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WHO WE ARE:
 
Partners Resource Network TEAM Project is one of four Texas Parent Training and Information Centers (PTIs) funded through the Department of Education. We provide free information, technical assistance and ARD support to parents of children with special needs.
 
Our mission is to empower and support Texas families and individuals impacted by disabilities or special health care needs
 
Our Regional Coordinators are here for you! We can help you understand your child’s disability, understand your rights and responsibilities under IDEA, obtain and evaluate resources and services for your child, and fully participate as a team member with professionals in planning services for your child.

What kind of assistance does TEAM Project offer?

-  Individual assistance over the phone and in-person
-  Workshops and webinars on a variety of special education topics
-  Access to resources such as printed publications and online courses
 
Contact us at 281-969-5944 or at prnteamproject@gmail.com and we will put you in touch with a Regional Coordinator in your area.

All of our services are provided at no cost to parents of infants, toddlers, children and youth with all types of disabilities.
PROJECT ANNOUNCEMENTS
TEAM Project is hiring!

Multiple positions, full-time and part-time, available across the Project area.

What we offer:
  • Paid time off such as holidays, sick days, and vacation days
  • Flexible work schedules
  • Work from home
  • Mileage reimbursement
  • internet reimbursement
  • Professional Development opportunities-get paid to learn!
  • Great company culture based on our values of being Humble, Hungry & People Smart
Visit our website at prntexas.org for more information on our job openings.

 






"Navegando la Educacion Especial" Simposio Virtual
Septiembre 29 | 10am

Registrate aqui...
WEBINARS
Register Here
Register Here
Parents Role in Special Education Webinar
September 9, 2021 | 11am cst.


Join ECAC’s Parent Educators for an informative presentation designed to help parents understand their rights and roles in the IEP process. Participants will learn how to prepare for and participate in meetings, how to understand and ask questions, and how to recognize the different roles of parents and school staff. We will also discuss the impact of Covid-19 on IEP implementation and student progress.

Register here...

View TEAM Project's full list of upcoming webinars HERE...

View all of Partners Resource Networks webinars scheduled across Texas HERE...
 
We have also gathered a great number of resources/information regarding COVID-19, to view them please click  HERE...
GOOD READS
Ed Department Weighs In On Special Ed Requirements Amid Ongoing Pandemic

As many students with disabilities return to school in person for the first time in over a year, federal education officials are spelling out what districts nationwide need to do to serve them.

In a letter sent this week to state and local education agencies, the U.S. Department of Education is making clear that despite the challenges of the COVID-19 pandemic, the rights of students under the Individuals with Disabilities Education Act to a free appropriate public education, or FAPE, have not changed.  Continue Reading...


Growing Up Is Hard, Especially For Young People With Disabilities

The way 25-year-old Essence Guss of Pomona describes growing up captures the way many young people feel about the transition. “Being an adult is hard,” she said.

But along with the typical challenges of “adulting,” as millennials often call it, like working and paying rent, Guss has cerebral palsy and related conditions including an intellectual delay, seizures and deafness in her left ear. She also has PTSD and severe anxiety.  Continue Reading...


When Back-to-School Triggers Difficult Emotions

Your child used to begin the school year with such hope — but now feels doses of apprehension, fear, self-doubt, and boredom. These emotions are big, and important to recognize as not only valid but important. Here, learn how to balance the negative with the positive, and make school fun again. Continue reading...
Self-Advocacy and Successful Onboarding and Maintenance of Employment

The topic of employment struggles for those on the Autism Spectrum tends to focus on gaining meaningful work opportunities, while the conversation needs to continue by looking at sustaining employment. In a 2018 study, only 14.3% of the sample sustained employment for a period longer than 18 months (Chan et al., 2018). There can be many reasons why employment is short lived. One focus area should be how language deficits characteristic in those with ASD highlights challenges with a “typical” onboarding/hiring process. Individuals can take ownership of their onboarding process to ensure a smooth transition into a new role, while setting up sustained employment.   Continue Reading...
The Messy Student’s Guide to Order: ADHD Organizing Tips

Chaotic desk? Forgotten homework? Missed deadlines? Your child needs these ADHD organizing tips ASAP — start by color coding his folders, buying him an easy-to-use organizer, or trying these other ADHD-friendly strategies.  Continue Reading...
 
RESOURCES
Painting the Big Picture!
Children benefit when the adults in their lives are able to see "the big picture" by understanding them as unique individuals. Parents and other family members help to "paint the big picture" when they share who their child is, what they can do...

Download PDF Here
Classrooms are very busy and it often takes time for teachers to get to know and understand your child's needs. ECAC Student Snapshot is a great way to share what you've learned about your child with teachers and other school staff and to communicate areas that might be of concern to you.

Download PDF Here

Making Decisions about Children Attending In-person School During the COVID-19 Pandemic: Information for Parents, Guardians, and Caregivers

This tool is designed to help parents, caregivers, and guardians weigh the risks and benefits of available educational options to help them make decisions about sending their child back to school.

VIEW HERE


 
The U.S. Department of Education, Office of Special Education Programs (OSEP) required TEA to make several edits to the Notice of Procedural Safeguards and Parent's Guide to the ARD Process. Please see updated documents below.

Notice of Procedural Safeguards: 
VIEW HERE

Parent's Guide to the ARD Process:
VIEW HERE

Dispute Resolution Handbook: 
VIEW HERE


 

In the medical world the term “transition” refers to preparing youth for the experience of becoming consumers of adult healthcare. During childhood, parents take responsibility for seeing that their son or daughter’s medical needs are met—they call for doctor appointments, fill out forms, and keep track of medications. As youth get older, the ability to manage their own medical needs becomes increasingly important. Healthcare transition focuses on building independent health care skills – including self-advocacy, preparing for the adult model of care, and transferring to new providers. This section focuses on the transfer to new health care providers.

Transition planning happens in more than one setting and youth with disabilities and chronic conditions or special health care needs may have several transition teams. A youth’s health care transition team includes:

  • the young person
  • his or her parents
  • his or her primary doctor
  • specialty care providers
  • other medical care providers or support staff, if appropriate.
 


People who are limited in one or more major life activities – hearing, seeing, thinking or memory, walking or moving, taking care of personal needs (bathing, feeding, dressing) or living independently – are said to have a disability. Some disabilities begin at a young age, while others are the result of accidents, injuries or simply growing older.

HHS provides a range of services to Texans with disabilities that help ensure their well-being, dignity and choice. Programs also are in place to support family members who care for them.

Our experienced staff and paid contractors can help eligible Texans with disabilities access services so they can:

  • Live independently in their own homes or communities
  • Prepare for and find jobs
  • Provide medical equipment and assistive devices
  • Determine eligibility for Supplemental Security Income
  • Provide health care services to people who have disabilities who work
  • Give family caregivers the tools to do their job.

Learn more here...
 
TOOLKITS
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The contents of this E-Newsletter were developed under a grant from the US Department of Education, #H328M200041.  However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.