Seashore charter school
Special Programs
SPECIAL EDUCATION
Requests for a Full and Individual Evaluation may be made by parent, the district, TEA or another state agency. During the Referral Process, appropriate personnel will obtain information in the area(s) of suspected disability. This group of school district personnel, with the input of parents, will determine if evaluation is necessary to determine if there is a disability. When needed, appropriate personnel will evaluate formally in the area(s) of suspected disability and informally in all other required areas.
Screenings and evaluations related to special education and 504 identification services are conducted in accordance with state and federal law. Students identified as struggling in an academic area are assessed and provided additional services through the Response to Intervention (RTI) process, including in class remediation, after school tutorials, and/or in-school intervention services.The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
Contact information:
Phone: 1-855-773-3839
Email: [email protected]
504
Section 504 of the Rehabilitation Act
Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 394 (Sept. 26, 1973), codified at 29 U.S.C. § 701 et seq., is American legislation that guarantees certain rights to people with disabilities. It was the first U.S. federal civil rights protection for people with disabilities. Section 504 accommodations address non-discriminatory access for individuals with disabilities or health conditions. It is not education law, but rather civil rights law applied, in this case, to the educational setting.
dYSLEXIA
Texas Education Code (TEC) §38.003 defines dyslexia in the following way:
“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
- “Related disorders” include disorders similar to or related to dyslexia, such as:
- developmental auditory imperceptions
- dysphasia
- specific developmental dyslexia
- developmental dysgraphia
- developmental spelling disability.
The International Dyslexia Association defines dyslexia in the following way: (Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)
- Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
*IMPORTANT CHANGES
FOR FAMILIES TO UNDERSTAND
*CAMBIOS IMPORTANTES
QUE LAS FAMILIAS DEBEN ENTENDER
bILINGUAL / ESL
gifted and talented
links
* indicates required postings
*Student Handbook Statement:English TEA
*Student Handbook Statement: Spanish TEA
*Texas Transition and Employment Guide (English/Spanish)
*SB 139 Notice to Families:English
*SB139 Notice to Families:Spanish
SB-139 Special Education Framework
Special Education - Resources for Parents
Notice of Procedural Safeguards
Aviso Sobre Procedimientos de Proteccion
Parent's Guide to the ARD Process
Special Education Legal Framework Documents
Contact Director of Special Education
Please send an email to the address listed below or call 361-654-1134, for additional information and/or questions on any of the information listed above.