/ncbddd/child

http://www.nncc.org --  Update  Coming Soon

http://www.ocean.k12.wa.us/early/ChildDevChart.htm  --  Update  Coming Soon

http://www.familiesonlinemagazine.com/child-development/  -- Update  Coming Soon 

http://www.pbs.org/parents/childdevelopment

*The information on this page was taken from the state Child Find pamphlet.

CHILDREN BIRTH THROUGH 21

The Southside Independent School District is responsible for Child Find identification and evaluation for all students suspected of having a disability residing in the district. This includes children birth through 21 years of age who are in public schools, private schools, are being home schooled, or are kindergarten eligible, but not enrolled. Early identification and intervention is essential to help ensure school success.

If a child is having significant difficulty with vision, hearing, speech, behavior, is experiencing slow development typical for his/her age, physical impairments, or learning difficulty, he/she may be a child with a disability. Please contact: Carmen Murray 210-882-1600 ext. 1368.

If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation.

If the district or charter school decides to evaluate the student, it must complete the student’s initial evaluation and evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student. However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by the number of school days equal to the number of school days that the student is absent.

There is an exception to the 45-school-day timeline. If a district or charter school receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.

Upon completing the evaluation, the district or charter school must give the parent a copy of the evaluation report at no cost. Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.

Contact for Special Education Referrals:

The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for special education services is:

• Dr. Ernesto Salinas, Director of Special Programs 

• Phone Number: (210) 882-1600 ext: 5126

Transition In Texas

The Texas Transition and Employment Guide provides youth, young adults, parents and professionals with secondary transition resources to facilitate a young person’s progress towards post-secondary goals to education, employment, and community living.

This guide will continually be updated.

Please select from the link below for more information

Texas Transition and Employment Guide (English/Spanish)

Transition Coordinator:  Gary Hiett    Phone:  (210) 882-1600  Ext. 5166, Email:  gary.hiett@southsideisd.org

The Work-Based Learning (WBL) Program is a cooperative effort between the student, parents, school and a local business, to provide students with an opportunity to obtain specific employ-ability skills and to practice social skills

in an actual work environment.

Benefits to Business:

• Pre-screened Highly Qualified Applicants

• Support from School

• Giving Candidates training Opportunities

• Positive Community Image/ Good for Business

• Candidates who will grow with the Company

• Students do well- their grades are tied to their job

• Business may be eligible for Tax Incentives

Labor Law – Non-Paid:

(to protect student and business), issued from the U.S. Dept. of Labor, differentiates a training experience from actual employment:

• Training Consistent with goals of the students’ Individual Education and/or Transition goals

• “Experience” benefits the student

• Student does not displace the employee when in the place of business

• The employer receives no immediate benefit from the student’s performance

• The student is not guaranteed a job at the conclusion of the training program

• The student is not entitled to pay for his/her training

• The student will rotate job training assignments as each student meets his/her training goals

Agreements:

Students

• Follow school and business behavior guidelines

• Attend school and Work-related training regularly

• Come to School/ training site dressed and groomed appropriately

Parents

• Provide support to the school and student in the program

• Provide school medical insurance or proof of personal coverage

• Assume liability for son/daughter in community setting

School District

• Provide job coaches to supervise and, at times train the student (non-paid)

• Provide support to students and business

• Provide business with guidance on effective strategies for successfully employing students with disabilities

Business

• Provide training site and training for entry level job skill

• Collaborate with the Job Coach for determination of work skills to be learned and supports needed

• Provide feedback about the student’s performance