etc.) (120) *Texas - ERIC · 2014. 7. 18. · JOEL DE LA GARZA Elementary Teacher Harlingen CISD. CONNIE FERGUSON. Supervisor Brazos Valley Regional Day School Program for the Deaf

DOCUMENT RESUME

ED 384 163 EC 303 999

TITLE High Expectations: Creating Success for EveryStudent. Report of the Task Force on the Education of

Students with Disabilities. Executive SummaryGrandes Ilusiones: Pasos para Propiciar el Exito de

Cada Estudiante. Informe de la Mesa Directiva para la

Education de Estudiantes Incapacitados. Sintesis

Ejecutiva.INSTITUTION Texas Education Agency, Austin.REPORT NO GE5- GO1 -08 GE5-170-11PUB DATE Nov 94NOTE 70p.; For the full report summarized here, see EC 303

998. The full report contains this summary (in

English).AVAILABLE FROM Texas Education Agency, Publications Div., 1701 North

Congress Ave., Austin, TX 78701-1494.

PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.)

(120) Multilingual/Bilingual Materials (171)

LANGUAGE English; Spanish

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Change Strategies; *Disabilities; *Educational

Change; Educational Philosophy; *Educational Policy;

Elementary Secondary Education; Family SchoolRelationship; Government School Relationship;Inclusive Schools; *Mission Statements; Policy

Formation; School Community Relationship; School

Organization; Special Education; Student Evaluation;

Teacher EducationIDENTIFIERS *Texas

ABSTRACTThis executive summary of a report of a Texas task

force on the education of students with disabilities has been

published in separate English and Spanish versions, both provided

here. The report outlines a policy for educating students with

disabilities, the foundation for the policy, and recommendations for

implementing the policy goals. The policy statement and

recommendations focus on educational mission and philosophy;

assessment, curriculum, and development; professional growth and

development; organizational, staffing, and budgeting practices; and

family and community. A question and answer section responds to

concerns about development and implementation of the new policy.

(SW)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document. '`

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DAL DEPART/RENT OF EDDGATioNOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

echis document has been reproduced asreceived t-om the person or organizationoriginating 1.Minor changes have been made to improvereproduction qusiity

\C)Points of view or opinions stated in this docu-ment do not necessarily represent official

00OERI position or policy

Q HIGH EXPECTATIONS:Creating Success for Every Student

EXECUTIVE SUMMARY

REPORT OF THE TASK FORCE ON THEEDUCATION OF STUDENTS WITH DISABILITIES

TEXAS EDUCATION AGENCYAUSTIN, TEXAS

BEST COPY AVAILABLE 2

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

Li nti ct ey,

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

HIGH EXPECTATIONS:Creating Success for Every Student

EXECUTIVE SUMMARY

REPORT OF THE TASK FORCE ON THEEDUCATION OF STUDENTS WITH DISABILITIES

TEXAS EDUCATION AGENCYAUSTIN, TEXAS

NOVEMBER 1994

3

!

This document is not copyrighted; any or all sections may be duplicated.The Texas Education Agency would appreciate credit for the material usedand a copy of the reprint.

For more information or additional copies, contact:

Texas Education AgencyPublications Division1701 North Congress AvenueAustin, Texas 78701-1494(512) 463-9734

Refer to Publication Number GE5 601 08

4

Executive Summary 3

STATE BOARD OF EDUCATION

MEMBERSHIP

CAROLYN HONEA CRAWFORD, CHAIRBeaumont, District 7

ALMA A. ALLEN PATSY JOHNSON

Houston, District 4 Sulphur Springs, District 9

MARY HELEN BERLANGA GERALDINE MILLERCorpus Christi, District 2 Dallas, District 12

JACK CHRISTIE RENE NUNEZHouston, District 6 El Paso, District 1

ELEANOR N. CONRA1 ROBERT H. OFFUTTDallas, District 13 San Antonio, District 5

WILL D. DAVIS DIANE PATRICKAustin, District 10 Arlington, District 11

MONTE HASIE MARY KNOTTS PERKINSLubbock, District 15 Lufkin, District 8

WILLIAM L. HUDSON ESTEBAN SOSAWichita Falls, District 14 San Antonio, District 3

LIONEL R. MENOCommissioner of Education

(Executive Officer of the State Board of Education)

Executive Summary 5

TASK FORCE ON THE EDUCATIONOF STUDENTS WITH DISABILITIES

MEMBERSHIP

BRUCE AUMACKAustin Area Educational DirectorIBM

CINDY BOURLANDTexas Department of Protectiveand Regulatory Services, Austin

MARGARET CARRElementary PrincipalFort Worth ISD

HARRIETT (KABERLINE) CHOFFELCoordinatorAustin Regional Day Schoolfor the Deaf and Board Member,Alexander Graham Bell Associationfor the Deaf

ELEANOR N. CONRADState Board of Education, District 13

Dallas

JOEL DE LA GARZAElementary TeacherHarlingen CISD

CONNIE FERGUSONSupervisorBrazos Valley Regional Day SchoolProgram for the DeafBryan ISD

6

LANELLE GALLAGHERParentRichardson

RICHARD GUTIERREZSecondary History TeacherSocorro ISD

PHIL HATLENSuperintendentTexas School for the Blindand Visually Impaired, Austin

PAUL HERNANDEZSchool Board MemberBrady ISD

WILLIAM L. HUDSONState Board of Education, District 14Wichita Falls

STEVE HULLParentHenderson

KATHY HURLEYTexas Rehabilitation CommissionAustin

TAMMI LAFUENTECommunity Connections CoordinatoLubbock Regional Mental HealthMental Retardation Authority

6 Executive Summary

MEMBERSHIP

NANCY LEEParentLongview

PEARL MARSHALLCommunity Liaison SpecialistSan Antonio ISD

MARY MCFARLANDSecondary English TeacherAmarillo High School

GERALDINE MII.,LERState Board of Education, District 12Dallas

RENE NUSiEZState Board of Education, District 1El Paso

CARMEN OROZCOSchool Board MemberPasadena ISD

THELMA "GIGI" OUSLEYElementary TeacherGoliad 1SD

RON PARDUNSecondary PrincipalMesquite ISD

7

LINDA PARRISHSchool Board MemberCollege Station ISDProfessor, College of Education,Texas A&M University

DIANE PATRICKState Board of Education, District 11Arlington

GAY RATHEALDirector of Special EducationBurleson ISD

TRUDY RECTORParentSan Antonio

Liz SHELBYTexas Department of Mental Healthand Mental RetardationAustin

DENISE Q. SMITHParentPort Neches

JOE SOSASecondary SpecialEducation TeacherKaty ISD

JOE TISONSuperintendentWeatherford ISD

Executive Summary 7

OVERVIEW

The Task Force on the Education of Stu-dents with Disabilities was created bythe State Board of Education in Sep-tember 1993 and directed to:

. examine the condition of specialeducation services in Texas and,

develop a policy to increase theachievement of students needingspecial education services, pro-moting excellence and equity forall students in achieving realworld results.

The 32 members of the task force in-cluded teachers, one paraprofessional,school administrators, parents, commu-nity service professionals, one businessprofessional, one university professor,and individuals who fulfilled mul ;ipleroles as parents, education professionals,or local school board members. The task

force members also represented a bal-ance of interests and backgrounds inspecial and regular education. Five mem-bers of the State Board of Education andrepresentatives o:the Texas Departmentof Mental Health Mental Retardation,the Texas Department of Protective andRegulatory Services, and the Texas Re-habilitation Commission served as exofficio members.

This initiative is the fourth in a seriesaddressing the education of Texas stu-dents. Previously adopted policies forearly childhood/elementary, middlegrade, and high school education laythe foundation for future reform, open-ing the door to local innovation withina broad framework defining quality edu-cation for all students. Since the statehas specific responsibilities with regardto the education of students with dis-abilities, the State Board of Education

aExecutive Summary 9

1:;^

*7tP

s

established this task force to develop apolicy that further defines and integratesthose policies, recognizing that the pre-viously adopted policies are relevant tostudents with disabilities as valued mem-bers of those student bodies.

The task force, through its review ofcurrent research and statewide data onservices to students with disabilities, aswell as consideration of public testimony,discussions with educators and othersaround the state, and opportunities tovisit regular and special education pro-grams in schools, developed a policywhich provides a framework for the re-structuring of services for students withdisabilities. This framework emphasizesthe importance of designing servicesbased on individual strengths and needs,promoting the holistic development ofstudents in a va'.-iety of areas, and work-ing in concert with all parties to achievelong-term goals.

THE NEED FOR CHANGE

The task force's review of backgroundinformation, combined with readingmaterials, discussions, classroom visits,and expert speakers, identified severalimportant issues in relation to specialeducation services. The backgroundinformation indicated that malesand African Americans were over-represented in current special edu-cation programs. The achievementgap between students with and with-out disabilities increased as studentsprogressed through school. Coupledwith the achievement gap are higherretention rates for students with dis-

abilities, indicating lack of academicsuccess. Life after leaving the publicschools, in terms of employment,further education, or leisure activities,for students with disabilities has notreached a level of participation com-parable to students without disabilities.Clearly, providing students with dis-abilities an equitable and excellent edu-cation presents a challenge for schools.

