Hurst-Euless-Bedford ISD provides a continuum of services for students who are eligible for special education. Services are designed for the successful implementation of each student's Individual Education Plan (IEP) in the least restrictive environment.
Preschool Program for Children with Disabilities (PPCD)
These services are designed to meet the needs of all children, ages 3-5, who are significantly delayed in one or more areas of development. The focus of instruction is to promote skill development in the areas of speech, language, self-help, socialization, cognition, pre-academics, and gross and fine motor skills.
Three- and four-year-old students with IEPs generally receive services for a portion of the day. Major focus includes all areas of development appropriate for 3- and 4-year-old students.
Five-year-old children with IEPs receive full day services as kindergarten students. Major focus includes goals from general education and kindergarten Texas Essential Knowledge and Skills (TEKS). These services may be delivered in the school or community partnership setting, dependent upon the degree of developmental delay.
Acquiring Communication Together-1 (ACT 1)
ACT 1 is a classroom-based program implemented by Speech/Language Pathologists that provides speech and language remediation to 3- to 5-year-old students with severe articulation and language disorders.
Developmental Life Skills (DLS) Services
Developmental Life Skills Services emphasize access to the general curriculum through sensory integration and communication skills. Instruction is provided for daily living skills and community functioning.
Acquisition of Communication, Language and Social Skills (ACLASS)
ACLASS services emphasize instruction in the areas of self-help, daily living skills, general community functioning, recreation and leisure, and work training.
Functional Academics and Community Integration (FACI)
Functional Academics and Community Integration Services emphasize a life-centered functional education. The emphasis of instruction is functional academics, personal and social skills, daily living skills, and occupational preparation with opportunities for community application throughout the curriculum.
Positive Approach to Creating Emotional Success (PACES)
Positive Approach to Creating Emotional Success is an elementary-based program designed for students who have IEPs addressing significant emotional needs which interfere with their ability to learn.
Behavior Intervention (BI) Services
Behavior Intervention Services provide individualized behavior intervention designed to meet the needs of secondary age students with emotional or behavioral difficulties. The emphasis of instruction is devoted to the enhancement of mental health and the development of social skills. Integration with the general education environment is an important component of this service.
Instructional Resource (IR) Services
Instructional Resource Services are provided to meet the needs of students with IEPs requiring intervention of academic and developmental skills. Services provide access to specialized instruction and/or curriculum. These students have the capacity to master core curriculum at a modified level but may require specialized intervention and/or curriculum.
In this setting, both special education and general education teachers share responsibilities in teaching students with IEPs in the general education classroom.
Content Mastery (CM) Services
Content Mastery Services meet the needs of students with IEPs in general education classes who require specialized instruction and modifications to succeed academically. The content mastery teacher may provide both direct and indirect services to students by providing for necessary modifications and accommodations. Services may include test modifications, resource information/materials, consultation with general education teachers, and regular monitoring of student progress.
Adult Transition Services
Adult Transition Services provide students, ages 18-22, individualized instruction to support transition into adult community life. The areas of transitioning include post-secondary education, vocational training, community participation, recreation and leisure, and independent living.
Homebound Services are available to students who are unable to attend classes due to long-term medical conditions. Eligible students served on a homebound basis are expected to be confined for a minimum of 4 consecutive weeks as documented by a licensed physician. Homebound services are also 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.
Speech Language Services
The Speech Language Pathologist provides services to eligible students who have communication disorders that adversely affect general educational performance in the areas of articulation, receptive/expressive language, fluency, or voice quality. Licensed Speech and Language Pathologists conduct an evaluation, determine diagnosis, design a communication program, and implement the individualized education program. The primary goal of services is to assist students with speech impairments to benefit from instruction and effectively communicate with peers and adults.
In-Home Training/Parent Training
In-home trainers, in partnership with parents, provide students with appropriate learning activities and experiences. The purpose is to fulfill students’ potential for intellectual, emotional, physical, and social growth. In-home trainers and parents work with classroom teachers to provide the transition of skills from school to the home.
Adapted Physical Education
Adapted physical education teachers promote appropriate participation in a physical education program for students with physical/intellectual disabilities. They work with students, teachers, and paraprofessionals, to create a program that ensures physical and motor fitness, as well as social improvement for students.
Services for the Visually Impaired
Specialists in Visual Impairment provide services to students identified on a continuum from low vision to total blindness. These instructors teach compensatory skills at the student's visual functioning level and work with classroom teachers as well as individual students.
Services for the Auditorially Impaired
Students with partial to full hearing loss work with special instructors who coordinate services with general education and special education. Access is provided to assistive technology devices such as hearing aids and FM trainers.
Based upon individual evaluations by psychologists, counseling services may be recommended for specific students if necessary for the student to progress on their IEP.
Music Therapy is a program that provides specific methods of learning enhanced by music. These students require the components of music therapy in order to make progress in their previously determined goals and objectives.
Occupational therapy is a related service provided to students who qualify. Occupational therapy typically promotes fine motor, sensory or daily living skills that are needed for progress toward educational goals and objectives.
Orientation and Mobility Training
Orientation and Mobility training is a service for eligible students with visual impairments. This training assists students in developing independence when accessing their environment.
Physical Therapy is a related service provided to students who qualify with gross-motor disabilities. Services provide assistance to the special and general education curriculum in the area of ambulation and positioning.
Students served through special education may be eligible for transportation services as a related service. Specific supervision and safety guidelines are applied for transportation services for children with disabilities.