We hope you'll join us this week for our 5 part Facebook series on the Texas Autism Supplement. Texas regulations (TAC 89.1055) require ARD/IEP committees to consider eleven strategies for students with autism. Schools sometimes use the term “Autism Supplement” to refer to a form that they use at ARD/IEP meetings to address these strategies.
The Individuals with Disabilities Education Act (IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP.
It’s that time of year – IEP season! The IEP meeting room will be full of professions – speech pathologists, teachers, occupational therapists, paraprofessionals, principals, case managers, and parent(s). But, who is missing? You guessed it…the student!
The need for school nurse services is sometimes documented in Individual Health Plans (IHP). However, IDEA (Individuals with Disabilities Education Act) also provides several opportunities for the involvement of school nurses in the education of students who are or may be students who qualify for special education services.
Sometimes people think that bullying and conflict are the same thing, but they aren't. Typically minor conflicts don’t make someone feel unsafe or threatened. Bullying, on the other hand, is a behavior with intention to hurt, harm or humiliate and the person targeted is not able to make it stop.
The development of the IEP is a critical step that a student’s team takes to communicate goals and share strategies that will support the student to reach those goals. Careful planning of the IEP meeting is essential when designing the services needed to support the child successfully.
