ARD Guide for Parents

This guide is designed to give you, as a parent of a child who is or may be eligible for special education services, a better understanding of the special education process and of your procedural rights and responsibilities so that you will be able to fully participate in the decision making process regarding your child's education. SPEDTex makes this resource available in over 30 different languages. Click the link below to download this resource.

ARD Guide for Parents

What is Child Find?
Child Find is a component of the Individuals with Disabilities Education Improvement Act (IDEA) 2004 that requires States and Local Education Agencies (school districts and charter schools) to identify, locate, and evaluate all children with disabilities residing in the State, regardless of the severity of their disabilities, and who are in need of special education and related services (34 CFR§ 300.111). Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and evaluate children with disabilities who are in need of Early Childhood Intervention (ECI) Programs (Part C) or Special Education and Related Services (Part B).

What does “child with a disability” mean?
The term "child with a disability" means a child with an intellectual disability, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), emotional disability, orthopedic impairments, developmental delay, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services (34 CFR§ 300.8).

What happens if a student continues to struggle even with general education support?
The parent(s) or legal guardian will be contacted by the local school district. The child may be referred for a full individual evaluation (FIE) to help determine eligibility for special education and related services. Parents/guardians and the school will decide if an evaluation is needed. The same group may develop an evaluation plan designed to assess areas of concern. If appropriate, an evaluation will be conducted by qualified school district/agency personnel. The parents and evaluation personnel will have a meeting to talk about evaluation results and eligibility for special education and related services.

Who can begin the Child Find process?
Anyone can start the process: a parent/guardian, doctor, teacher, relative or friend can call their local school district Child Find. If you are concerned about a child’s learning, contact your local school campus, district, or charter school. The evaluation process cannot start without parent/guardian consent.

What services may be available through special education?
Each child’s individual need(s) will be addressed on an individualized basis by a team consisting of: parent(s) or guardian, a person who can interpret evaluation, teacher(s), and the student (if appropriate). The team will review evaluation information, discuss eligibility, identify area(s) of need for specialized instruction, including related services (such as occupational therapy, physical therapy, or counseling) and develop a plan to fit the needs of the child.

How much do services cost?
All services provided by Local Education Agencies (school districts and charter schools) through IDEA 2004 (Part B) Special Education and Related Services (Part B) are at no cost to the individual or parents.

Who do I contact?
If you are concerned about a child’s learning, contact your campus. You may also contact the Special Services Department with Nacogdoches County Schools' SSA at 936-564-5511. 

Technical Assistance: Child Find & Evaluation PDF

English Version

Spanish Version

Dyslexia
As defined in Texas Education Code Section 38.003:

Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. Related disorders include disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

As defined by the International Dyslexia Association:

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Children who are identified as having dyslexia have difficulty with reading, single-word decoding, reading fluency, reading comprehension, written composition, and spelling. The problems of the child with a learning disorder may include these difficulties and other difficulties that do not necessarily pertain to reading exclusively.

Texas Dyslexia Handbook 2024
Manual Sobre Dislexia (The Dyslexia Handbook - Spanish)

How is Dyslexia Assessed For and Identified?

All public-school students are required to be screened for dyslexia while in kindergarten and grade 1. Additionally, students enrolling in public schools in Texas must be assessed for dyslexia and related disorders “at appropriate times” (TEC §38.003(a)). While schools must follow federal and state guidelines, they must also develop local procedures that address the needs of their student populations. Schools must recommend evaluation for dyslexia if the student demonstrates the following:

• Poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade

• Characteristics and risk factors of dyslexia indicated in Chapter I: Definitions & Characteristics of Dyslexia

Parents/guardians always have the right to request a referral for a dyslexia evaluation at any time.

The Dyslexia Handbook requires that anytime the LEA (Local Education Agency) suspects the student has dyslexia or a related disorder and needs services, the LEA must seek parental consent for a Full Individual Initial Evaluation (FIIE) under the IDEA.              

Once the condition of dyslexia has been identified, a determination must be made regarding the most appropriate way to serve the student. All students who are identified with dyslexia or a related disorder and who require special education services because of dyslexia or a related disorder are eligible under the IDEA. 

Additional Resources for Parent and Family Support for Dyslexia:

Dyslexia Helpline: 1-800-232-3030

Dyslexia and Related Disorders - Information for Parents

International Dyslexia Association (IDA)
Learning Ally (Formerly RFB&D)
Talking Book Program (TBP) - The Talking Book Program offers students with reading disabilities a variety of reading materials.  Qualified students can apply to the free program.  For more info call 1-800-252-9605. 

Dyslexia Risk Factors Brochure for Educators and Parents

ESC-20 Dyslexia Risk Factors Brochure English 
ESC-20 Dyslexia Risk Factors Brochure Spanish

Dyslexia Awareness Brochure for Educators and Parents

ESC-20 Dyslexia Awareness Brochure English
ESC-20 Dyslexia Awareness Brochure Spanish

For questions regarding Dyslexia screening, evaluation, or instruction, please contact your child's campus administrator.

The Texas Transition and Employment Guide provides information on statewide services and programs that assist in the transition to life outside the public school system for students enrolled in special education programs and their parents. Use the following links to download your copy of Pathways: The Texas Transition and Employment Guide to a Successful Life After High School for Students with Disabilities.

Pathways Guide

Under the Individuals with Disabilities Education Act (IDEA), you and your child have legal protections during the evaluation and individualized education program (IEP) process. These protections are called Procedural Safeguards. SPEDTex makes this resource available in over 30 different languages. Click the link below to download this resource.

Notice of Procedural Safeguards

Senate Bill 139

SPEDTex can help! They provide information and resources that can help you understand your child’s disability, your rights, and responsibilities under the Individuals with Disabilities Education Act (IDEA), and facilitate collaboration that supports the development and delivery of services to children with disabilities in our state. Contact Info: 855-773-3839 or inquire@spedtex.org

SpedTex Info Center

Special Education Transition Services
Transition is a process designed to assist students with disabilities to achieve their postsecondary goals in the areas of education, employment and adult living. Through transition planning, annual goals and a coordinated set of activities focusing on both academic and functional skills are established to facilitate progress towards a student's postsecondary goals.

Federal and State Law
Federal law states that beginning no later than the first IEP to be in effect when the child turns 16 (State law states age 14), or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include -Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. The transition services (including courses of study) needed to assist the child in reaching those goals.

What's Included In Transition Services?

• Transition Assessments
• Postsecondary Goals
• Instruction
• Related Services
• Community Experiences
• Daily Living Skills
• Employment Prep
• Self-Advocacy
• Agency Linkages

Transition Employment Services Designee:
Kendra McAlister, Transition Coordinator
936-564-5511
kendra.mcalister@centralhts.net

Special Education Director
Lacy Cain
936-564-5511
lacy.cain@centralhts.net

Resources for Parents:

Texas Transition and Employment Guide (English) 

Texas Transition and Employment Guide (Spanish)

Texas Workforce Commission

TWC Vocational Rehabilitation Programs (previously DARS)

Disability Rights of Texas

Texas Health and Human Services

Texas Council for Developmental Disabilities

Social Security

Link to Burke Industries

Start My VR is an online self referral form that offers a convenient way for Texans with disabilities to take the first step toward obtaining, retaining, or advancing in employment.