Teen with dyslexia shares how she uses technology to read and write

If you want to be inspired, check out this video and meet Nichelle, a freshman in high school with Dyslexia. She’s had challenges with reading and writing since kindergarten – but that hasn’t stopped her!  Hear how she has overcome her challenges and how using technology has helped her pull her grades up to A’s and B’s!

Proposed TEA Rules on Special Education

TEA has proposed changes in three sections of the state rules on students with disabilities. Public comment period on these proposed changes is Nov. 25 – December 27, 2016. The links for making comments on each of the 3 sections are available on the TEA website.

Hearings on the first 2 proposed rule changes (Division 2 & 7) will be held December 8 & 9, 2016 at the TEA building in Austin. People can sign up to comment each morning.

Please post your comments about the proposed rules below. You may see some changes or issues that I am overlooking. Continue Reading

Feds to visit Texas to ask residents about special education

The U.S. Department of Education is coming to Texas to to continue an investigation into whether the state is illegally keeping students with disabilities out of special education services after learning of the Houston Chronicle articles on special ed services in TX.

Federal officials will hold public listening sessions” with students, parents, advocates and educators in Houston, Dallas, Austin, El Paso and Edinburg next month, the department said. The meetings will take place during the week of Dec. 12.

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Building a Just Society: Why Diversity & Inclusive Education Matter

This month, we want to talk about why inclusive education is important, and why ensuring that special education support is provided in a student’s least restrictive environment matters not only in the short term, but also in the long run.

DREDF is founded on the idea that disability rights are civil and human rights. In the Parent Training and Information Center (PTI), we work to train, support and empower parents and community partners to keep children with disabilities in their most inclusive, least restrictive educational settings, and to ensure that if children need a different kind of setting for some or all of their day, the long term goal is always to help them return to a program where they interact with children without disabilities. There are no special day classes in real life—we want all children to participate in and contribute to their communities, and to avoid institutionalization and isolation.

We know that sometimes the general education environment does not offer enough support to help a child reach their IEP goals. IEP goals are at the center of the special education process—once evaluation establishes a starting point, goals for one year later determine the types of services (speech, social skills, academic, motor, behavior, etc.) needed and how much specialized instruction, support and accommodations/modifications a student requires to receive a FAPE (free, appropriate, public education). We help parents understand their options, including the option to advocate to pull children out of their regular classrooms at times, because critical learning needs can’t be addressed there.

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