We exist to support and guide high levels of learning for all students.
Our Core Purpose
Our core purpose is to empower each student to lead a meaningful and purposeful life.
Special Education in Marlin ISD is designed to provide specialized instructional and related services that are not available through general education services to students identified with disabilities. Specialized services are designed to meet the individual needs of each student for now and for the future.
The TEA's Parent's Guide to the Admission, Review, and Dismissal Process states: There is a two-part test for determining whether your child is eligible for special education and related services: (1) your child must have a disability; and (2) as a result of the disability, your child must need special education and related services to benefit from education. To meet the first part of the two-part test for eligibility, a child between the ages of 3 through 21, except as noted, must meet the criteria for one or more of the disability categories listed below:
• Auditory impairment (from birth)
• Deaf blindness (from birth)
• Emotional disturbance
• Intellectual disability
• Multiple disabilities
• Non-categorical early childhood (ages three through five)
• Orthopedic impairment
• Other health impairment
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment (including blindness from birth)
The ARD committee must make the eligibility determination within 30 calendar days from the date of completion of the initial evaluation report.
The Legal Framework for the Child-Centered Process is a template in an electronic format that summarizes state and federal requirements for special education by topic. Schools may use the Legal Framework as a reference in managing the special education system's procedures and records to ensure accountability that each student is provided the benefits of a free appropriate public education and that relevant special education data is accessible and used in managing system change for continuous student performance and program improvement.
Transition Planning in Texas
The Texas Education Agency in collaboration with Statewide Leadership in Secondary Transition and Post School Results at Education Service Center 11 are pleased to announce that the Texas Transition and Employment Guide has been posted to the Student-Centered Transition Network site. The purpose of this helpful guide is to provide information about statewide services and programs that assist students with disabilities in the transition to life outside of the public school system.
The Individual with Disabilities Education Act of 2004 (IDEA 2004) requires that "all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and/or independent living." It defines transition services as a "coordinated set of activities for a student with a disability that is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities."
Transition services means a coordinated set of activities for a student with a disability that:
1.) Is designed within an results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
2.) Is based on the individual child’s needs, taking into account the child’s strengths, preferences and interests;
3.) Includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and if appropriate, acquisition of daily living skills and functional vocational evaluation.
Texas Transition Guide