School Aged Services
Specially designed instruction to meet each child’s unique needs may be provided in the least restrictive environment possible based on ARD/IEP Committee recommendations. Specially designed instruction means content, methodology, or delivery of instruction that has been adapted as needed to meet the needs of an eligible child to:
Address the unique needs that result from the child’s disability, and
Ensure access to the general education curriculum
Examples of special education instruction and related services provided for a student in the general education classroom by qualified special education personnel may include, but are not limited to direct instruction, helping teacher, team teaching, co-teaching, education aides, curricular or instructional modifications or accommodations, special materials or equipment, consultation with the student and/or his/her classroom teacher, staff development, and reduction of ratio of students to instructional staff members.
The ARD/IEP Committee determines the location of special education services. The ARD/IEP Committee is responsible for determining the least restrictive means of providing the specially designed instruction. If the ARD/IEP Committee determines that the student must be removed from the general education classroom, it must determine the frequency, duration and location of the special education services in order to ensure the student receives a Free Appropriate Public Education (FAPE).
This instructional setting provides special education and related services in the regular classroom in accordance with a student’s Individualized Education Program (IEP). Qualified special education personnel are involved in the implementation of the student's IEP. In addition, the student's regular classroom teacher(s) is a critical component in the instructional process. Examples of special education services provided in the general education classroom include, but are not limited to, direct instruction, helping teacher, team teaching, co-teaching, paraprofessionals to help support instruction, instructional accommodations, curriculum modification, specialized materials/equipment, and consultation with the student and their regular classroom teacher(s) regarding the student's progress in regular education classes.
Students requiring specific instruction beyond what is available in a general education classroom may receive services in a special education setting. The amount of time a student spends in this setting varies, depending upon their specific needs. One student may receive instruction in a special education classroom for only one academic subject and the rest of instruction in general education classes. Another student may need to spend more significant time in a special education setting. Instruction is provided by special education teachers who are designated highly qualified in the instructional services they provide. These classes are typically and characterized by smaller class size and altered pace of instruction. These services are offered from preschool through high school.
Adapted Physical Education (APE)
Adapted physical education (APE) is a service for students with disabilities from birth through 21 years of age. This is a diversified program of developmental activities, games, sports, aquatics and rhythmical movements suited to the interests, capacities, limitations of students with disabilities who may or may not safely or successfully engage in the activities of a general physical education program.
Adapted physical education (APE) instruction is specified in an Individualized Education Program (IEP) and shall meet the standards of the TEKS. Its purpose is to provide a physical education program in which the activities and teaching procedures are adapted to the specific strengths and limitations of students with disabilities who cannot participate in the general physical education program or who need adaptations for safe and successful participation. All students should be provided functional and/or community-based physical education instruction on activities to enhance progress at their appropriate level.
Instruction for Students who are Deaf/Hard of Hearing
Frisco ISD partners with the Regional Day School Program for the Deaf (RDSPD) in Plano ISD to provide a range of educational services for students with hearing impairments, including students who are deaf, as determined by the ARD Committee.
Itinerant teachers from the RDSPD collaborate with Frisco ISD teaching staff to provide services at Frisco ISD campuses to students whose hearing impairment does not require an intensive level of support. Itinerant teachers from RDSPD collaborate with FISD teaching staff to provide services to students whose hearing impairment does not require an intensive level of support.
Students who require interpreter services and an intensive level of support from deaf education certified teachers may be served through the RDSPD located in Plano ISD.
Instruction for Students with Vision Impairments
Certified Teachers of the Visually Impaired provide services to students who are blind or have impaired vision that cannot be corrected with prescription lenses to 20/70 in the better eye, or who may have a progressive condition that will result in no vision.
Research shows that 85% of learning is visual, that is the typically sighted individual learns much through watching others, or incidental learning. The individual with impaired vision often needs direct teaching in the areas which are referred to as the Expanded Core Curriculum. These areas are:
Speech Language Services
Speech therapy services in a school are based on an educational model. Under this, students are provided with the services they need to succeed in a school setting with a focus on supporting a student’s ability to understand and use information taught in the classroom and participate in learning to achieve success both academically and socially. Speech therapy is an instructional special education service which means it can be the only service a student receives or it can also be provided as a part of a more in-depth IEP for students with disabilities such as autism, traumatic brain injury, learning disability and attention deficit disorder. Speech Language Pathologists in schools typically evaluate and provide direct individual and/or group therapy as well as consultative services for skills such as articulation, language, social skills, executive functioning, voice, and fluency. Speech Language Pathologists also serve an important role in educating parents and teachers about communication disorders.