In response to rising public expecta-tions for higher levels of achievementand acquisition of more complex skillsfor all students, schools have begunthe process of restructuring their organi-zation, curricula, instruction, assess-ment, staff development, and communityrelationships. The policies previouslyadopted by the State Board of Educationfor early childhood/elementary, middle,and high school education specificallycall for widespread restructuring ofschools. The restructuring that occursin response to those policies, as well asthe Policy Statement on the Educationof Students with Disabilities (1994)must incorporate a commitment toimprove services for students withdisabilities.

One trend brought to the attention of thetask force is an educational initiativecalled "the inclusion movement." Thetask force studied the subject of inclu-sion extensively, through readings andpresentations by expert speakers, inorder to understand the issues involved.Based upon the philosophy that all stu-dents should be educated in the regularclassroom in the neighborhood schoolwith nondisabled peers accompanied by

5'

10 Executive Summary

appropriate training and supports, theinclusion movement has generated bothstrong support and strong reservationsamong parents and educators. Movingbeyond the concepts of least restric-tive environment and mainstreaming,inclusion supporters seek to open class-room doors closed to students withdisabilities and change fundamentalattitudes in school and society towardthose students. The issue of inclusion hasbeen framed also in terms of a student'scivil right to an integrated educationalsetting. In addition, those favoring in-clusion seek both access to the fullacademic curriculum, as well as op-portunities for social interaction withnondisabled, age-appropriate peers.Those who had reservations about in-clusion focused mainly on their concernthat students with sensory impairmentscould not have all of their educationalneeds met in the regular classroom. Theywere also concerned that for some stu-dents with disabilities who had alreadybeen unsuccessful in the regular class-room, particularly students with emo-tional disturbances or learning disabili-ties, inclusion would close off otherplacement options. It was generallyagreed that, while inclusion in school orthe community should be the goal for allstudents with disabilities, some studentswith more intensive disability-specificneeds will need time in alternativesettings. Those with reservations alsobelieved that it is the civil right of stu-dents with disabilities to have the op-portunity to an education equal to thatprovided students without disabilities. Ifstudents were included who do not havethe skills to access the regular curricu-

lum, then they would not have their civilrights met. Task force members werealso concerned that inclusion of studentswith eisabilities would place unrealisticdemands upon teachers, leading to re-duced achievement for students withoutdisabilities. How to respond to the in-clusion movement framed many taskforce deliberations.

Another issue that emerged addressedthe quality and preparation of educatorsin terms of meeting the needs of stu-dents with disabilities. The NationalAgenda for Achieving Better Resultsfor Children and Youth with Disabili-ties (1994) lists professional develop-ment as one of the critical reform issues.The task force heard examples of spe-cific needs that professional develop-ment might address: changing teacherattitudes toward students with disabili-ties, lack of self-confidence in ability toteach students with disabilities, lack ofbackground and skill to make modifi-cations in regular classrooms, and lackof teamwork skills. Low certificationstandards for sign language interpreters,as well as shortages of interpreters andi erant teachers who provide occupa-tional and physical therapy, orientationand mobility, and speech therapy, werealso issues brought to the attention ofthe task force.

In addition, concerns about the workingrelationships between schools, families,and communities were raised. Becauseof increasingly diverse student and com-munity populations, schools face newchallenges as they strive to meet eventhe traditional expectations of teaching

Executive Summary 11

the basic curriculum. Employers' expec-tations for entry-level skills have movedfrom basic reading, writing, and com-putation to skills in problem-solving andteamwork. The needs of students withdisabilities demand improved workingrelationships between families andschools, as well as schools and thelarger community. Addressing thesedemands for new working relationshipsamong all who are responsible for edu-cating students with disabilities wasan issue brought to the task force.

The effectiveness, of special educationprogramming given the increasing num-bers of students served and the increas-ing costs emerged as another importantissue examined by the task force. Issues& Options In Restructuring Schools andSpecial Education Programs (1992)suggests establishing a system of ac-countability for all educational programsas one fundamental component of schoolreform. If one indicator of success ofthe special education program is the suc-cess of its students after leaving publicschool, then the task force determinedthere is reason to be concerned. TheTexas longitudinal study of the experi-ences of students with disabilities ex-amined success in employment, inde-pendent living, recreation, and post-secondary education. Jobs held bystudents with disabilities tended tobe low paying, part-time, entry-levelpositions in service occupations withlittle expectation for significant ad-vancement. A large proportion ofstudents with disabilities lived withparents after leaving public school.Within the first year of leaving school,leisure activities for students with dis-

abilities changee from interacting withsocial groups to more independent ac-tivities, such as reading and watchingtelevision. Socializing with individualswho are not disabled declined. Only 25percent of the students with disabilitiesattended post-secondary school duringthe year after leaving public school.Although these findings are preliminary,they were reflective of the results of theNational Longitudinal Transition Studyof Special Education Students. Thatstudy also examined the academicrecords of students with disabilitiesthroughout secondary school and foundthat grades were lower for students withdisabilities in academic classes than inother classes. Additionally, the studyfound that students with disabilitiestook fewer academic classes as theyprogressed through secondary school.The national movement toward worldclass standards in core content areasand the Texas recommended high schoolprogram hold the potential to signifi-cantly affect the curriculum offeredand the performance expectations forall students in Texas schools. How thatreform movement will incorporate theneeds of students with disabilities forappropriate learning opportunities is acontinuing issue of concern. Clearly,preparing students for life after schoolis a significant challenge for schools,one which must be addressed moreeffectively.

A NEW VISION

There are five fundamental conceptsthat underlie the policy: individualiza-tion, collaboration, communication, in-tegration, and transformation. Change


-s,

should be undertaken when it serves tt,make these concepts a reality in ourschools and classrooms.

Building upon the policy for high schooleducation which calls for individualeducation plans for every student, thistask force extends that recommenda-tion to all students with disabilities atall grade levels. Within this context, thetask force came to value the systemicflexibility needed to foster creativeresponses necessary to help each stu-dent realize full academic, intellectual,linguistic, physical, emotional, andsocial potential.

Through the policy development pro-cess, many task force members came tobelieve in the need for systemic reform,reflecting the particular strengths ofschools and communities across the state,that would enable educators to producebetter outcomes for all students, includ-ing those with disabilities. In such a sys-tem, accustomed roles would be altered,and all educators, not only special edu-cators, would accept the education ofstudents with disabilities as an inher-ent responsibility. Collaboration andteamwork will be called for: collabo-ration among teachers; collaborationamong teachers and administrators;collaboration among school personneland other service providers; collabora-tion among school personnel and par-ents; collaboration among teachers andstudents; and collaboration among stu-dents themselves. Teachers in such asystem will view themselves not asspecialists, but as generalists, workingacross disciplines to diagnose and solvestudent learning problems.

The task force envisions a system whereteamwork is the norm and open commu-nication is a valued feature. Everyoneinvolved in the education of studentswould talk and listen simply as individ-uals interested in the best education pos-sible for all students, without needing tofilter what is said or heard through pre-conceived perceptions of the variousroles represented. Benefitting studentswould take precedence over protectingwhat exists in terms of organizationalstructure or educators' roles. The taskforce made a commitment to value thevoice of each participant in the policydevelopment process, whether it was thevoice of a classroom teacher, a student,a paraprofessional, a pal ent, a researcher,or a special educator. That same com-mitment must be made by all individualsresponsible for improving the educationof students as they discuss reforms overthe coming months and years in everyschool. The reform process will be long,complex, and challenging for all in-volved. However, the rewards, in termsof students better served within theirclassrooms, schools, and communities,becoming more productive and happierin their daily living will justify theeffort.

Over the policy development process,the task force encountered individualsand groups advocating various positionsregarding the inclusion movement. Thetask force recognized that the educa-tional system must be restructured ifmore students, decided on a student-by-student basis and appropriately sup-ported, are to receive their education inregular education classrooms in theirneighborhood schools. This must be

12Executive Summary 13

%;Y:oxit-

balanced by the preservation of otheroptions for students with specific dis-ability needs. The task force acknowl-edges that there will always be a need toprovide special services to some stu-dents, but also believes the systemshould not unnecessarily limit who mayprovide quality instruction or where itmay take place. Likewise, when stu-dents need intense support or instruc-tion or have specific needs related totheir disability, they must have accessto an appropriate setting and must beserved by educators with disability-specific knowledge and skill. Regard-less of where the education of studentswith disabilities takes place, it must beremembered that the ultimate goal ofservice delivery is the integration andparticipation of students with disabili-ties in the full regular educational pro-gram when it meets the identified needsof each student.

IMPLEMENTATION STEPS

The task force calls for a comprehen-sive, coordinated effort to improve thequality of education for students withdisabilities. As the state sets standardsfor what students are to know and beable to do, expectations for studentswith disabilities must be incorporatedinto those standards. As the state designsand selects ways of holding schoolsaccountable for student progress andachievement, students with disabilitiesmust be included in that system. Thetask force recommends that all statelevel educational initiatives, especiallythose to revise and reform curriculumand assessment, recognize and respond

to issues related to students with dis-abilities as an integral part of theinitiative.

