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Phone: 1-855-773-3839. Email: inquire@spedtex.org. Live Chat: www.spedtex.org. Transition services are a coordinated set of activities that focus on courses of study or activities available in high school that will facilitate the students' movement toward post high school goals. State law mandates that transition planning be in place at a ...
The Duncanville Independent School District Gifted and Talented Education (GATE) Program is designed to meet the diverse and unique needs of the gifted population. The GATE curriculum is designed to be a springboard to learning through interdisciplinary themes and higher-level thinking skills that will augment the TEKS to incorporate the four core areas of language arts, mathematics, social ...
Under the SEND system, you become a young person on the last Friday in June after you turn 16. You can leave school at the end of the school year you turn 16. But legally, all young people must be in education or training until 18. You should be able to choose further education or training that matches your interests and abilities.
- Educational Preferences
- Understanding Needs and Adapting Accordingly
- Learning and Classroom Support
- Facilities and Physical Spaces
- Staff Empathy, Understanding Needs and Adapting Practices
- Understanding During Changes and Transitions
- The Curriculum and Flexibility
- Choice and Involvement in Decision-Making
- Experiences with EHCPs and Sen Support
Young participants described different favourite subjects, with those involving creativity and/or practical skills viewed favourably, such as art, drama, cooking, music, computing and physical education. These lessons were seen as fun, relaxing, and an opportunity for self-expression. Young participants referred to a range of preferred learning sty...
Young participants described their individual learning preferences and support needs in varying detail. They appreciated flexible staff and educational settings, with time invested in understanding and adapting to individual needs. Young participants felt when this did not happen, their learning could suffer.
When discussing ideas to make learning more accessible for pupils, the use of fun and engaging teaching methods appeared to be an important part of accommodating different learning styles and enabling learning across subjects. Some young participants reported having additional support from teaching or learning assistants, which helped them learn at...
Young participants spoke about the value of having access to supportive physical spaces. Flexible access to "hubs" and chill-out spaces enabled pupils to take breaks when needed or access additional support. "Timeout cards" were used in some settings to enable flexible and pupil-led access to these spaces. Young participants spoke positively about ...
The quality of relationships with school staff was important to young people in describing their ideal school. They wanted to work with staff who were "nice", "respectful" and "friendly", who found a balance between being strict, encouraging and fun. Familiarity and connection between staff and pupils were also valued, with young participants expla...
When discussing secondary school transitions, some young participants felt apprehensive about possible changes to their support. There were concerns as to whether staff at the new school would understand their needs, especially if they did not have an EHCP or more formalised support plan in place. Opportunities to build rapport and ask staff questi...
In discussing the curriculum across different settings, young participants, parents and carers perceived mainstream schools as offering more academic subjects linked to the national curriculum than special schools and alternative provision. This was felt by some young participants to be important for securing post-secondary opportunities. However, ...
Young participants wanted to feel involved, or listened to, in decision-making around their education and were more negative about experiences when this did not happen. Where pupils reported having choice, they felt that school was more versatile and relaxed. All participant groups discussed ways in which pupils can be involved in decisions about t...
There was a sense among participants, particularly parents and carers, that having an EHCP ensured prioritisation of support and funding compared with those only receiving SEN support. Several young participants without EHCPs recalled being told they would receive support which never materialised, such as extra time in exams or one-to-one support i...
As a parent or carer, you can apply for an EHC plan on the behalf of a child or young person up to the age of 25. Young people aged 16-25 can also apply for themselves. Your child’s school or early years setting may offer to write and request an EHC plan needs assessment. The school will be asked to provide evidence for an EHC plan application.
Dec 28, 2020 · The purpose of Child Find is to identify, locate, and evaluate children from birth to 21 years of age with known or suspected disabilities who reside in and/or attend school within district boundaries and may be in need of special education and related services. Each ISD provides special education services to children who have, or are suspected ...
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Aug 24, 2020 · The center currently has seven employees, and is still expanding. Classes are set up for a minimum of one therapist and two Special Needs Teachers for every classroom. “With the Duncanville ISD collaboration, we are planning for one teacher to every six to eight children in their respective areas,” Ard said.
