Transition services are activities that prepare students with disabilities to move from school to post-school life. The activities are based on the student’s needs, preferences, and interests, and shall include needed activities in the following areas:

• Instruction
• Related services
• Community experiences
• Development of employment and other post-school adult living objectives
• Acquisition of daily living skills (when appropriate)
• Functional vocational evaluation

Psychological services providers consult and collaborate with parents, school personnel, medical professionals and other professional service providers to develop and implement strategies to help students succeed.

The focus is on assisting the school staff, students, and parents/family to solve problems related to learning and student behavior.

The ARD Committee determines the need for psychological services to support the student's special education program.

In-home/community-based training and Parent/family training services are considered separate entities, integrating in-home and/or community-based training with parent/family training services enables parents to develop a range of skills important for supporting their child's education in the areas of:

• behavior/social skill development
• communication training
• self-care skills in a sustained and meaningful way

The Irving ISD homebound program offers instruction by certified teachers to students enrolled in an Irving ISD campus who will be absent for medical reasons for at least four weeks.

It is offered as part of the district’s service to special education students in grades K-12 with illnesses or other medical reasons as documented by a licensed US physician.

Adapted physical education is an instructional service provided to students who are eligible for special education services and who demonstrate a need for modified or accommodated physical education services.

Adapted PE is an individualized program of developmental activities, exercises, games and rhythms and sport that are aligned with the TEKS. The TEKS are modified or accommodated to meet the unique physical needs of the individual with a disability.

Occupational therapy combines the art and science of providing and directing activities that serve to restore and enhance performance of skills needed for functional daily living.

The occupational therapist uses a variety of activities and adaptations in the areas of self-care, work and play to increase functional independence, enhance development, and prevent disability.

The task or the environment may be adapted to promote maximum independence and improve quality of life.

A Speech-Language Pathologist is a licensed, certified health professional who:

• evaluates
• plans intervention programs
• provides remediation through therapy for communication disorders.

On campus, the role is defined as the communication specialist providing services that include collaboration with parents, teachers and other professionals, comprehensive evaluation and report writing, case management, and intervention and remediation of communication disorders for identified students.

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 and 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 qualifies for eligibility as a student with a visual impairment (VI) and is approved through the ARD/IEP committee will receive services from a Teacher of the Visually Impaired and/or an Orientation and Mobility specialist.