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Parents press Austin ISD for clearer inclusion practices, special‑education continuity and transition supports
Summary
Multiple parents, advocates and teachers told the district they need concrete, person‑centered inclusion measures (co‑teaching, planning time, measurable outcomes) rather than paperwork. District leaders and the special‑education office acknowledged gaps and pledged to build an accountability process and transition toolkits overseen by a bridge
PARENTS AND ADVOCATES CALL FOR PERSON‑CENTERED INCLUSION
At the Q&A, parents and advocates urged the district to move beyond headline inclusion rates and adopt person‑centered, measurable practices: co‑teaching, consistent planning and PLC time, dedicated specialist access and a disability‑specific transfer mechanism when a student’s assigned campus cannot meet required services.
DISTRICT ANSWER: PROCESS, BRIDGE TEAM, AND STAFF SUPPORTS
Assistant Superintenden…
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