Special Education
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    Overview and Purpose

    The purpose of the Procedural Guide for Special Education is to provide an administrative tool for all Harlandale Independent School District personnel with responsibilities related to special education.  This guide may also be used for the orientation of new staff, clarification of rules and regulations, and staff development.

    All persons with responsibility for students with disabilities must have access to the guide on the campuses and be familiar with the sections in the guide pertaining to their designated areas.

    The policies and procedures manual is a working document.  The manual is a reference to the operating procedures for Special Education.  In addition, locally adopted policies and procedures will continue to evolve, reflecting changes in federal and state laws and regulations.  While an annual review of the manual is not required, the policies, procedures, guidelines, and forms will be reviewed as needed.

    Mission Statement

    All students, regardless of their special needs, shall be provided curriculum in accordance with TEA rules and regulations.  The curriculum includes Texas Essential Knowledge Skills that represent core knowledge, skills, and competencies that students should learn to be effective and productive members of society.  Students with special needs shall be instructed in the same Texas Essential Knowledge and Skills in a manner appropriate to their needs. Special curriculum objectives will be provided when necessary to meet the needs of students with disabilities that cannot be instructed with the same essential skills as their non-disabled peers. The district ensures that programs for special populations are coordinated and are an integral part of students' total instructional program.

    The Special Education Department is committed to meeting individual student needs through communication and collaboration among general education staff, special education staff, and parents. It is our mission to provide the most appropriate and least restrictive environment to meet the students' needs through an array of instructional services. 



    Harlandale ISD is a family working together to provide a high-quality education where all students graduate to become productive and successful citizens for the 21st century.



    The Harlandale Independent School District endorses and adheres to the philosophy that all children, regardless of their disability, have a right to a free, appropriate public education. Working with all content areas, the special education program provides appropriate services to meet the needs of these students in the least restrictive environment.

    We believe in a child-centered process that ensures an appropriate educational program for students with disabilities ages 3 through 21 and birth through 21 for students with a visual and/or auditory impairment  who reside within the district.

    Harlandale ISD has developed its child-centered process which is comprised of the following four phases:

    1. Referral - involves public awareness, direction services, and the referral process to identify those students who need special education.
    2. Individual Evaluation- involves a process of individual evaluation for each student referred to special education.
    3. Admission, Review, and Dismissal Committee - The ARD committee must determine the needed special education services. 300.320(a)(4), 89.1050(a)(1) The term special education means specially-designed instruction, at no cost to parents, to meet the unique needs of the child with a disability. 300.39(a) It also involves presentation of 
      • evaluation information, 
      • determination of eligibility, 
      • development of the individual educational plan (IEP) and 
      • consideration of placement. 
    4. Once a child is placed in the Special Education Program, an ARD meeting must be held at least annually to review student progress and the IEP.


    Special Education Department Goals:

    • Provide on-going professional development to our staff so that they differentiate and meet the individual needs of our students to create a high-quality, diverse learning environment. 
    • Provide all staff with the tools, resources, data and insight needed to create an individualized education plan to inform instructional decisions and infrastructural adjustments to support individualized education for all students with disabilities. 
    • Foster a culture of inclusivity that prepares students with disabilities for college, career and military readiness.
    • Effectively and efficiently use all district resources to maintain sound fiscal policies and practices to ensure students with disabilities receive services needed to access FAPE.
    • Enhance innovative instructional/extracurricular facilities that are tailored to the evolving needs of our diverse student population. 
    • Provide community involvement activities to inform, educate and effectively promote the quality services provided to Harlandale ISD students with disabilities.



    Texas Education Agency Updates 

    TEA Webpage

    Updates in Special Education / Actualizaciones en Educación Especial

    Compensatory Services & Evaluations / Servicios Compensatorios y Evaluaciones

    The Texas Education Agency (TEA) has updated its Special Education Systems Dispute Resolution Handbook.  The handbook is designed to assist parents, school officials, and other interested parties in understanding and working through TEA’s special education dispute resolution system. It provides information on individualized education program (IEP) facilitation, mediation, due process hearings, and state complaints.  The handbook may be found on the TEA website at:
    Special Education Systems Dispute Resolution Handbook

    TEA Action Required Special Education Corrective Action Response Requirements & Timelines
    Special Education Corrective Action Response Requirements and Timelines.pdf


    Technical Assistance: Child Find & Evaluation 


    Non-Discrimination Act/Acto No Discrimination

    In accordance with Title VI, Civil Rights Act of 1964, Title IX, Education Amendment of 1972, Section 504, Rehabilitation Act of 1973 and Title of the American with Disability Act of 1992, the Harlandale Independent School District does not discriminate on the basis of ethnicity, religion, military status, color, national origin, age, or any other basis prohibited by law. Title IX Coordinators are Philip Reyna & Dr. Melinda Salinas, 102 Genevieve Drive, San Antonio, TX 78214, (210) 989-4445. The Section 504 Coordinator Dr. Jeanette Romero 906 March Ave., San Antonio TX 78214, (210) 989-4417.

    De acuerdo con el titulo VI de la Ley de Derechos Civiles del año 1973 y el Titulo II de la Ley de los Estados Unidos con Discapacidades del año 1992, el Distrito Escolar Independiente de Harlandale no discrimina por motivos de raza, religion, estado militar, color, nacionalidad, edad, sexo, descapacidad ni por ningun otro motivo prohibido por la Ley. Los Coordinadores del Título IX son Philip Reynay Dr. Melinda Salinas, 102 Genevieve Dr, San Antonio, TX 78214, (210) 989-4445. La Coordinador del Artículo 504 es Dr. Jeanette Romero 906 March Ave., San Antonio, TX 78214, (210) 989-4417. 


    Special Education Office 

    906 March Ave.

    San Antonio, Tx 78214

    210-989-5255 Office 

    210-921-4703 Fax


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