Special Education
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Services
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Eligibility
Students eligible for special education under TEA guidelines receive services and supports as determined on an individual basis, utilizing data and the present levels of academic achievement and functional performance, via development of the Individualized Education Program (IEP) by the Admission, Review, and Dismissal (ARD) committee.
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Assistive Technology
A device or service which the ARD committee has deemed necessary for a student to make reasonable progress toward the student’s individual education plan.
Occupational Therapy
Provides educationally related support services to students, families and instructional staff to assist students in benefiting from special education, by facilitating the student’s potential for functional independence and participation in educational activities.
Orientation and Mobility
Orientation and Mobility services are provided for students with visual impairments who demonstrate a need for instruction in orientation and mobility skills for safe and independent travel, concept development, spatial awareness, use of the long cane, optical devices, street crossing and/or the use of public transportation. These services may be provided in the school or in the community.
Physical Therapy
Provides educationally related support services to students, families and instructional staff to assist students in benefiting from special education, by facilitating the student’s potential for functional independence and participation in educational activities.
Speech/Language Services
Provided for the evaluation and intervention of communication disorders which include disorders of articulation, language, fluency and/or voice. Provided to eligible students whose communication skills adversely affect their developmental and/or academic skills.
Transition Planning
Transition is helping students with disabilities and their families identify the student’s areas of strengths and areas needing support; and interests and preferences as they identify goals for their life after high school. This includes looking at the supports the student will need during and after completing school, for example, funding and other local agency support.
NEW REQUIREMENT - Texas Driving with Disability Program
Effective September 1, 2023, Texas public schools must provide information about the Texas Driving with Disability program to students who:
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have a health condition or disability that may impede effective communication; and
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receive special education services; or
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are covered by Section 504 of the Rehabilitation Act of 1973.
This information must be provided annually to each student who is 16 years of age or older until graduation or until their 21st birthday. The information about the Texas Driving with Disability program must also be provided to the parents or guardians of eligible students. It may be provided with any transition planning materials that the school provides.
The information on the Texas Driving with Disability page may be used by schools to share with students and parents. In addition, the Texas Transition and Employment Guide will be updated to include information about the Texas Driving with Disability program as it applies to students receiving special education services in Texas public schools.
Webinar Presentation
Printed Materials
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Learn More About Transitional Planning
Introduction to Transition
The transition from school to adult life is an exciting and stressful time for students and their families. For students with a disability, this time creates additional challenges that must be addressed at an early age. Transition planning for students with a disability is not only required by law, but the right thing to do!
For students in NEISD, successful transition from school to life after high school involves:
- working with students to gain a better understanding of their strengths and needs through formal and informal assessments.
- helping students gain confidence through self-determination skills.
- including students in the IEP/ARD process.
- creating goals that will lead the student to reach their life after high school goals.
- including parents in the process.
- using the information from the assessments and conversations to create a transition plan.
- working with each student throughout the year to update their plan and goals.
Student can:
- participate in his/her ARD/IEP no later than the 5th grade.
- completes transition assessments, surveys, or interest inventories
- works with his/her case manager to develop his/her transition plan for life after high school.
- discusses his/her plan with the IEP/ARD committee.
Transition Planning
NEISD official transition planning begins no later than 7th grade or age 13, whichever comes first. Prior to this age, discussions about the transition to life after high school begins as early as appropriate for each student.
Contact an Agency
The school is the main provider of services for students and families until the student graduates. Once a student leaves school, much of his/her support for job seeking, training and help with living needs comes through state social service agencies.
- Basic Agency Information
- Texas and Bexar County Agencies
Prepare for College and Career
We provide support for student planning for college and career. Learn about services and programs in NEISD that offer guidance and services.
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Visual Impairment
Brailling skills, mobility, use and care of assistive devices for the visually impaired and correct usage of note takers are covered. Braille and large type materials are provided as appropriate.
Other Related Services
Provided as determined in the student’s IEP if data indicates that the service is required in order for the student to make progress.
