skip to main content

Related Services

over 4 years ago

Related services are defined as transportation and such developmental, corrective, and other supportive services required to assist a child with a disability to benefit from special education.  Related services include such services as assistive technology services, audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, counseling, in-home and parent training, orientation and mobility services, school health services, social work services, and transportation.  Related services do not include cochlear implants or other medical devices that are surgically implanted, the optimization of device functioning, maintenance of the device or replacement of the device. 

Assistive technology 

Assistive technology includes both devices and services.

Assistive technology devices include any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.
Assistive technology services include any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.  The term includes:
  • The evaluation of the needs of a child with a disability, including a functional evaluation of the child in his/her customary environment.
  • Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices for children with disabilities.
  • Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacement of assistive technology devices.
  • Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation and programs.
  • Training or technical assistance for a child with a disability or, if appropriate, the child's family.
  • Training or technical assistance for professionals, including individuals providing educational and rehabilitative services, employers or other individuals who provide services to, employ, or are otherwise involved in the major life functions of children with disabilities.
A Full and Individual Evaluation (FIE) reports address the student's need for assistive technology.  Should a specific evaluation be needed to determine a specific need for assistive technology services or devices, the ARD Committee should conduct a Review of Existing Evaluation Data (REED) and request an assistive technology evaluation.  

In the Southeast Texas Cooperative for Special Services, a team of professionals which may include a diagnostician, a speech language pathologist, an occupational therapist, and/or a special education teacher conduct all assistive technology evaluations and monitor the student use of assistive technology.

By School ADM


Counseling as a related service may be required for students to benefit from their special education services.  Counseling as a related service does not supplant general counseling services available to all students.  Counseling services are provided by qualified social workers, psychologists, guidance counselors or other qualified personnel.

In the Southeast Texas Cooperative for Special Services, the recommendation for counseling as a related service may come from a counseling or psychological consultation, an evaluation specifically for counseling, or a full psychological evaluation.  The Director of Special Education is responsible for monitoring the provision of counseling as a related service.

Occupational and physical therapy

Occupational and physical therapy includes improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation, improving the ability to perform tasks for independent functioning, and preventing further impairment or loss of such function.  Educational-based occupational and physical therapies focus on the educational setting of the student and address any needs that the student has in order to benefit form his or her special education services.  These therapies are not clinical in nature and thus the focus of the therapy is not on the individual child, but on how the child is able to function within the school environment.  In the Southeast Texas Cooperative for Special Services, eligibility for occupational and physical therapy is based on an evaluation conducted by a certified occupational or physical therapist.  The evaluation process begins with a consultation.  If services are indicated, the therapist works with the classroom teacher to develop goals and objectives to address specified needs and then becomes one of the implementers of the child's individualized educational program.  As such, occupational and physical therapy services are generally provided in the regular or special education classroom in order to best support the child with the educational environment. 

 Note:  If physical therapy is indicated, a physician's referral for services is required prior to beginning services. 

Orientation and mobility

Orientation and mobility services are provided by qualified personnel for blind or visually impaired students to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community.  It includes teaching students spatial and environmental concepts and the use of information received by the senses, the use of a cane or service animal to supplement visual travel skills, and instruction in the understanding and use of remaining vision and distance low vision aids.  The Southeast Texas Cooperative for Special Services works with orientation and mobility specialists for the evaluation and provision or orientation and mobility services. 

In-home and parent training

For students who are identified as having autism or a pervasive developmental delay, the ARD Committee must consider the need for in-home training and parent training.  The provision of in-home training and parent training, however, is not dependent on disability, but on the individual needs of the child.  In-home and parent training are intended to assist a child who has demonstrated mastery of certain skills within the school environment to generalize those same skills to the home or community environment.  The areas that in-home training and parent training cover are behavior, communication, socialization and self-help skills.  In the Southeast Texas Cooperative for Special Services, eligibility for in-home and parent training is based on an evaluation conducted by a professional experienced in working with children with autism and who has had training in in-home and parent training.  Individuals who conduct in-home and parent training are professionals who have had training in the area of autism and in-home training.  Parent training may be done individually within the home and community environment, or it may be through parent trainings that are offered throughout the school year by the Southeast Texas Cooperative for Special Services.  Information from parents regarding training topics is sought annually and the training schedule developed accordingly.

