ECSE
Early Childhood Special Education (ECSE) is a state and federally mandated program for young children with disabilities ages 3-5. Eligible children are entitled to receive a free, appropriate public education (FAPE) under the Individuals with Disabilities Education ACT (IDEA) in the least restrictive environment (LRE) in accordance with their individual needs. Children who meet eligibility criteria may receive ECSE services in a variety of settings such as a pre-kindergarten classroom, in the home, or in a community setting such as Head Start and pre-school.
Fort Worth ISD provides ECSE educational services for childresn ages 3 to 5 who have the need for a continuum of special education services. The goal of their instruction is always to move toward an inclusive educational setting with their age-appropriate peers without disabilities.
RISE
Reaching Independence through Structured Education (RISE) Classrooms are a placement option on a continuum of services designed to meet the needs of students with significant developmental disabilities who require specialized, extensive supports to access the grade-level currculum and environment.
Homebound Services
The Homebound Program provides an educational support option for students who are expected to be confined for a minimum of four weeks or 20 days throughout the school year for chronically ill students as documented by the student's licensed physician.
Hospital Services
The Hospitla Program provides an educational support option for students who have been admitted to the hospital by a licensed physician and are unable to receive instruction on a general education campus due to a medical condition confining them to the hospital. Eligibility is also determined by the physician.
Inclusion Services
Inclusion services happen directly in the general education classroom. A Special Education Teacher or trained Teaching Assistant works alongside the classroom teacher to provide real-time support, accommodations and modifcations. The amount of in-class support varies by student need - it may be daily or a few days per week as determined in the IEP. Supports are planned collaboratively between the general education teacher and the special education personnel, and are designed to help students fully engage in the grade-level curriculum.
Resource Services
Students are pulled-out of the general education classroom for a portion of the content block to receive intensive, individualized, or small-group instruction in a special education setting. Instruction and support is tailored to the student's unique needs, as outlined in the IEP. Special education teachers collaborate with general education teachers to coordinate lesson timing, ensure consistent support, and maintain learning connections between settings.
Speech Language
School-based speech-language pathologists (SLP) treat students with impairments that impact one or more of the folloing areas:
Speech sound disorders
Language disorder
Fluency disorder
Voice disorder
Students may be eligible for speech therapy if they meet TEA eligibility criteria in one or more of the above areas. To meet eligibility criteria, TEA mandates student's impairment impacts academic instruction and performance.
Visual Impairment
Fort Worth ISD offers a comprehensive program for students with visual impairments that are found eligible for services. This program provides individualized instruction to students who are visually impaired, which enables them to access the curriculum in the least restrictive environment. Orientation and mobility services may be provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home and community.
Deaf/Hard of Hearing & RDSPD
Fort Worth ISD serves eligible students who are deaf or hard of hearing (DHH) aged birth through 21 years of age. Regional Day School Programs for the Deaf (RDSPD) in Texas were instituted by the Texas Education Agency to provide quality services to all students in Texas who are Deaf or Hard of Hearing (DHH). Due to the low incidence of hearing loss, students may come from several districts to a cluster site for education services (Waverly Park Elementary, Leonard Middle School, and Western Hills High School) or be served by teachers who are certified to work with students who are Deaf/Hard of Hearing on their home campuses. The Fort Worth RDSPD is established as a shared services arrangement between seven neighboring school districts (Aledo, Azle, Castleberry, Eagle-Mountain Saginaw, Lake Worth, Northwest, and White Settlement).
Adapted Physical Education
Adapted physical education (APE) is a program for students with disabilities from birth through 21 years of age. This is a diversified program of developmental activities, games, sports, aquatics, and rhythmical movements suited to the interests, capabilities, and limitations of students with disabilities who may or may not safely or successfully engage in the activities of a general physical education program. Instructional, consultative, and collaborative services are provided to students in the least restrictive environment ranging from a segregated environment, one-on-one and small group settings, to inclusion in general physical education class. (Silliman-French & Buswell (2017).
Transition Services
Transition services are a coordinated set of activities for a child with a disability that -
(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and includes—
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives; and
(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.