Seashore charter school

Special Programs

Seashore Charter Schools believes in inclusion and accommodates the special needs of children in the least restrictive environment. Special needs students will be served in the classroom through differentiated curriculum modifications as identified in the individual education plans and accelerated learning stages when appropriate.

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.

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.

bILINGUAL / ESL

The English as a Second Language Program (ESL) is a program that ensures students who are identified as English language learners (EL) receive the assistance needed to reach high levels of English proficiency. ESL is a program that integrates instruction with subject matters that not only targets the second language, but uses that language as a means to learn science, social studies, mathematics, and other academic subjects. ESL applies strategies and methodology designed to teach English reading, writing, listening, and speaking skills to EL students. ESL instruction is in English. In addition, ESL develops content, cognitive, and study skills as they develop their English language skills.

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