In calling for a unified organizationalstructure, the task force reinforces itsbelief that all educators are responsiblefor the education of all students. Througha unified structure, the task force sees arealistic avenue for achieving educa-tional excellence and equity for allstudents, including those with disabili-ties. The task force calls upon the state,regional, and local educational agen-cies to move toward an organizationstructure where special education is notconsidered a separate educational sys-tem. Educator preparation and certifi-cation requirements must support amore unified system in which educatorsare better prepared to meet a widerspectrum of student needs within therestructured classroom. The task forcerecommends that the Texas EducationAgency initiate efforts to revise stateand federal statutes or regulationswhich require the labeling of studentsas a requirement for receiving specialeducation services. These labelsreinforce the perception of separatesystems of education for students withand without disabilities. These reformspresent a considerable challenge andwill require a caref illy designedchange process acco 'parried by long-term commitment of ac, quate resources.

This policy impacts everyone respon-sible for the education of students withdisabilities from birth through age 21:the schools' professional and non-professional staff members, families,


and community service agencies. Bythe intent of this policy statement andfederal legislation, business and com-munity organizations have enhancedresponsibilities to employ and supportindividuals with disabilities after leavingschool. The broadest possible distribu-tion of this policy statement is essentialto initiate dialogue among all thosewho must be involved. As stakehold-ers participate in the restructuringprocess, they are more likely to makeand sustain the substantive changesrequired for students with disabilitiesto lead more productive lines.

From all stakeholders, the task forceheard a common theme, that to improthe education of students with disabili-ties will require better prepared schoolstaff members, especially classroomteachers. The State Board of Educa-tion's policy statement and the taskforce's recommendations cannot be ac-complished without significant invest-ments of time and money in high qualityprofessional development. Learning towork in instructional teams and otherflexible arrangements will require notjust inservice awareness sessions, butsustained support as changes are imple-mented within the classroom. Educatorpreparation programs must demonstratethat teachers and administrators exitingthose programs are better prepared tomake and support curricular and instruc-tional modifications to accommodatevarious disabilities. As teachers acquirenew knowledge and skills, they willneed time to reflect upon the successof their new practices and time to plantogether with other educators to indi-

vidualize instruction for all students.The task force calls upon the legislatureto provide the financial support to gainthe time and expertise needed to im-prove the education of students withdisabilities.

One of the first concerns voiced by thetask force was a concern that the policyactually have an impact, that it wouldnot be just a statement adopted by theState Board of Education and thenignored in practice by educators andothers. Indeed, the first question oftenasked of task force members as they metin schools or held public hearings was,"What happens next?" The task forcerecommends that the Texas EducationAgency conduct an annual review ofthe implementation status of the PolicyStatement on the Education of Studentswith Disabilities (1994) and report theresults to the State Board of Education.

J_ 4

As districts and campuses restructureeducational programs and changes occurin schools and classrooms, rich oppor-tunities to study and disseminate whatis learned often slip away. This task forcesupports the design and implementationof a program of research focused uponthe changes made in classrooms, cam-puses and districts, and communitiesin response to this policy statementand the task force recommendations.Such a program of research would ex-amine changes in student growth, de-velopment, and achievement associ-ated with restructuring schools for allstudents, as well as improving servicesfor students with disabilities. There is aneed for comprehensive, longitudinal

Executive Summary 1 5

research that will systematically identifycreative ideas and effective suggestionsfor improving educational practice.These ideas and suggestions can thenbe disseminated and adapted by otherclassrooms, campuses, and communities.

The task force strongly believes thatthe time for making a unified systemof service delivery a reality in thestate of Texas is now. The state shouldnot undertake reform agendas that donot fully incorporate services for stu-dents with disabilities. Nor will re-forms gained in the education of stu-dents with disabilities survive in the

absence of general education reform.As reform focuses on educating anincreasingly diverse student body,both special education and regulareducation have expertise to contri-bute toward that goal.

Systemic reform, reform involvingall levels and participants in the edu-cational system, becomes more andmore critical as changes in our societyincrease. Such reform is absolutelynecessary, and further, now is thetime to create a system engineefedto ensure success for all students andfor all those called to educate them.

15


POLICY STATEMENT

MISSION

The vision of the educational system inTexas is to support the intellectual, aca-demic, linguistic, social, emotional, andphysical development of all students totheir full educational potential. It is theresponsibility of all members of the edu-cational community to provide appro-priate services to all students with dis-abilities that promote maximum accessto opportunities for their individual de-velopment and future employment andindependent living, as well as participa-tion in their communities. The ultimategoal of service delivery for studentswith disabilities is their integration andparticipation in the general educationprogram when it meets the identifiedneeds of each student. This missionstatement complements previouslyadopted Mission Statements for EarlyChildhood and Elementary Education,

Middle School Education, and HighSchool Education and recognizes stu-dents with disabilities as equally valuedmembers of those student bodies.

PHILOSOPHY

Graduates of Texas schools lead suc-cessful lives as contributing members intheir families, in their employment andeducational endeavors, in their socialand leisure activities, and in their com-munities. These results are possiblethrough an educational system designedto set high expectations, value indi-vidual differences, and recognize thatstudents, regardless of disability, arestudents first. This system is groundedin an educational philosophy thatembraces each student and promotesfamily and community partnerships.This philosophy recognizes that eachchild, whatever his or her level of

18Executive Summary 17

Y

ability, has sig iificant contributions tomake, both as a child and as an adult.Recognizing that most students withdisabilities use the same curriculum andassessment as other students, specialservices or modifications are providedto all students who require them in or-der to benefit from their educationalprogram.

The philosophy of the delivery of ser-vices to students with disabilities is in-dividually focused, recognizes learningdifferences, and promotes the develop-ment of students by challenging them togrow intellectually, academically, lin-guistically, socially, emotionally, andphysically through participation in theentire life of the school. Service deli-very is designed to meet student needsthrough an array of educational environ-ments and is not determined by settingor funding source. It promotes the dig-nity of the individual and the family,fostering a sense of belonging for allstudents regardless of background orabilities. Service delivery decisions arebased on a belief of shared responsibil-ity for the preparation of all students forfuture success among all educators, par-ents, students, and community members.

ASSESSMENT, CURRICULUM,AND INSTRUCTION

Appropriate assessment, curriculum,and instruction are provided and mod-ified, as needed, to support the continu-ous progress of each student with dis-abilities toward explicit goals set forthin an individual plan. Designing this

plan, based upon initial assessments toidentify specific needs, is a shared re-sponsibility among parents, students,administrators, teachers, and school sup-port personnel. Individuals from socialservice agencies and others also par-ticipate, when appropriate. The designprocess includes teachers prepared towork with students in general educationclasses, as well as teachers with morespecialized training. The plan is de-signed to maintain high expectationsfor each student's growth and achieve-ment from all educational personnel,family members, and the student. Thegoals in the individual plan create acomprehensive educational experience,appropriate to each individual, thatprepares each student for meaningfuland productive employment, furthereducation, recreation, and independentliving.

The education of students with disabili-ties occurs through a variety of individu-alized strategies and in a variety of set-tings designed to preserve and promoteboth the student's dignity and opportu-nity to gain meaningful and valuedknowledge and skills. Because positivesocial interaction enhances learning,the educational system providesoptions for meaningful peer-to-peerinteractions among and between stu-dents with and without disabilities.Teachers and support staff engage allstudents in learning experiences in theclassroom and throughout the schoolthat are challenging, developmentallyand age-appropriate, meaningful, andrealistic. Although mutual learning

1.44,


and many valuable experiences occurnaturally among students with and with-

out disabilities, effective educatorsintentionally create a climate thataddresses the needs of students withdisabilities for social acceptance andsupport within the classroom andthroughout the school. Teachers, ad-ministrators, and support staff integrateinstructional resources and technologyinto classroom curriculum and instruc-tion modified in ways that support thelearning processes of students withdisabilities and promote classroominteractions.

Most students participate in the sameassessment process. For students withdisabilities, assessments are selected,added, or modified on an individualbasis to provide the most valid informa-tion about their progress in achievingthe intellectual, academic, linguistic,social, emotional, and physical goalsestablished in their individual plans.Teachers modify classroom assessmentor develop alternative means to judgemore accurately the effectiveness ofinstruction for students with disabili-ties. As a result of these assessments,teachers make adjustments in curricu-lum and instruction to enhance the pro-

gress and achievement of individualstudents.

All students, including students withdisabilities, are expected to participatein self-evaluation and goal-setting.Based upon high quality informationfrom an array of sources about studentprogress and learning, students, family

1

members, and educators discuss optionsand make informed decisions about thestudents' educational programs.

While most students will receive thesame curriculum, teachers provide mod-ifications for students with disabilitiesto address the needs specified in eachstudent's individual plan. The curricu-lum provides multiple opportunities forintellectual, academic, linguistic, social,emotional, and physical growth andachievement. Acquiring skills andknowledge for transition to a meaning-ful adult life is a priority of long rangeplanning for students with disabilities.

Success in educating students withdisabilities is reached through appro-priate and accessible school and com-munity learning opportunities created tomeet the unique needs of each child.Campuses and districts responsible forthe education of students with disabili-ties are a-countable for student learningand growia toward the goals specifiedin individual plans. The state account-ability system incorporates informationon the progress and achievement ofstudents with disabilities in meetingindividual plans. Success is achievedwhen students participate in the eco-nomic, social, civic, and cultural activ-ities of their community.

PROFESSIONAL GROWTHAND DEVELOPMENT

The entire school staff creates a cul-ture that appreciates diversity amongstudents; models a welcoming attitude


toward students with disabilities andtheir parents in the school, classroom,and community; and holds high ex-pectations for student progress andachievement.

