SRC-MAX S.B. 198 75(R)    BILL ANALYSIS


Senate Research CenterS.B. 198
By: Zaffirini
Education
4-4-97
As Filed


DIGEST 

Autism is a development disability that typically appears during the first
three years of life.  It is the result of a neurological disorder that
interferes with the normal development of the brain in the areas of
reasoning, social interactions, and communication skills.  Autism and its
associated behaviors occur in approximately 15 of every 10,000
individuals.   

The Texas Education Agency commissioner's rules identify seven issues that
must be considered when providing services to students with autism.  There
have been concerns in the past ten years that these rules may eventually
be eliminated.  This bill would codify these existing rules to ensure that
the seven issues continue to be addressed. 

PURPOSE

As proposed, S.B. 198 creates education programs for students with autism
and pervasive development disorder in school districts. 

RULEMAKING AUTHORITY

This bill does not grant any additional rulemaking authority to a state
officer, institution, or agency. 

SECTION BY SECTION ANALYSIS

SECTION 1. Amends Chapter 29, Education Code,  by adding Subchapter J, as
follows: 

SUBCHAPTER J.  PROGRAMS FOR STUDENTS WITH AUTISM OR PERVASIVE DEVELOPMENT
DISORDER 

Sec.  29.351.  DEFINITIONS.  Defines "autism" and "pervasive development
disorder." 

Sec.  29.352.  DELIVERY OF SERVICES.  Requires a school district to
deliver services in conjunction with or in addition to services delivered
under Subchapter A, as appropriate. 

Sec.  29.353.  ASSESSMENT, ADMISSION, AND REVIEW CRITERIA.  Requires a
professional to assess a student with autism or pervasive development
disorder as provided by Subchapter A and this section. Sets forth the
provisions a school district is required to address when conducting an
assessment of a student with autism or pervasive development disorder,
throughout the admission, review, and dismissal process, and in the
development of the student's individualized education program.  

Sec.  29.354.  UNIQUE COMMUNICATION.  Requires a school district to
provide a student with autism or pervasive development disorder an
education in which the student's most appropriate system of communication
is identified through the assessment process and developed on an ongoing
basis to a level of proficiency to allow the student to communicate with
others across all environments. Sets forth the acceptable communication
systems.   

Sec.  29.355.  QUALIFICATIONS OF PERSONNEL. Requires specific members of
the assessment team to be knowledgeable in implementing the student's
individualized education program. 
 
Sec.  29.356. TRANSITION INTO REGULAR CLASS.  Requires each school
district to develop an individualized education program for a student with
autism or pervasive development disorder that educates the student in the
least restrictive environment possible, with appropriate support and
services, to allow maximum integration of the student with students of the
same age who are not disabled.  Requires the school district in which the
student is enrolled to develop and implement a transition plan for the
transition of the student into a regular class program if the least
restrictive environment provided to the student fails to provide for full
inclusion of the student with students who are not disabled. Provides that
this subsection applies if a student is to be placed into a regular class
in a public school for any part of the day.  Sets forth the requirements
for the transition plan.  

SECTION 2. Provides that this Act applies beginning with the 1997-1998
school year. 

SECTION 3. Emergency clause.
  Effective date:  upon passage.