Transition and Vocational Services

over 4 years ago

By School ADM

Transition portfolio

As information about a student is gathered through a variety of assessments and activities, it is important to organize and maintain the information in a way that makes it useful to the student, parents and other educators.  Students participate in transition related activities through general education, special education, school-to-work opportunities, or the counseling center, but the information is not maintained in one place or shared among educators.  Parents may receive the information but it comes in different sections or at different time periods and they may not understand the relevance of the information.  
Transition Portfolio provides a checklist of suggested activities and important information that can be collected over time.  It is a tool for documenting activities that have been completed. It is intended to be a working tool for the student, family and educators containing the information that is relevant to the student's transition plan.  The transition information is separate from the student’s cumulative file or official records.  The use of a portfolio can save time and duplication of effort.  The consistent use of a portfolio checklist can serve multiple purposes:


·         It provides a way to keep career development and transition related information in one place regardless of whether general education teachers, counselors, or special education providers gathered it.

·         A portfolio helps to build a more complete picture for the student of their interests, strengths, abilities and needs.

·         Students can build self-advocacy, self-determination and organizational skills by managing their own portfolio and learning the importance of the information it contains.

·         When a student moves from grade to grade, or moves to another school, the portfolio can give the new teacher a record of what has been done, and what the next appropriate steps would be, avoiding duplication or missed components.

·         The portfolio is useful when a student is being referred to an adult agency and documentation is required for eligibility and plan development.

·         A portfolio provides a tool for accountability and can help parents to understand what is being done in school to prepare their child for adulthood and what components must still be addressed.


Adapted from:

vocational training

Southeast Texas Cooperative for Special Services

 Cooperative Employment Experience and Employer Partnerships
Vocational Adjustment Coordinator
Lee Waldrop
1600 Grand Avenue
Liberty, Texas  77575
936-336-8701, ext. 7043
Course Description:
Students earn credit toward high school graduation through the Cooperative Employment Experience course.  Students will participate in vocational training through paid training sites.  Students are at least 16 years of age to begin the program.  Students will be evaluation in the following areas:
      -Initiative, attendance, and punctuality
      -Communication and judgement
      -Cooperation with others
      -Productivity and quality of work
Student Responsibilities:
-Provide documentation of eligibility of work.
-Demonstrate ability to take ownership in the job search process.
-Secure and maintain employment at a work site approved by the VAC.
-Demonstrate work ethic by observing workplace rules, exhibiting social skills behaviors appropriate for the work environment and performing assigned duties as directed by the employer.
-Maintain contact regarding changes in work schedules and employment situation.
-Demonstrate acceptable performance on the job and in classes at school.
-Participate in the development of goals and objectives for success in CEE.
-Follow rules while in school and on the job.
Employer Responsibilities:
-Assure the student's workstation is a learning situation.
-Outline the job the student is to perform.
-Discuss the basic rules the student is to follow.
-Discuss the student's workload and any limitations with the student's immediate supervisor.
-When the student has shown he/she can remember and complete initial tasks, add more responsibilities.
-Compliment the student as he/she learns and does well, but do not hesitate to correct the student whenever necessary.
-Alert the VAC teacher when necessary to help the student maintain success.
-Provide evaluations that will be calculated into the student's grade at the end of each grading period.
-Pay the student comparable to other employees and based on duties and responsibilities performed by the student. 
Advantages of Hiring Students:
-Students know they must do a good job in order to qualify for high school graduation.
-The employer can call the VAC for assistance at any time.
-It is good business to train and hire students.
-Businesses may be eligible to receive financial incentives for hiring students through state and federal agencies.
-Business will receive community recognition for hiring students. 
Goals of the Cooperative Employment Experience:
-To ensure student growth and development by identifying/developing job opportunities and related academic skills.
-To promote high quality instruction in the areas of vocational, employability and independent living skills.
-To promote collaboration with parents by providing information to parents and students regarding expected outcomes of work-based learning.
-To increase student and family awareness of services available from community and educational agencies after graduation.
-To provide a continuum of supports and services to employers of CEE students that foster a positive employer relationship.
-To promote positive public relations by networking with local businesses and community leaders.
-To provide a coordinated support system for employers and school staff.