Administrators, teachers, and supportstaff possess comprehensive and spe-cific knowledge and skills needed toimplement a variety of curricular, in-structional, and assessment modifica-tions and to use a variety of staffingarrangements to develop the uniquestrengths of their students, as well asmeet their individual needs. Teacherswith more specialized training supportother educators in meeting specificstudent needs. School staff are knowl-edgeable about the challenges facingstudents with disabilities outside ofschool and strive to enable studentswith disabilities to transfer what islearned in school to other settings.Dedicated to expanding their knowledgeand skills to better serve the emergingneeds of students with disabilities,school staff actively seek appropriateopportunities for professional develop-ment and for sharing with others theknowledge and skill gained.

Administrators, teachers, and supportstaff are prepared through preserviceand inservice programs to work collegi-ally with other professionals and thestaffs of social service agencies andcommunity organizations for the bene-fit of their students. School staff are pre-pared to support the families of studentswith disabilities through frequent, sen-

sitive, and open communication aboutthe educational needs, progress, andachievements of their children. Schoolstaff are knowledgeable of family,school, and community resourcesavailable to support students with dis-abilities and are able to connect theseresources to benefit their students.School staff advocate for students withdisabilities by educating the widercommunity about students' needs,hopes, and achievements. School staffconsistently exhibit the highest levelsof professional and ethical conduct intheir work with students and families.

ORGANIZATION

A unified organizational structure ofthe educational system reflects theshared responsibility for the educationof every student. It allows for the fullarray of services and settings for allstudents, recognizing and protectingindividual strengths and addressingindividual needs. The structure fostersmaximum collaboration between edu-cators who have been trained in gen-eral and specialized fields, enhancingthe ability of the system to promoteindividual growth and achievement.Funding for the delivery of services tostudents with disabilities is determinedby what services are delivered ratherthan where services are delivered.

Organizational flexibility in areas suchas staffing, funding, educational setting,the instructional day and calendar, as-

19


sessment, and planning time enhancesthe ability of educators to meet theindividual needs of each student. Stateand local accountability systems in-corporate students with disabilities,measuring the effectiveness of instruc-tional practices in meeting short-termand long-term goals. Those responsiblefor the delivery of services to studentswith disabilities engage in a continuousprocess of evaluation and improvementactivities.

FAMILY AND COMMUNITY

Schools are the centers linking a varietyof services to students and their fami-lies. Strong partnerships among variousagencies enhance coordinated servicedelivery and reflect the uniqueness ofthe local community. Regardless of thenature of the service delivery, it is fo-cused on long-term objectives for suc-cessful integration of the students intothe life of their communities.

School staff welcome parents as partnersin the educational process and seek tofoster positive, supportive interactionsbetween home and school, valuing par-ental knowledge and expertise concern-ing their children. Schools involve par-ents in training, evaluation, and decisionmaking opportunities. All participants inthe education and service delivery pro-cess, including students' parents, educators, and other community serviceagencies, share information concerning

available resources. Educators take re-sponsibility for educating parents ofstudents with disabilities concerningtheir rights and responsibilities.

Educator:;, parents, post-secondaryeducation and training organizations,the business community, and otherservice providers support joint planningactivities for the coordination of ser-vices and transition to post-secondaryeducational or career activities. Businessand school partnerships are essential inidentifying job opportunities and skillrequirements for students receiving spe-cial services. School and work-basedtraining opportunities are provided forstudents with various abilities, challeng-ing their further growth and develop-ment intellectually, academically, lin-guistically, physically, emotionally,and socially. Post-secondary educationand training programs offer opportuni-ties for students to increase their skilland knowledge and facilitate futureemployment and independent living.

Coordinated staff training programs andplanning play a critical role in success-ful delivery of services from variousagencies. Service delivery is designed tofit the needs of the individual studentand family, with parental and studentpreferences playing a key role in de-veloping a comprehensive long rangeplan and coordinating the developmentof short-term objectives and servicedelivery plans.

0


RECOMMENDATIONS

MISSION AND PHILOSOPHY

Establish educational goals, based onhigh expectations, to enable studentswith disabilities to achieve their full-est potential in intellectual, academic,linguistic, social, emotional, andphysical growth and development.

Develon individual plans for studentswith disabilities driven by meaning-ful skills and knowledge and reflec-tive of each student's individual needsand highest potential.

Design and deliver services based onthe needs of the student, not on theavailability of services.

Ensure sufficient funds to serve stu-dents with disabilities in learningenvironments where they are mostlikely to achieve their full educational

r. 7'11

potential as determined by their in-dividual plans. Seek additional funds,if necessary, to provide the servicesneeded.

Support amendments to state andfederal legislation that remove re-quirements and incentives for label-ing students according to disabilityin order to secure necessary fundingfor services, but preserve sufficientfunding to provide services to stu-dents with highly specialized neeeq.

Support legislation that providesstudents with disabilities access toappropriate curricula and learningenvironments needed to successfullycomplete their individual plans.

Review and amend rules which mayhinder school districts and campusesin developing appropriate heteroge-


neous learning environments to meetthe needs of most students with dis-abilities within the educationalmainstream.

Ensure that students receive specialeducation services on the basis of dis-ability, not culture, race, or gender.

Promote involvement in the totalschool program by providing timelyinformation to students and parentsabout the range of school-wideactivities, programs, and supportsavailable to all students.

ASSESSMENT, CURRICULUM,AND DEVELOPMENT

Review the state assessment systemand make recommendations regardingappropriate techniques for all studentswhich will accommodate studentswith disabilities, accurately evalua-ting their growth and achievement.Develop alternative assessments toTexas Assessment of Academic Skills(TAAS) within the individual plan andensure that modifications and accom-modations are consistent with class-room adjustments.

Adopt clearly defined goals withina well-balanced curriculum thataddress the general and disability-specific needs of students to preparethem for maximum participation intheir communities.

Support innovative responses in dis-tricts and campuses to the learningneeds of students with disabilities

through increased discretionaryfunding.

Inform teachers of the range of al-lowable modifications related tothe TAAS for students with disabil-ities. Ensure that teachers makeappropriate modifications in thetesting situation consistent withthose made in classroom instruction.

Design modifications in curriculum,instruction, and assessment so thatstudents will move toward increas-ing levels of independence.

. Modify or select classroom assess-ments appropriate to individual plansto gain more accurate measurement ofstudent progress and the success ofclassroom instruction.

. Educate students with disabilitiesabout their rights and responsibil-ities so that, over the course of theireducational program, they can assumeincreasing responsibility for makingchoices among their options.

Educate parents regarding their rightsand responsibilities so that they willbe informed members of teams thatdevelop the individual plans for stu-dents with disabilities. Encourageand support parental involvementthroughout this process.

. Create learning opportunities whichencourage meaningful interactionsbetween students with disabilitiesand their peers with and withoutdisabilities.

22


Prepare students with disabilities forcompetitive jobs iailable within theirlocal communities.

Provide realistic, substantive careerplanning so that students with disabili-ties leave public schools with market-able skills or skill levels sufficient forpost-secondary training opportunities.

Provide opportunities for students tolearn communication systems thatwill enable them to communicatewith students who are disabled.

Involve regular education teachersin the development and assessmentof individual plans.

Recognize that students with audi-tory and visual impairments havespecific needs for certain curriculawhich can be delivered through anarray of environments and that theymay benefit from social and aca-demic interactions with other stu-dents with similar disabilities.

PROFESSIONAL GROWTHAND DEVELOPMENT

Work with educator preparation pro-grams to prepare all educators to meetmany of the educational needs of stu-dents with disabilities and to developan accepting and supportive climatefor students with disabilities withintheir classrooms.

Allocate sufficient time within theschool day for teachers to plan, dis-cuss, and prepare before significantchanges in student placements aremade through the individual planningprocess. Increasing the number ofconference and planning days with-in the school year or increasing thelength of the school day or year maybe avenues to secure additional pro-fessional planning time:

Seek necessary funds to provide addi-tional compensation to teachers asthey take on new roles, such as teamleadership, with expanded respon-sibilities in restructured schools.

Allocate time for ongoing planningand consultation throughout the schoolyear to support the delivery of ser-vices for students with disabilities.

Improve the quality and frequency ofcommunication between regular andspecial educators through such prac-tices as teaching teams, commonplanning periods, access to technol-ogy, and co-teaching.

Provide resources for comprehensivestaff development opportunities forall school staff working with stu-dents with disabilities.

Provide staff development in consen-sus decision making; working withparents; accessing community re-sources; working with professionalsfrom community and social serviceagencies; working in a team environ-

r,


ment; addressing multi-dimensionallearning for each child; making mod-ifications to curricula, instructionalstrategies, and assessment, using in-structional technology and assistivedevices in the classroom; creatingpeer social support systems; imple-menting continuous progress class-rooms; managing behavior problemsefficiently; and meeting legal andethical standards.

Expect continuous, career-long pro-fessional growth and improvementfrom all educators.

Provide a variety of delivery mech-anisms for staff development suchas peer observations, team visits toexemplary campus programs, timewithin the school day dedicated toteam discussion and planning, self-evaluation, or reflection on currentpractices.

Increase joint staff developmentactivities for regular and specialeducators while also providing staffdevelopment in the unique needs ofvarious disability areas.

