Resources for Parents

The Talking Book Program (TBP) provides free library services for Texans of any age who are blind or have a visual, physical, or reading disability. Registered TBP patrons may borrow books and magazines in digital audio, Braille, and large print.

Materials and playback machines are mailed to your door, completely free of charge—you do not have to pay for postage when you return them. Eligible Texas residents who cannot read standard print material in the usual manner can complete an application and return it by mail. TBP will call you to set up an account after the application is approved. Contact us for any questions or comments you may have.

• Talking Book Program Details
• National Library Service  
• THE DYSLEXIA HANDBOOK
• DYSLEXIA HANDBOOK APPENDIX A
• DYSLEXIA HANDBOOK APPENDIX A - SPANISH
• BISD PARENT'S GUIDE TO DYSLEXIA
• LEARNING ALLY
• INTERNATIONAL DYSLEXIA ASSOCIATION

 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 non-disabled (34 CFR 300.114(a)(2)(i) and 20 USC 1412(a)(5)(A)).

The LEA must ensure that special classes, separate schooling, or other removals of children with disabilities from the regular educational environment occur 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 outlined in 19 TAC 89.63(c).

Disclaimer: Agencies and Resources listed are for informational purposes only. BISD does not endorse any of these programs.

 From birth through two years of age, children are served by a parent-infant teacher. These services are provided in the home and coordinated with Early Childhood Intervention (ECI) of North Central Texas. On the students’ third birthday, they are eligible for in-school placement. An IFSP is developed and should consider the student’s language and communication needs when making the decision regarding which interpreting model is best for the student and what situations an Interpreter will be used in, and submit a request accordingly. Interpreting services employs a direct service model using one of several Texas Education Agency recognized options: 

• Oral Transliteration
• Sign Language Transliteration
• Sign Language Interpreting 

Children who are 0 to 3 years old who have a Visual Impairment (VI), an Auditory Impairment (AI), and/or Deafblindness (DB) may be served by Burleson ISD.  After obtaining medical documentation of a hearing or vision loss, the Early Childhood Intervention (ECI) Program will obtain consent from the parent and then make an initial referral to Burleson ISD.  The vision and/or deaf education program will work with the ECI program to schedule a home visit to determine if a formal evaluation is recommended.

A Burleson ISD evaluation specialist will gather information to determine if a formal evaluation is needed and then obtain consent for an evaluation, as the child must meet IDEA requirements for VI/AI/or DB eligibility.  Once the eligibility is established, Burleson ISD will provide services to the child as designed by the Individual Family Service Plan (IFSP) team.   

For more information visit: Early Childhood Intervention (ECI)

A student who is deaf or hard of hearing is one who has been determined to meet the criteria for deafness as stated in 34 CFR, §300.8(c)(3):

Deafness 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.

​​​​​​​Or for students who are deaf or hard of hearing as stated in 34 CFR, §300.8(c)(5):

​​​​​​​​​​​​​​Hearing impairment 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.

A student with a visual impairment is one who has been determined to meet the criteria for visual impairment as stated in 34 CFR, §300.8(c)(13):

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.

Vision Services are provided to students who have a “serious vision loss after correction” and/or are “legally blind” as documented by a licensed eye specialist, have been assessed by a Certified Teacher of the Visually Impaired and Orientation and Mobility Specialist, and found to have a serious vision loss which adversely affects their academic performance. A student who is deemed eligible as a student with a visual impairment (VI) by the ARD/IEP committee will receive services from a Teacher of the Visually Impaired and/or an Orientation and Mobility specialist.

These services could include specially designed instruction, accommodations, modifications, direct instruction in one or more areas of the Expanded Core Curriculum to aide in accessing the curriculum, and technology supports including the use of Braille and magnification. The Vision Teacher travels to the student's assigned school or education setting to provide consultative services to the classroom teacher and/or student as well as direct instruction. These services may include pull-out instruction, collaboration, consult, or in-class support based on student needs. The ARD/IEP committee determines the type and amount of services needed based on the findings of the Functional Vision and Learning Media Assessment and the student’s strengths/weaknesses in the areas of the Expanded Core Curriculum.

Evaluation information and recommendations from the Orientation and Mobility Specialist will also be considered by the ARD/IEP committee. An Orientation and Mobility specialist is a human services professional who specializes in helping the visually impaired acclimate to their physical environment. Training in O&M may be provided if a student qualifies for VI eligibility and is deemed eligible for services by the ARD/IEP committee based upon the Orientation and Mobility evaluation and the student’s strengths/weaknesses in the areas of the Expanded Core Curriculum.

