Marion ISD

Special Education Handbook

Adapted Physical Education is a diversified program suited to the capabilities, needs, and interests of students with disabilities who may not safely or successfully engage in unrestricted physical education activities. Adapted Physical Education specialists identify students through an evaluation process that focuses on motor and perceptual motor patterns. The service model may include consultative services within regular physical education to specialized physical education in small group settings with adapted physical education teachers.

Assessment on each campus is conducted by qualified Speech/Language Pathologists, Educational Diagnosticians, and Licensed Specialists in School Psychology. Any student suspected of having a disability that will qualify them for special education services should be assessed. This group of professionals is responsible for reevaluation to determine continued eligibility for services as well as initial evaluation of students.

The ECSE program provides classroom-based and support services to eligible 3, 4, and 5 year old children. Services may be provided on campus or in some cases, day care or home bound settings.

Parent-professional collaboration is an integral part of the ECSE program.

ESY is provided during the summer for students with disabilities when the need is determined through the ARD/IEP committee. Students who may need educational programming beyond the regular school year are those whose measured educational performance on IEP goals and objectives demonstrates a pattern of significant regression combined with excessive time for recoupment when an extended break in service occurs.

It is the responsibility of the IEP committee on an annual basis to review data gathered and determine services needed during ESY.

Homebound services provide instruction to eligible students who are at home or in a hospital setting. Students served through homebound have a medical condition or extended illness that prevents attendance in school for at least four weeks, as documented by a physician licensed to practice in the U.S. Instruction may also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year, as documented by a licensed physician. These services are determined by an ARD/IEP Committee decision. When services are provided in a private setting, such as a home, there must be an adult other than the student and the teacher present in the home.

The Occupational Therapy team uses purposeful, goal directed activities to enable a student with a disability to benefit from special education services. Specifically, therapy is designed to assist in the development of skills that are prerequisites to academic learning within the educational setting. Depending on student needs, it may include improving gross and fine motor skills, coordination, adapting environments, organizing and using materials appropriately, and/or developing routines for dressing and feeding skills. Delivery of OT services in the educational setting is distinctly different from clinically based, medically necessitated treatment.

Eligibility for this support service is determined by formal assessment, requested by the ARD/IEP Committee or via the diagnostician as a part of the initial evaluation.

The Physical Therapist plans and implements programs that will help students meet their educational goals and objectives and benefit from special education services. The therapist is concerned with facilitating the child’s overall performance in the classroom, considering the student’s developmental level and physical disability. Services are provided to enhance independent functioning and may include positioning, strengthening, modifications and adaptations to the environment. Although medical concerns are significant, rehabilitation is not the focus of school based physical therapy.

Eligibility for this special education support service is determined by assessment requested by the ARD/IEP Committee or via the diagnostician as a part of the initial evaluation.

It is the responsibility of the special education department to process, maintain and safeguard all student records. The department protects the privacy of the students and their families by implementing federal and state laws and guidelines which govern student records. All written requests for the release of student information are processed through this department.

The transition service provides building and district wide training in Transition Planning, Person Centered Planning and Self-Determination skills. In addition, the transition service helps to identify, establish and maintain links to state and non-profit agencies.

The transition service also provides individual support to students, families and staff. Upon request, she provides updates on transition planning, community access support, adult agency information, and development of new programs. The transition service also provides pre-individual transition plan (pre-ITP) meetings to explain the ITP process for students and their families, upon request.

Itinerant VI Certified Teachers provide services for students with visual impairments. These teachers travel to the students’ assigned schools or educational settings to provide consultative services and/or direct instruction. Programming adaptations and modifications are made available in the students’ learning environment. Specific skills training, unique to the visual impairment, is assured, (e.g. Braille, large print, low vision aides, tactile and recorded materials, assistive technology, and daily living skills.)

Evaluation information and recommendations from the Orientation and Mobility Specialist may be included in the IEP. Training in orientation and mobility may be provided if approved by the ARD/IEP committee.

Speech-language therapy within the Marion Independent School District is available to students’ ages 3 through 21 years of age who meet the eligibility criteria established by the district and under the guidelines of the Texas Education Agency.  The speech and language program encompasses many areas.  Students receiving services have a communication difficulty that impedes him/her academically, socially, or communicatively.  Therapy services, including language, articulation, stuttering, voice, and assistive technology, are provided during the school hours at the student’s campus. 

Below are some common characteristics of children that might qualify for services.  Students may show one or more of these characteristics and still be within the expected range of development.

• Articulation errors
• Difficulty following oral or written directions
• Lack of fluency in oral communication
• Hoarseness
• A volume that is too high or too low
• Difficulty retrieving words
• Uses many nonspecific words to substitute for specific words (i.e. thing)
• Doesn’t understand humor or sarcasm
• Doesn’t understand idioms
• Can understand what is said but has difficulty organizing words into correct language structures
• Difficulty remembering what has been said
• Difficulty relating events or stores orally or in writing

• Talks constantly but expresses few ideas
• Seldom talks – doesn’t participate orally
• Vocabulary appears limited
• Appears to have difficulty processing what she/he hears unless material is given slowly or repeated many times
• Misunderstands what is said to him/her
• Difficulty with inferences
• Difficulty understanding why he/she is in trouble or what was wrong
• Says “huh” or “what” frequently
• Speaks inappropriately to his friends or teachers
• Asks for frequent repetition or clarification
• Difficulty rhyming, identifying sounds, or reading

For children, ages 3 to 5, who are not eligible for public school classes, an assessment may be requested by calling the Student Resource Center and setting up an appointment.  Children may be eligible to begin receiving services on their third birthday.

Students already enrolled in public school classes are usually referred by their teacher due to concerns in one or more of the areas previously mentioned.  A parent may also ask for an evaluation through the teacher or by contacting the counselor of their child’s school directly.

If you have any questions or concerns about your child’s speech and language development, please contact the counselor at their school or the Special Programs Office at 830-914-2803 ext 1110.  We will be happy to answer your questions or begin the referral process.