Co-op Businesses

We would like to give a special Thank You! to the following businesses who support the Cooperative Employment Experience Class:



Casa Don Boni

Potetz Home Center

Cleveland Regional Medical Center

Crothall Services Group

City of Liberty

Liberty Senior Activity Center

Cleveland Chamber of Commerce

graduation information

Graduation Options: Every student in Texas graduates with a regular diploma.

Regular Graduation with TAKS or TAKS Accommodated

-Received all instruction in general education curriculum (TEKS)

-On grade level, no content modifications

-Passed all classes with at least 70%

-Passed TAKS or TAKS Accommodated

-Graduation under Recommended or Distinguished Program

Regular Graduation Participation on Exit Level Assessment

-Received all instruction in general education curriculum (TEKS)

-All instruction on grade level, no content modification

-Passed all classes with at least 70%

-Participation in state and district-wide assessments (TAKS or TAKS Accommodated)

-ARD Committee decision whether passing assessment is requirement for graduation

-Graduation under Minimum Program

Graduation by IEP

Student successfully completes IEP as shown when:

-IEP goals are mastered

-Curriculum and credit requirements completed/mastered at 70%

-Participation in state and district assessments

-Demonstration of one of the three conditions:

  • Full time Employment
  • Specific Employability and Self-Help skills
  • Access to Services not Provided by School
A) Full Time Employment
     -Full time employment as defined by ARD committee
     -Individualized according to the needs of the student
     -Not intended to replace academic instruction in core curriculum

B) Specific Employability and Self-help Skills
    Demonstration of:
     -Skills directly related to preparation of employment
     -Includes general skills to obtain/retain employment
     -ARD identifies skills and how student attains them
     -Could include academic, Career Technology Education, general career vocational skills,      community-based vocation instruction, etc.

C) Access to Services Not Provided by School
    Demonstration of:
     -Access to services from identified service provider
     -Providing (at time of graduation/will provide) services
     -Invited service provider to ARD
     -Provide documentation of approved access to services

Graduation by End of Age Eligibility

-Student no longer meets age eligibility (age 21 on September 1)

-Mastered IEP goals/objectives

-Participated in state/district assessments

Homebound Services

over 4 years ago

By School ADM

The Southeast Texas Cooperative for Special Services provides homebound instruction for students eligible for Special Education services who are unable to attend a classroom program for four weeks or longer due to a serious illness, injury, or certain other conditions as documented by a licensed physician.  Homebound services may also be appropriate for students with chronic illnesses.  A chronically ill student is one whose medical condition is generally considered to be life threatening or end stage.  Documentation from a licensed physician that the student is expected to be confined for any period of time totaling at least four weeks during a school year is required.  Homebound instruction is provided for a minimum of four hours each week in the student's home and credits the student with full-time school attendance.  This instructional setting is in accordance with the Texas Education Agency Student Attendance Accounting Handbook guidelines.  Homebound is not provided for students with any communicable, contagious disease until the attending physician declares the student no longer contagious.  Students are dismissed from homebound services when released by the physician or when there is no longer any current documentation that supports homebound services.  Cases varying in nature from the above situations will be considered and resolved by the Admission, Review, and Dismissal Committee(ARD).

Students with Visual Impairment

over 4 years ago

By School ADM

A child who has a visual impairment, including blindness, is one who has an impairment in vision that, even with correction, adversely affects his/her educational performance.  The term includes both partial sight and blindness.  

A student with a visual impairment is one who

  • Has been determined by a liscensed ophthalmologist or optometrist
    • to have no vision or to have serious visual loss after correction or
    • to have a progressive medical condition that will result in no vision or a serious visual loss after correction.
  • Has been determined by the following evaluations to have a need for special services:
    •  A functional vision evaluation (FVE) by a professional certified in the education of students with visual impairments or a certified orientation and mobility specialist.  The evaluation must include the performance of tasks in a variety of environments requiring the use of both near and distance vision evaluation and an orientation and mobility evaluation.
    • A learning media assessment (LMA) by a professional certified in the education of students with visual impairments.  The evaluation must include recommendations concerning which specific visual, tactual, and/or auditory learning media are appropriate for the student and whether there is a need for ongoing evaluation in this area.  

A student who has a visual impairment is functionally blind, if based on the previously described evaluations, the student will use tactual media (Braille) as a primary tool for communication.