Special Education Operating Guidelines
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- Home
- Accessible Instructional Materials
- Accommodations, Modifications, Supplementary Aids and Services
- Adapted Physical Education
- Adaptive Equipment
- ARD-IEP Committee
- Assistive Technology
- Auditory Processing Disorder (APD)
- Autism
- Commensurate School Day
- Conducting the Evaluation
- Counseling and Psychological Services
- Deaf or Hard of Hearing
- Development of the IEP
- Disability Categories
- Discipline
- Discontinuing Special Education Services
- Dyslexia
- Early Childhood
- Eligibility Determination and Documentation
- Extended School Year Services
- Field Trips
- Full and Individual Initial Evaluation
- Glossary of Terms
- Grade Placement Committee and Graduation
- Health and Medical Services
- Homebound Services
- Identification
- In Home Community Based Training
- Independent Educational Evaluation
- LIFE Skills
- Mainstream (In-Class Support Services)
- Music Therapy
- Occupational Therapy
- Out of District Programs
- Parent Concerns
- Performance Based Monitoring Analysis System
- Physical Therapy
- Private, Religious, and Home Schools
- Programs and Placement
- Re-evaluations
- Referral Process and Initial Evaluations
- Residential Facilities Monitoring
- Resource
- Response to Intervention
- Section 504 and Americans with Disabilities Act
- Special Education Rules and Regulations
- Speech-Language Services
- SPP Data Collection
- State Assessment
- State Performance Plan
- Student Records
- Therapeutic Intervention Program
- Transition Policies and Procedures
- Translation and Interpretation
- Transportation
- Universal Design for Learning (UDL)
- Visual Impairment
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Autism
What's Required
Eligibility definitions:
(1) Autism - A student with autism is one who has been determined to meet the criteria for autism as stated in 34 CFR, 300.8(c)(1). Students with pervasive developmental disorders are included under this category. The IEP team's written report of evaluation shall include specific recommendations for behavioral interventions and strategies.
What We Do
What are the service options for students with autism?
- general education classroom with consultative support from campus and district staff
- general education classroom with direct instructional services from a special education teacher
- a combination of general education and self-contained special education classes with consultative and/or direct instructional services
- self-contained special education classroom with direct instructional services
- specialized autism programs
How are services determined?
- determined by the ARD/IEP Committee
- based upon individual needs of student
- may include related services as determined by the ARD/IEP Committee
- includes technology support as determined by the ARD/IEP Committee
- may include strategies as determined by the ARD/IEP Committee through the autism supplement
What type of training is needed to work with students with autism?
- the extent to which deficits in social, communication, and behavior impact academics and progress in the educational setting
- specially designed instruction
- accommodations and modifications
- technology supports including communication systems
- social skills instruction
- positive behavior support strategies
- principles of structured teaching
- data collection methods and tools
- student work systems
- behavior management principles
Resources
Texas Statewide Leadership for Autism
Community Resources for Parent with Students with Autism Spectrum Disorders