Evaluate inservice programs foreducators and hold the programsaccountable for achieving desiredresults.

Develop incentives to attract moreteachers to become certified in identi-fied shortage areas related to studentswith disabilities.

Collaborate with preservice and in-service programs to educate teachersfor new roles, such as team members,consulting teachers, members of tran-sition planning teams, working withinterpreters, or supervisors of instruc-tional aides, which support educatingincreasing numbers of students withdisabilities within the regularclassroom.

Require the curriculum of preservicepreparation programs to includeknowledge and skills all educatorsneed to work with most studentswith disabilities.

Collaborate with institutions of highereducation to increase opportunities forstudent teaching to occur in settingswhere the preservice teachers learnto work with students with disabilitiesin a supportive environment.

Extend preparation programs to enableall preservice teachers to experiencemore classroom application of theirformal instruction in meeting theneeds of students with disabilities.One avenue for this extension wouldbe an internship year to replace stu-dent teaching.

Assess preservice programs on thebasis of the performances of theirstudents; expect programs to improveover time; and base continued pro-gram approval on the performancesof their graduates.


ORGANIZATION

Implement organizational, staffing,and budgeting practices that supportan integrated delivery of services byregular and special education.

Remove organizational barriers whichprevent students with disabilities frombeing educated with their nondisabledpeers. Do not establish barriers thatwould prevent students with specificdisabilities from learning in settingswith other students with similardisabilities.

Educate all students with disabilitiesin the neighborhood school whenthe individualized planning processdetermines it to be the appropriate set-ting for the delivery of needed ser-vices. Maintain choices in educationalsettings for students with specificdisabilities at different points in theirgrowth and development based upontheir unique and individual needs.

Emphasize the shared responsibilityof all educators for educating studentswith disabilities through the campusdecision making process.

Integrate comprehensive and appro-priate information on the progress andachievement of students with disabili-ties into state and local accountabilitysystems for districts and campuses.

Implement greater flexibility in sched-uling so that teachers are able to planand teach as colleagues to better meetthe needs of all students.

CooperatL with other agencies tosecure better post-secondary social,educational, and community ser-vices for students with disabilities.

Implement organizational and plan-ning practices that ensure a smoothtransition for students with disabilitieswhen moving from one educationalsetting to another and from schoolto work.

Seek legislative changes to allowcampus flexibility in the use of funds.

Adjust teacher-pupil ratios, in classeswith mainstreamed students requir-ing significant modifications, givingpriority to creating the most effective,equitable educational environment forall students.

Provide state-of-the-art technology toserve the specific needs of studentsand to provide necessary instructionaland administrative supports for teach-ers and other staff.

CONTINUED


FAMILY AND COMMUNITY

Support the intellectual, academic,linguistic, social, emotional, andphysical growth of all students bypromoting high quality communityservices for students and theirfamilies.

Provide accessible communicationand facilities for all students to par-ticipate fully in the life of the schooland work with community organiza-tions to provide such access to com-munity services.

Work with schools to integrate allstudents into volunteer activities andcommunity events to establish a par-ticipation pattern for later life.

Support schools, as they plan for thetransition of students with disabili-ties from school to work, with jobplacements.

Provide expanded access for studentswith disabilities to training, recre-ational, and employment opportuni-ties through current and emergenttechnologies.

Provide accessible post-secondaryeducation and training opportunitiesthat have been designed to meetlocal community needs.

Provide accurate information to par-ents regarding the services availablein the school, as well as any school-related pi ogram evaluation informa-tion, that will enable them to par-ticipate more fully in the decisionmaking for their student.

Coordinate the transition planningactivities to more fully involve allrelevant parties as early as possiblein the process.

Work with area businesses to iden-tify the skills needed in that jobmarket, as well as the accommo-dations that could be made in jobs,to increase the employment of stu-dents with disabilities.

Serve as a link between studentswith disabilities, their families,and the community services avail-able to them.

Provide information and training forstudents with disabilities, their fami-lies, and others in the communityregarding legal rights and responsi-bilities in the education of studentswith disabilities.

Provide training opportunities for theparents of students using variouscommunication systems so that thestudents' skills can be reinforcedcontinually.

26


Cr

QUESTIONS & ANSWERS

QUESTION:

Since the State Board of Education'spolicies on early childhood/elementary,middle grades, and high school applyto all students, why is there a separatepolicy for the education of studentswith disabilities?

ANSWER:

The State Board of Education estab-lished the Task Force on the Educationof Students with Disabilities to developa policy complementary to the policiesalready in place for early childhood/elementary, middle grade, and highschool education. This policy also ad-dresses more specifically those condi-tions which must exist if students withdisabilities are to achieve equity andexcellence in the public education sys-tem. Each of the policies is stated in the

present tense, recognizing that the con-ditions envisioned in each may not becurrent practice but where the stateplans to be in the future.

QUESTION:

How does this policy relate to the doc-uments, A Leadership Initiative for Im-proving Special Education Servicesin Texas and A Leadership Initiativefor Improving the Education of Stu-dents Who Are Deaf or Hard of Hear-ing, produced by the Texas EducationAgency in 1992?

ANSWER:

The documents, A Leadership Initia-tive for Improving Special Edt .ationServices in Texas and A LeadershipInitiative for Improving the Educationof Students Who Are Deaf or Hard of


Hearing, were developed to provideguidance in improving achievement ofstudents with disabilities. After a seriesof public hearings around the state, theState Board of Education establishedthe Task Force on the Education of Stu-dents with Disabilities to develop apolicy statement. This policy statementand the leadership initiatives containmany of the same concepts. Becausethe Policy Statement on the Educationof Students with Disabilities wasadopted by the State Board of Educa-tion, it takes precedence over the leader-ship initiatives. To the extent that thereis lack of congruence between the poli-cy statement and the initiatives, theleadership initiatives will be revised.

QUESTIONS:

Does this policy mandate inclusion?Does the policy seek to abolish the arrayof settings? Doesn't the emphasis onindividualization to meet identifiedneeds stress separation of students ratherthan integration?

ANSWER:

As a policy of the State Board of Educa-tion, this statement does not mandate in-clusion. Instead, it seeks to provide thestate with direction and guidance forimproving the education of all students,including those with disabilities. Thetask force placed primary emphasisupon meeting the needs of each studentwith all other considerations becomingsecondary. Because some students maybenefit most from services deliveredin specialized settings, the task force

recommended retaining all setting op-tions where services designed to meetindividual needs are provided.

QUESTION:

How does the policy affect the legalrights and privileges of students withdisabilities?

ANSWER:

As a policy, this statement does notaffect any rights guaranteed studentswith disabilities by state or federal law.Specifically, program planning for stu-dents eligible for special education ser-vices continues on an individual basiswith the admission, review, and dis-missal committee (ARD) writing theindividual education plan (IEP) anddetermining placement in accordancewith federal law. In addition, studentswith handicapping conditions who donot qualify for special education ser-vices are protected from discriminationunder Section 504 of the RehabilitationAct of 1973. This policy establishes avision for students with disabilitieswhich reaches beyond these legal sanc-tions to affect perceptions and shapeactions toward a shared responsibility.

QUESTIONS:

How will this policy affect studentswithout disabilities, especially giftedand talented students? Won't havingspecial education students in the regu-lar classroom slow down the academicprogress of students without disabilities?


ANSWER:

This policy both depends upon and con-tributes to restructured schools for allstudents, schools that are student-centered. That significant learningoccurs when students communicate withother students who bring different per-spectives and abilities to the task is welldocumented. Having opportunities fordiverse learners to work together in theregular classroom does not mean thatteachers should not nor cannot meet theindividual needs of students, whatevertheir characteristics or needs. Neitherdoes it mean that teachers cannot useflexible grouping for instruction. It doesmean that classrooms and schoolsmust be restructured, more flexible,and more responsive to students' needs,as well as the needs of educators fortraining and support. As schools arerestructured to become more student-centered, then academic achievementwill not decrease, but will improve forall students.

QUESTIONS:

How will teachers be able to give allstudents the same curriculum and as-sessments? Will teachers have to waterdown the curriculum to serve studentswith disabilities in the regular class-room? Will schools be able to reachrigorous academic expectations ifstudents with disabilities are movedinto regular classrooms more often?

ANSWER:

All students must have access to a highquality curriculum that moves themtoward achievement of broadly statedlearning goals. To ensure that all stu-dents have this access, schools mustprovide training and instructional sup-port to classroom teachers so that thet.sk of delivering individualized in-struction becomes more manageable.The task force expects the majority ofstudents with disabilities to completea high quality curriculum when mod-ifications are provided to meet theirindividual needs. Likewise, studentswith disabilities will participate in theassessments expected of ail students,modified, if needed, to provide theman equitable opportunity for success.

QUESTION:

Why is support for teachers and stu-dents so crucial to improving servicesfor students with disabilities?

ANSWER:

Educational programming for studentswith disabilities occurs on an individualbasis, designed to meet identified edu-cational needs. For students to be suc-cessful learners, the support they requiremust accompany them to the classroom.Likewise, teachers need supports in or-der to meet the specific needs of stu-dents with disabilities in their class-rooms. Supports may take the form ofadjustments to student-teacher ratioswhen students who need additionalteacher time and attention are part of


the classroom. Supports for teachers andstudents may also take other forms, suchas consulting with another professionalwho has expertise in the specific dis-ability, more time to work individually,different equipment or materials, oranother pair of hands in the classroom.The educational success of students withdisabilities depends in large measure onthe availability of appropriate educa-tional supports.