A student with deaf-blindness is one who has been determined to meet the criteria as stated in 34 CFR,§300.8(c)(2):

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 with blindness.

In meeting the criteria stated in 34 CFR, §300.8(c)(2), a student with deaf-blindness is one who, based on the evaluations specified in subsection (c)(3) and (12) of this section:

(A) meets the eligibility criteria for a student who is deaf or hard of hearing specified in subsection (c)(3) of this section and visual impairment specified in subsection (c)(12) of this section;

(B) meets the eligibility criteria for a student with a visual impairment and has a suspected hearing loss that cannot be demonstrated conclusively, but a speech/language therapist, a certified speech and language therapist, or a licensed speech-language pathologist indicates there is no speech at an age when speech would normally be expected;

(C) has documented hearing and visual losses that, if considered individually, may not meet the requirements for a student who is deaf or hard of hearing or for visual impairment, but the combination of such losses adversely affects the student's educational performance; or

(D) has a documented medical diagnosis of a progressive medical condition that will result in concomitant hearing and visual losses that, without special education intervention, will adversely affect the student's educational performance.

Federal and State Requirements

MHMR of Tarrant County Services for youth and adults with intellectual and developmental disabilities (IDD); mental health conditions; substance use disorders; and babies / young children with developmental delays  

Pecan Valley Centers - Johnson County  Services for youth and adults with intellectual and developmental disabilities (IDD); mental health conditions; substance use disorders; and babies / young children with developmental delays

Texas Workforce Commission  Assistance for youth and students with disabilities to help prepare for post-secondary education and employment opportunities

Texas Health & Human Services  A range of services to Texans with disabilities that help ensure their well-being, dignity and choice as well as support family members who care for them.

Social Security Administration  Detailed information about disability benefits and what to expect from Social Security during the disability process

Disability Rights Texas  Protection and advocacy for children and adults with disabilities 

211  Connections to services/assistance when you’re not sure where to turn

Navigate Life Texas  Resources and supports for families raising children with disabilities

Texas Project FIRST  Information resource for parents and families of students with disabilities - created by parents, for parents

Garrett Center at Sam Houston State University  Information for transition team members, including educators, students with disabilities, their families, agencies, and community partners

Texas Parent to Parent  Support, information, and education for families of children of all ages who have disabilities or chronic illnesses

Special Olympics Texas (BISD contact Monetta Smith (MSmith@BISDMAIL.net)  Sports training, athletic competition and a variety of other activities for children and adults with intellectual disabilities

Tarrant Cares / Easterseals North Texas  Resources for various issues families may be facing

IDD Council  Supports for a more inclusive community where people with intellectual and developmental disabilities (IDD) thrive

The ARC of Texas  Advocacy for community inclusion, quality supports, and services to meet the needs and choices of individuals with disabilities

REACH Resource Centers on Independent Living  Services for people with disabilities, so that they are able to lead self-directed lives 

Texas ABLE - A Savings Program for Texans with Disabilities  Savings program for Texans with disabilities

Wills and Trusts - Financial Planning  Financial planning for a child with a disability or special health care needs

Legal Framework for the Child Centered Special Education Process  

A TEA resource supported by ESC Region 18 that summarizes state and federal requirements for special education by topic.

Texas Project First 

Created by parents for parents. A project of the TEA committed to providing accurate and consistent information to the parents of students with disabilities.

TEA Special Education Home Page 

A comprehensive list of services and policies supported by the Texas Education Agency.

Texas Special Education Information Center (SPEDTex) 

A dynamic resource designed to inform and support parents, teachers, and anyone who is committed to the success of children with disabilities.

TEA Grants Opportunities 

A central resource for all state and federal grants administered by TEA.

Senate Bill 139, Notice to Families 

SB 139 requires LEA's to demonstrate compliance in distributing these notices to parents.

• Accommodations for Students with Disabilities taking STAAR, STAAR Spanish, STAAR L, and TELPAS
• STAAR Alternate Resources

2025 Updated Document-English

2025 Updated Document-Spanish

What is the SHARS program?

SHARS are direct medical services and transportation services available to children who are 20 years of age or younger, enrolled in Medicaid and are eligible to receive services under the Individuals with Disabilities Education Act (IDEA). The services must be included in the child's individualized education program (IEP) established under IDEA.

2025 Updated Document-English

2025 Updated Document-Spanish

2025-2026 Plan

Special Education Rules & Regulations

English Document

Spanish Document