What's Required

  • The local educational agency (LEA) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled 
    300.114(a)(2)(i)and 20 USC 1412(a)(5)(A).

    The LEA must ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily 34 CFR 300.114(a)(2)(ii)and 20 USC 1412(a)(5)(A)
    The LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services 34 CFR 300.115(a). 
    The ARD committee must specify the appropriate instructional arrangement/setting as set forth in 19 TAC 89.63(c).

What We Do

  • Sherman ISD offers a Continuum of Special Education Services to meet individual student's needs. The IDEA states that students with disabilities should only be removed from general education when they are unable to make satisfactory progress in general education with supplementary aides and services. The ARD/IEP Committee determines the least restrictive environment and services needed to meet the needs of the student which are documented in the student's Individualized Education Program (IEP). Schools may utilize a variety of combinations of special education supports and services to serve students with disabilities in general education settings and  to promote meaningful access, participation, and progress in the general curriculum. Please see the Spring ISD Continuum of Special Education Services below for more information. 
    Inclusive services are:
    • Instructional support services provided for diverse learners enable them to receive educational services with their non-disabled peers in the least restrictive environment (LRE)
    • Required supports that enable students with disabilities to receive educational services in their neighborhood schools
    • Supplementary aids and services, co-teacher/support facilitation services, instructional accommodations, and/or assistive technology.