QUESTION:

Why would the task force recommendthat students with disabilities be in-cluded in the state accountabilitysystem?

ANSWER:

To the extent that many students withdisabilities are excluded from the stateaccountability system, schools and dis-tricts may be inclined to focus attentionand resources more fully on those whoare included. As schools and districtsprovide all students a well-rounded,high quality curriculum, then morestudents should be prepared for suc-cess as measured by the Texas Assess-ment of Academic Skills (TAAS). Italso means that alternate ways to mea-sure progress for some students withdisabilities must be developed. Thesealternative measures should be incor-porated into the accountability systemfor Texas schools. The state account-ability system should include, ratherthan exclude, students with disabilities.

QUESTIONS:

What about safety concerns? What hap-pens when a student who is identified asemotionally disturbed behaves inappro-priately in a regular education class orwhen a student who is medically fragileneeds immediate attention?

ANSWER:

Every student, with or without disabili-ties, must be assured a safe place tolearn. This means that support and alter-natives are readily available to bothstudents and teachers as the need arises.Schools must be structured and staffedso that all students receive what theyneed to be successful. Since trainedindividuals should be available to pro-vide medical services to students, edu-cators would not be expected to per-form these tasks. School staff shouldbe trained in basic emergency first aidand CPR, in case of accident or injury toany student on campus.

QUESTION:

How will relationships among commu-nities, families, and schools be affectedas educational services to students withdisabilities are improved?

ANSWER:

Strengthened linkages between com-munities, families, and schools formthe foundation of the policy. Opencommunication facilitates these new

3 0


linkages. These linkages recognizeand reinforce the interdependence ofall who work toward the highest levelsof achievement and development forstudents with disabilities. As studentswith disabilities become better preparedat every level of schooling to assumefuller adult roles, communities, fami-lies, and schools must be responsive tothose new expectations for employment,recreation, civic responsibilities, andfurther educational opportunities.

QUESTION:

For this policy to work, won't schools,administrators, and teachers have tooperate in very Efferent ways than theydo now?

ANSWER:

Educators must continue to refine andextend their skills, as well as adjust at-titudes and perceptions, to accommo-date the changing nature of the studentpopulation and society's expectations.As schools strive to improve servicesto students with disabilities, increaseddemands will be placed upon educators;however, these increased demands mustbe accompanied by increased supportfor educators and students. As schoolprofessionals seek to better serve allstudents, they must engage in a processof continuous professional growth andskill development. In doing so, theymodel a commitment to life-long learn-ing for their students and communities.

31


PROJECT STAFFCriss Cloudt

Executive Associate CommissionerPolicy Planning and Information Management

Susan BarnesProject Director

Mindy SittonEducation Specialist

Maureen Moore ScheevelPlanner

Diane HernandezInformation Specialist .

Barbara RodriguezAdministrative Assistant

Special Thanks to:Policy Planning and Information Management Staff

Mary AlvarezLeslie LiddellMisti Ouille

Lillian PurnellHolly Williams

Cross Agency Working GroupPearl Bobo

Kathleen BurkeShalia Cowen

Jill GrayEvelyn HiattPeter KircherMary JacksonMarty Murrell

Ann NeelSharon O'Neal

Delia QuintanillaJenny Russell

Shirley SanfordLane Scott

Margaret ThompsonLanny Van Allen


COMPLIANCE STATEMENTTITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER, CIVILACTION 5281, FEDERAL DISTRICT COURT, EASTERN DISTRICT OF TEXAS,TYLER DIVISION.Reviews of local education agencies pertaining to compliance with Title VI Civil Rights Act of1964 and with specific requirements of the Modified Court Order, Civil Action No. 5281, Fed-eral District Court, Eastern District of Texas, Tyler Division are conducted periodically by staffrepresentatives of the Texas Education Agency. These reviews cover at least the following poli-

cies and p.actices:

(1)(2)

(3)(4)

(5)

(6)(7)

acceptance policies on student transfers from other school districts;operation of school bus routes or runs on a nonsegregated basis;nondiscrimination in extracurricular activities and the use of school facilities;nondiscriminatory practices in the hiring, assigning, promoting, paying, demoting,reassigning, or dismissing of faculty and staff members who work with children;enrollment and assignment of students without discrimination on the basis ofrace, color, or national origin;nondiscriminatory practices relating to the use of a student's first language; andevidence of published procedures for hearing complaints and grievances.

In addition to conducting reviews, the Texas Education Agency staff representatives check com-plaints of discrimination made by a citizen or citizens residing in a school district where it isalleged discriminatory practices have occurred or are occurring.

Where a violation of Title VI of the Civil Rights Act is found, the findings are reported to the

Office for Civil Rights, U.S. Department of Education.

If there is a direct violation of the Court Order in Civil Action No. 5281 that cannot be clearedthrough negotiation, the sanctions required by the Court Order are applied.

TITLE VII, CIVIL RIGHTS ACT OF 1964 AS AMENDED BY THE EQUAL EM-PLOYMENT OPPORTUNITY ACT OF 1972; EXECUTIVE ORDERS 11246 AND11375; EQUAL PAY ACT OF 1964; TITLE IX, EDUCATION AMENDMENTS; RE-HABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TO THEWAGE-HOUR LAW EXPANDING THE AGE DISCRIMINATION IN EMPLOY-MENT ACT OF 1967; VIETNAM ERA VETERANS READJUSTMENT ASSISTANCEACT OF 1972 AS AMENDED; IMMIGRATION REFORM AND CONTROL ACT OF1986; AMERICANS WITH DISABILITIES ACT OF 1990; AND THE CIVIL RIGHTSACT OF 1991.The Texas Education Agency shall comply fully with the nondiscrimination provisions of allfederal and state laws, rules, and regulations by assuring that no person shall be excluded from

consideration for recruitment, selection, appointment, training, promotion, retention, or anyother personnel action, or be denied any benefits or participation in any educational programs

or activities which it operates on the grounds of race, religion, color, national origin, sex, dis-

ability, age, or veteran status (except where age, sex, or disability constitutes a bona fide occu-

pational qualification necessary to proper and efficient administration). The Texas Education

Agency is an Equal Employment Opportunity/Affirmative Action employer.


33

I

TEXAS EDUCATION AGENCY1701 NORTH CONGRESS AVENUE

AUSTIN, TEXAS 78701-1494

GE5 601 08

GRANDES ILUSIONESPasos para propiciar el exito de cada estudiante

SINTESIS EJECUTIVA

INFORME DE LA MESA DIRECTIVA PARA LAEDUCACION DE ESTUDIANTES INCAPACITADOS

NOVIEMBRE DE 1994

lAzBEST COPY AVAILABLE

GRANDES ILUSIONESPasos para propiciar el exito de cada estudiante

SINTESIS EJECUTIVA

INFORME DE LA MESA DIRECTIVA PARA LAEDUCACION DE ESTUDIANTES INCAPACITADOS

NOVIEMBRE DE 1994

BEST COPY AVAILABLE

36

Este documento no esta amparado por "copyright".Puede duplicarse cualquiera de sus secciones otodas ellas. La Agencia de EducaciOn de Texasagradecera que se le de credit° por el materialusado y una copia de la reimpresiOn.

Para mas informacion o copias adicionales, comuniquese a:

Texas Education AgencyPublications Distribution Office1701 North Congress AvenueAustin, Texas 78701-1494(512) 463-9734

Haga referencia al ntimero de la publicacion GE5 170 11

MESA DIRECTIVA EDUCATIVADEL ESTADO DE TEXAS

MIEMBROS

PRESIDE: CAROLYN HONEA CRAWFORDBeaumont, Distrito 7

ALMA A. ALLEN PATSY JOHNSON

Houston, Distrito 4 Sulphur Springs, Distrito 9

MARY HELEN BERLANGA GERALDINE MILLERCorpus Christi, Distrito 2 Dallas, Distrito 12

JACK CHRISTIE RENE NUNEZHouston, Distrito 6 El Paso, Distrito 1

ELEANOR N. CONRAD ROBERT H. OFFUTT

Dallas, Distrito 13 San Antonio, Distrito 5

WILL D. DAVIS DIANE PATRICKAustin, Distrito 10 Arlington, Distrito 11

MONTE HASIE MARY KNOTTS PERKINSLubbock, Distrito 15 Distrito 8

WILLIAM L. HUDSON ESTEBAN SOSA

Wichita Falls, Distrito 14 San Antonio, Distrito 3

LIONEL R. MENOComisionado de Educacion

(Oficial Ejecutive de la Junta Directiva Estatal de EducaciOn)

353

MESA DIRECTIVA PARA LA EDUCATION DEESTUDIANETES INCAPACITADOS

MIEMBROS

BRUCE AUMACKDirector educacional del area de AustinIBM

CINDY BOURLANDDepartamento de Servicio deProteccion y Reg lamentationAustin

MARGARET CARRDirectora de escuela eiementalFort Worth ISD

HARRIETT (KABERLINE) CHOFFELCoordinadoraEscuela diurna regionalde Austin para sordos,y Miembro de la JuntaDirectiva,Alexander Graham BellAssociation para sordos

