Special Education Operating Guidelines
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- 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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Mainstream/In-Class Support Services
What's Required
Each school district shall provide services to students with disabilities in order to meet the needs of those students in accordance with 34 CFR § 300.26. Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible people receiving special education services.
What We Do
Mainstream/In-Class Support Services
Special education services are frequently provided through in-class support services in the general education classroom. This allows Katy ISD to provide specially designed instruction to students with disabilities that (a) addresses the unique needs of the student that result from his/her disability and (b) ensures the student's access to the general curriculum.
Monitoring student progress in and of itself does not constitute a special education service. A student with a disability served solely in the general education classroom (mainstream) must have:
- An IEP specifying the special education and related services that enable the student to access the general curriculum and to make progress toward his/her individual goals and objectives; and
- Qualified special education personnel are involved in the implementation of the student's IEP through the provision of direct, indirect and/or support services (a) to the student in the general education classroom and/or (b) in collaboration with the student's general education teacher.
