Dripping Springs ISD provides eligible students with disabilities a continuum of special education services individualized to meet the unique needs of each student. Special education and related services are specially designed instructional services that enable all students with disabilities to make progress in the general curriculum, to participate in extracurricular and nonacademic activities, and to be educated and participate with disabled and non-disabled peers in the public school system. Special Education services are provided at no cost to parents.
Students qualifying for special education services have needs that will often require support that goes beyond what is normally received in the regular school/classroom setting. Services, as determined appropriate by the Admission, Review, and Dismissal (ARD) Committee, are available in many different instructional settings.
Services may include:
- consultative and/or direct support from special education staff within the general education classroom;
- direct instruction in a small group setting to reinforce instruction given in the general education classroom;
- pull-out services for specific subject areas.
Dripping Springs ISD also provides support in communication skills, life skills, vocational skills and behavior interventions for qualified students. Related services may include occupational therapy, physical therapy, psychological services and adaptive physical education for students meeting eligibility criteria for these specific interventions.
To qualify for special education, students must have been evaluated in accordance with the Individuals with Disabilities Education Improvement Act of 2004, and be identified as having a disability in one of the following areas:
Auditory Impairment (AI) Auditory Impairment (hearing) means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section.
Deaf (hearing) means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance.
Autism (AU) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Deaf Blindness (DB) Deaf-Blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children or children with blindness.
Emotional Disturbance (ED) Emotional Disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance.
- An inability to learn that cannot be explained by intellectual, sensory, or health factors.
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
- Inappropriate types of behavior or feelings under normal circumstances.
- A general pervasive mood of unhappiness or depression.
- A tendency to develop physical symptoms or fears associated with personal or school problems.
Intellectual Disability (ID) Intellectual Disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Multiple Disabilities (MD) Multiple Disabilities means concomitant impairments (such as Intellectual Disability -blindness, mental retardation-orthopedic impairment, etc.), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities do not include deaf-blindness.
Noncategorical Early Childhood (NCEC) Noncategorical Early Childhood is for students aged 3-5 who have general delays in their physical, cognitive, communication, social, emotional, or adaptive development; and who, because of these delays, need special education and related services.
Orthopedically Impaired (OI) Orthopedic Impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g.; poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g.; cerebral palsy, amputations, and fractures or burns that cause contractures).
Other Health Impaired (OHI) Other Health Impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that - -
- Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia, and
- Adversely affects a child’s educational performance.
Specific Learning Disabilities (SLD) Specific Learning Disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Speech or Language Impairment (SI) Speech or Language Impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child’s educational performance.
Traumatic Brain Injury (TBI) Traumatic Brain Injury means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; abstract thinking judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
Visual Impairment (VI) Visual Impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.
For more information regarding Special Education services contact:
Director, Special Services Dept.