ELEANOR N. CONRADJunta Directiva Estatalde EducaciOn, Distrito 13Dallas

JOEL DE LA GARZAMaestro de escuela elementalHarlingen CISD

CONNIE FERGUSONSupervisoraEscuela diurna regional de BrazosValley Program para sordosBryan ISD

LANELLE GALLAGHERMadre de familiaRichardson

RICHARD GUTIERREZMaestro de historia en secundariaSocorro ISD

PHIL HATLENSusperintendenteEscuela de Taxas para ciegos, y condeficiencia visual, Austin

PAUL HERNANDEZMiembro de la JuntaDirectiva escolarBrady ISD

WILLIAM L. HUDSONJunta DirectivaEstatal de Educacion,Distrito 14Wichita Falls

STEVE HULLPadre de familiaHenderson

KATHY HURLEYComision deRehabilitacion, de Texas,Austin

TAMMI LAFUENTECoordinadora de contactoscomunitariosAutoridad regional de saludmental y retraso mental, de Lubbock

4

39

MIEMBROS

NANCY LEEMadre de familiaLongview

PEARL MARSHALLEspecialista en enlacecomunitarioSan Antonio ISD

MARY MCFARLANDMaestra de inglesen secundariaAmarillo High School

GERALDINE MILLERJunta Directiva Estatalde EducaciOn, Distrito 12,Dallas

RENE NUNEZJunta Directiva Estatalde EducaciOn, Distrito 1,El Paso

CARMEN OROZCOMiembro de JuntaDirectiva EscolarPasadena ISD

THELMA "GIGI" OUSLEYMaestra elementalGoliad ISD

RON PARDONDirector de escuelaMesquite ISD

LINDA PARRISHMiembro de la JuntaDirectiva EscolarCollege Station ISSDProfesora, Facultad de Educacion,Texas A&M University

DIANE PATRICKJunta Directiva Estatal de Educacion,Distrito 11Arlington

GAY RATHEALDirectora de educacion especialBurleson ISD

TRUDY RECTORMadre de familiaSan Antonio

LIZ SHELBYDepartamento de salud mentaly retraso mental de Texas,Austin

DENISE Q. SMITHMadre de familiaPort Neches

JOE SOSAMaestro de edracion esr zcial ensecundariaKaty ISD

JOE TISONSuperintendente Weatherford ISDWeatherford ISD

405

PERSPECTIVA GENERAL

La mesa directiva para la educacion deestudiantes incapacitados, fue creadapor la Mesa Educativa del Estado deTexas, en septiembre de 1993, con elproposito de:

examinar la situacion de losservicios de "educacion especial"en Texas, y de

elaborar una estrategia politicapara aumentar el aprovechamientode estudiantes necesitados deservicios de "educacion especial",promoviendo excelencia y equidadentre todos los estudiantes, encuanto a la obtenciOn deresultados en el mundo real.

Entre los 32 miembros del mesadirectiva hubo maestros(as), unpara-profesional, administradoresescolares, padres/madres de familia,

profesionales de servicios comunitarios,un profesional de negocios, unaprofesora universitaria y tambienpersonas que desempefiaban funcionesmultiples, como padres de familia,profesionales de la educacion omiembros de juntas directivas escolareslocales. Los integrantes del mesadirectiva representaban tambien unequilibrio de intereses y antecedentes en"educacion especial" y regular. Cincomiembros de la Mesa DirectivaEducativa del Estado de Texas yrepresentalites del Departamento desalud mental y retraso mental, de Texas,del Departamento de servicios paraproteccion y reglamentacion, de Texas, yde la Comision de Rehabilitacion deTexas, prestaron sus servicios comomiembros fuera del officio.

Esta iniciativa es la cuarta de una serieque se ocupa de la educacion de los

Sintesis Ejecutiva 7

41

estudiantes de Texas. Las normasdirectivas adoptadas anteriormente paraeducacion de pre-kinder, kinder, preprimaria/la primaria, la secundaria y lapreparatoria, sirvieron de base parafuturas reformas, abriendo la puerta a lainnovaciOn local, dentro de un ampliomargen para definir la educaci6n decalidad para todos los estudiantes.Como el estado tiene responsabilidadesespecificas respecto a la educacion deestudiantes incapacitados, la MesaDirectiva Educativa del Estado de Texascre6 esta mesa directiva para elaboraruna estrategia politica que defina eintegre mejor esas otras, reconociendoque las normas directivas anteriormenteadoptadas son relevantes paraestudiantes con impedimentos, comomiembros valorados de esos gruposestudiantiles.

La mesa directiva formul6 una guianormativa que ofrece un marco dereferencia en la restructuracion deservicios para estudiantes incapacitados,mediante su revision de la investigacionactual y de los datos estatales sobreservicios a estudiantes incapacitados, asicomo mediante la consideracion deltestimonio publico, discusiones coneducadores y otras personas en elestado, y oportunidades para visitarprogramas de educaci6n regulares yespeciales en las escuelas. Este marcode referencia acentua la importancia dediseilar servicios, basandose en lospuntos fuertes y las necesidadesindividuates, promoviendo el desarrollointegral de los estudiantes en diversasareas, y trabajando de acuerdo con todaslas partes interesadas, para alcanzarmetas a largo plazo.

LA NECESIDAD DE CAMBIO

La revision que la mesa directiva para laeducaciOn de estudiantes incapacitadoshizo de la informaci6n basica,combinada con materiales de lectura,discusiones, visitas a salones de clase yexpertos, destaco varios aspectosimportantes en relaciOn con los serviciosde "educacion especial". Lainformacion basica indic6 que habia unarepresentacion excesiva de varones y deafricano-norteamericanos en losprogramas de "educacion especial"actuates. La brecha en aprovechamientoentre los estudiantes incapacitados yregulares iba siendo mayor a medidaque los estudiantes avanzaban en laescuela. Vinculados a la brecha enaprovechamiento estan los mayoresindices de retenci6n de estudiantesincapacitados, que revelan falta de exit°academic°. La vida despues de salir delas escuelas pUblicas, en materia deempleo, ulterior educaci6n o actividadesde placer -entre los estudiantesincapacitados- no ha alcanzado un nivelde participaci6n comparable al deestudiantes regulares. Es evidente queofrecer a los estudiantes incapacitadosuna educacion equitativa y excelenterepresenta un reto para las escuelas.

En respuesta a las expectativascrecientes del public° en cuanto aniveles mas altos de aprovechamiento yadquisicion de habilidades mascomplejas para todos los estudiantes, lasescuelas han iniciado el proceso derestructuracion de su organizacion,curriculos, instruccion, evaluacion deldesarrollo del personal y relacionescomunitarias. Las estrategias politicas

8 Sintesis Ejecutiva

adoptadas previamente por la MesaDirectiva Educativa del Estado de Texaspara la educacion en pre-kinder, kindery pre-primaria/primaria, secundaria ypreparatoria, requieren especificamenteuna amplia restructuraciOn de lasescuelas. La que se efectue, enrespuesta a esas guias normativas, asicomo la DeclaraciOn de las normassobre la educacion de estudiantesincapacitados (1994), debera incluir uncompromiso de mejorar los serviciospara estudiantes con incapacidades.

Una tendencia sobre la que se flames laatencion de la mesa directiva es unainiciativa educacional Ilamada "elmovimiento de inclusion". La mesadirectiva estudio ampliamente el temade la inclusion, mediante lecturas yconferencias de expertos, para entenderlos aspectos que intervienen. Basandoseen la filosofia de que todos losestudiantes deberian educarse en elsalon de clase regular de la escuela delvecindario, junto con los compatieros noincapacitados, y acompariados por unadiestramiento y sosten adecuados, elmovimiento de inclusiOn ha engendrado,por un lado apoyo vigoroso, y por otroserias reservas entre los padres defamilia y los educadores. Superando losconceptos del ambiente menosrestrictivo y de la integraciOn a laestructura educativa regular, lospartidarios de la inclusion tratan de abrirlas puertas del salon de clase, que estancerradas a los estudiantes incapacitadosy de cambiar las actitudesfundamentales hacia esos estudiantes enla escuela y en la sociedad. El plan dela inclusion se ha fonnulado tambien enfunci6n del derecho civil del estudiante

a un ambiente educativo integrado.Ademas, los que propician la inclusionbuscan, por un lado el acceso alcurriculo academic° pleno, y por otrooportunidades de interacci6n social concomparieros no incapacitados, de la edadapropiada. Los que tenian reservas encuanto a la inclusion, dirigian laatencion sobre todo a su preocupacionde que los estudiantes con incapacidadessensoriales no podrian encontrar en elsalon de clase regular is respuesta atodas sus necesidades en materia deeducacion. Les preocupaba tambien elhecho de que para algunos estudiantesincapacitados, que ya habian fracasadoen el salon de clase regular -sobre todolos que tienen trastornos emocionales oincapacidades de aprendizaje-, lainclusion les cerraria el paso a otrasopciones de colocacion. En general seconvenia en que, aunque la inclusion enla escuela o la comunidad debia ser lameta para todos los estudiantesincapacitados, algunos con necesidadesde incapacidad especifica mas severa,necesitarian tiempo en ambientesalternativos. Los que tenian reservascreian tambien que es un derecho civilde los estudiantes incapacitados el tenerla oportunidad de una educacion igual ala que se ofrece a los estudiantesregulares. Si se incluia a estudiantes queno tuvieran las habilidades para unacceso al curriculo regular, el resultadoseria que sus derechos civiles noquedarian satisfechos. A los miembrosde la mesa directiva les preocupabatambien que la inclusion de estudiantesincapacitados impusiera exigencias norealistas a los maestros(as), conduciendoa un aprovechamiento reducido para losestudiantes regulares. La tarea de

43Sintesis Ejecutiva 9

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responder at movimiento de inclusionmarcO la pauta de muchasdeliberaciones de la mesa directiva.

Otro asunto que surgio fue el de lacalidad y preparation de los educadoresen cuanto a satisfacer las necesidades deestudiantes incapacitados. La agendanacional para lograr mejores resultadospara la juventud incapacitadafisicamente (1994), menciona eldesarrollo profesional como uno de lostemas esenciales de la reformaeducativa. La mesa directiva oyoejemplos de necesidades especificas delos que el desarrollo profesional podriaocuparse: cambiar las attitudes de losmaestros(as) hacia los estudiantesincapacitados; falta de seguridadpersonal en la capacidad de enseilar aestudiantes incapacitados; falta de basesolida y de la destreza necesaria paraintroducir modificaciones en los salonesde clase regulares, y falta de habilidadespara el trabajo en equir a. Otros asuntospropuestos tambien a la atenci6n de lamesa directiva fueron las bajas normasde certification para interpretes enlenguaje por serias, asi como la escasezde interpretes y maestros(as) itinerantes,que se apliquen a terapia ocupacional yfisica, orientation y movilidad y terapiadel habla.

Ademas, surgieron preocupacionessobre las relaciones efectivas entre lasescuelas, las familias y las comunidades.Debido a la poblacion cada vez masdiversa de estudiantes y comunidades,las escuelas se enfrentan a nuevosdesafios en su esfuerzo por satisfacersiquiera las expectativas tradicionales deenseriar el curriculo basic°. Las

expectativas de los empresarios encuanto a habilidades a nivel de entradahan pasado, de lectura, escritura ycomputaciOn basica, a habilidades en lasolution de problemas y en trabajo enequipo. Las necesidades de losestudiantes incapacitados exigenmejores relaciones efectivas entre lasfamilias y las escuelas, asi como entrelas escuelas y la comunidad en general.Un problema planteado a la mesadirectiva fue el ocuparse en estasexigencias de nuevas relacionesfuncionales entre todos los responsablesde educar estudiantes incapacitados.

La eficacia de la programacion de la"educaciOn especial", en vista delniunero creciente de estudiantesatendidos y del aumento de costos,surgio como otro asunto importanteexaminado por la mesa directiva. Issues& Options In Restructuring Schools andSpecial Education Programs (Asuntos yopciones en la restructuracion de lasescuelas y los programas de "educacionespecial") (1992), sugiere elestablecimiento de un sistema deevaluation del progreso para todos losprogramas educativos, como elementofundamental de la reforma escolar. Lamesa directiva concluy6 que, si el exitode los estudiantes despues de salir de laescuela publica es un indicio del exit°del programa de "educacion especial",hay motivo de preocupacion. El estudiolongitudinal hecho en Texas de lasexperiencias de estudiantesincapacitados, examino el exit° en elempleo, en la vida independiente, en larecreation y en la educaciOnpost-secundaria. Los empleosdesemperiados por estudiantes

4410 Sintesis Ejecutiva

incapacitados tendian a ser de bajosueldo, de tiempo parcial, empleos anivel de enti-ada, en ocupaciones deservicio y con pocas expectativas deprogreso. Una gran proportion deestudiantes incapacitados vivia con suspadres despues de salir de la escuelapUblica. Durante el primer alio, despuesde haber salido de la escuela, lasactividades de esparcimiento paraestudiantes incapacitados cambiaron, deinteraction con grupos sociales, aactividades mas independientes, comoleer y ver television. La vida social conindividuos no incapacitados decay6.Solo el 25 por ciento de los estudiantesincapacitados asistio a escuelapost-secundaria durante el primer atiodespues de haber salido de la escuelapUblica. Aunque estos datos sonpreliminares, reflejan los resultados delEstudio nacional longitudinal detransition de los estudiantes deEducation especial. Ese estudioexamino tambien los expedientesacademicos de estudiantes incapacitadosdurante toda la escuela secundaria, ycomprob6 que las calificaciones de losestudiantes incapacitados eran mas bajPsen las clases academicas que en lasotras. Ademas, el estudio averiguo quelos estudiantes incapacitados tomabanmenos clases acadernicas a medida queprogresaban en la escuela secundaria.El movimiento nacional hacia normasde calidad mundial en las areas delcontenido basic° y el programa de lasecundaria y la preparatoriarecomendado en Texas tienen potentialsuficiente para influir de modo consider-able en el curriculo ofrecido y en lasexpectativas de aprovechamiento paratodos los estudiantes de las escuelas del

estado. Un asunto que es motivoconstante de preocupacion es comodebera incorporar ese movimiento dereforma las necesidades de losestudiantes incapacitados para darlesoportunidades adecuadas de aprendizaje.Es claro que un reto significativo paralas escu !las, del que hay que ocuparseen fok.ua mas efectiva, es la preparationde los estudiantes para la vida despuesde la escuela.

UNA NUEVA VISION

Hay cinco conceptos fundamentales enlos que se apoya la estrategia politica:individualization, colaboracion,comunicacion, integration ytransformaciOn. El cambio debeemprenderse cuando sirve para convertirestos conceptos en realidad en nuestrasescuelas y salones de clase.

Apoyado en la estrategia politica paraeducation en la secundaria y lapreparatoria, que requiere planesindividuales de education para cadaestudiante, este mesa directiva extiendeesa recomendacion a todos losestudiantes incapacitados, en todos losniveles de grado. Dentro de estecontexto, el Equipo acabo por valorar laflexibilidad sistemica necesaria irafomentar respuestas creativas queayuden a cada uno de los estudiantes arealizar todo su potential: academico,intelectual, linguistico, fisico, emocionaly social.

A lo largo del proceso de elaboration dela estrategia politica, muchos miembrosde la mesa directiva llegaron a laconviction de que es necesaria la

45Sintesis Ejecutiva 11

1

reforma sistemica que refleje los puntosfuertes particulares de las escuelas y lascomunidades por todo el estado, y quepermita a los educadores lograr mejoresresultados para todos los estudiantes,incluidos los que estan incapacitados.En esa clase de sistema, se modificarianlas funciones acostumbradas, y todos loseducadores -no solo los especiales-aceptarian la educacion de estudiantesincapacitados como una responsabilidadinherente. Se requerira cooperaciOn ytrabajo de equipo para que haya:colaboracion entre maestros, entremaestros y administradores, entre elpersonal de la escuela y otrosprestadores de servicios, colaboracionentre el personal escolar y los padres defamilia, colaboracion entre maestros yestudiantes, y colaboracion de losmismos estudiantes entre si. Losmaestros de esta clase de sistema seconsideraran a si mismos no comoespecialistas, sino como "generalistas",que trabajan pasando de una disciplina aotra para asesorar y resolver losproblemas de aprendizaje de losestudiantes. lLa mesa directiva para la educaci6n deestudiantes incapacitados preve unsistema en el que Ia labor de equipo seala norma, y la comunicaci6n abierta unavaliosa caracteristica. Todos los queintervengan en la educaci6n deestudiantes hablarian y escuchariansimplemente como individuosinteresados en la mejor educacionposible para todos los estudiantes, sindejar que se filtrara to que se dijo o seoyo debido a ideas preconcebidas de losdiversos papeles que representaran.Beneficiar a los estudiantes se preferiria

al interes de proteger lo que existe encuanto a estructura institucional ofunciones de los educadores. La mesadirectiva se comprometio a dar valor ala voz de cads participante en el procesode elaboracien de la estrategia politica,lo mismo si se trataba de un maestro(a)titular, que de un estudiante, unparaprofesional, un padre/madre defamilia, un investigador o un encargadode "educacion especial". El mismocompromiso fue aceptado por todos losindividuos responsables de mejorar laeducaciOn de los estudiantes en ladiscusion de reformas durante los mesesy los ailos venideros en todas lasescuelas. El proceso de reforma serialargo, complejo y desafiante para todoslos que intervinieran en el. Pero lasrecompensas en cuanto a estudiantesmejor atendidos en sus salones de clase,escuelas y comunidades y, por lomismo, convertidos en personas masproductivas y felices en su vida diaria,justificaria el esfuerzo realizado.

Durante el proceso de elaboraciOn de Iaestrategia politica, la mesa directiva seencontrO con personas y grupos quedefendian diversas postural en cuanto almovimiento de inclusion. La mesadirectiva reconocio que el sistemaeducacional debe restructurarse, si sedesea que mas estudiantes-seleccionados uno por uno y con eldebido apoyo- se eduquen en salonesregulares de las escuelas de suvecindario. Este equilibrio debelograrse preservando otras opciones paraestudiantes con necesi

Documents

etc.) (120) *Texas - ERIC · 2014. 7. 18. · JOEL DE LA GARZA Elementary Teacher Harlingen CISD. CONNIE FERGUSON. Supervisor Brazos Valley Regional Day School Program for the Deaf