Input Record Type Code	District ID	Student ID	Primary Disability Code	Second-ary Disability Code	Tertiary Disability Code	Multiply Disabled Indicator Code	Child Count Funding Type Code	Early Child-hood Interv Ind Code	Preschl Prog Chldrn with Disab Ind Cd	Reg Day Sch Prog Deaf Code
E0755	E0212	E0001	E0041	E0834	E0835	E0882	E0832	E0900	E0899	E0833
C042			C053	C053	C053	C088	C066	C088	C088	C067
Columns 1 - 3	Columns 4 - 9	Columns 10 - 18	Columns 19 - 20	Columns 21 - 22	Columns 23 - 24	Column 25	Column 26	Column 27	Column 28	Column 29
163
163

163

Instruc-tional Setting Code	Speech Therapy Indicator Code	Interpret-ing Services Type Code	Audio-logical Serv Ind Code	PPCD Service Location Code	Coun-seling Services Ind Code	Medical Diag-nostic Serv Ind Code		Occupa-tional Therapy Ind Code	Orient Mobility Trng Ind Code	Physical Therapy Ind Code
E0173	E0857	E1040	E0838	E1077	E0840	E0841		E0843	E0844	E0845
C035	C095	C174	C088	C184	C088	C088		C088	C088	C088
Columns 30 - 31	Column 32	Columns 33 - 34	Column 35	Column 36	Column 37	Column 38	Column 39	Column 40	Column 41	Column 42

Column42

Psycho-logical Services Ind Code	Recre-ation Ind Code	School Health Services Ind Code	Social Work Services Ind Code	Transpor-tation Indicator Code		Assistive Tech Indicator Code		Medically Fragile Ind Code	District of RDSPD Service	Filler
E0846	E0847	E0848	E0849	E0851		E0997		E0999	E1527
C088	C088	C088	C088	C088		C088		C088
Column 43	Column 44	Column 45	Column 46	Column 47	Column 48	Column 49	Column 50	Column 51	Columns 52-57	Columns 58 - 80

Description

The 163 Special Education record identifies the special education services for each special education student enrolled in an LEA on the PEIMS fall snapshot date.

Business Rules

INPUT-RECORD-TYPE-CODE (E0755) identifies the type of data on a PEIMS data submission record.

DISTRICT-ID (E0212) indicates the district identification number registered with the Texas Education Agency.

DISTRICT-ID on the 163 Special Education records must match the value for DISTRICT-ID on the LEA 010 District record.

STUDENT-ID (E0001) is the student's Social Security number or a state-approved alternate identification number.

When available, the student's Social Security number should be reported. If this number is not available, follow the instructions under the 100 Student Identification record for the assignment of an alternate identification number.

The first character of STUDENT-ID must be "S" or "0"-"8".

PRIMARY-DISABILITY-CODE (E0041) indicates the type of primary disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

A PRIMARY-DISABILITY-CODE of Developmental Delay (Disability Code 12) can only be reported for those students whose EARLY-CHILDHOOD-INTERV-IND-CODE is 1. “Developmental delay" means a significant variation in normal development as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas:

• cognitive development;
• physical development;
• communication development;
• social or emotional development;  or
• adaptive development. TAC 73.001(3)

PRIMARY-DISABILITY-CODE of Non-Categorical Early Childhood (Disability Code 14) can only be reported for special education students can only be reported for students who are at least 3 and less than 6 years of age on the PEIMS fall snapshot date.

For students eligible for special education services such as visually impaired, auditorially impaired, and/or deaf-blind, always include such disabilities as either the primary, secondary, or tertiary disability. When deaf-blind is the primary disability it generally is not necessary to document visually impaired and auditorially impaired as secondary and tertiary disabilities, unless the student is served by the Regional Day School for the Deaf. In that case, a student must be coded as auditorially impaired.

SECONDARY-DISABILITY-CODE (E0834) indicates the secondary type of disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

The SECONDARY-DISABILITY-CODE is not a required field unless the special education student has been identified with a SECONDARY-DISABILITY-CODE by the admission, review, and dismissal committee (ARD).

The SECONDARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14).

TERTIARY-DISABILITY-CODE (E0835) indicates the tertiary, or third, disability recorded in the student's individualized education program (IEP) that meets criteria specified in 19 TAC §89.1040.

The TERTIARY-DISABILITY-CODE is not a required field unless the special education student has been identified with a TERTIARY -DISABILITY-CODE by the ARD committee.

The TERTIARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14).

MULTIPLY-DISABLED-INDICATOR-CODE (E0882) indicates whether the student receiving special education and related services has been designated as multiply disabled by the admission, review, and dismissal committee. [See 19 TAC §89.1040(c)(6).]

A student who is multiply disabled has a combination of disabilities and meets all of the conditions listed in 19 TAC §89.1040(c)(6). Not all students who have more than one disability are determined to be multiply disabled.

Multiply disabled is not a disability in C053. Rather, all the disabilities that lead to a determination of multiply disabled are reported through PRIMARY-DISABILITY-CODE, SECONDARY-DISABILITY-CODE, and TERTIARY-DISABILITY-CODE. The determination of multiply disabled is indicated in MULTIPLY-DISABLED-INDICATOR-CODE.

A student should not be coded as multiply disabled unless an ARD committee has determined that the student has a combination of disabilities included in TAC §89.1040 and meets all of the conditions listed below.

• The student's disability is expected to continue indefinitely; and
• The student's disabilities severely impair performance in two or more of the following areas:
• psychomotor skills;
• self-care skills;
• communication;
• social and emotional development; or
• cognition.

If a special education student is reported as MULTIPLY-DISABLED-CODE (Code1), then the student must also be reported with a SECONDARY-DISABILITY-CODE other than “00”.

CHILD-COUNT-FUNDING-TYPE-CODE (E0832) indicates under which federal program the student receiving special education and related services is counted.

The following guidelines should be used in determining the CHILD-COUNT-FUNDING-TYPE-CODE for special education students.

CHILD-COUNT-FUNDING-TYPE-CODE eligible students include special education students ages 3 through 21, who:

• meet the requirements of 19 TAC §89.1040 and 19 TAC §89.1050;
• are enrolled and receiving special education and related services through an IEP or individualized services plan as of the PEIMS snapshot date;
• have on file a current individualized education program or individualized services plan; and
• have on file a current full and individual evaluation.

Report a CHILD-COUNT-FUNDING-TYPE-CODE of “0” for special education students who do not meet requirements as specified for CHILD-COUNT-FUNDING-TYPE-CODE “3”. These students are less than 3 and greater than 21 years of age on the PEIMS fall snapshot date.

Report a CHILD-COUNT-FUNDING-TYPE-CODE of “3” for special education students who meet requirements as specified for CHILD-COUNT-FUNDING-TYPE-CODE “3”. These students are at least 3 and less than 22 years of age on the PEIMS fall snapshot date.

EARLY-CHILDHOOD-INTERV-IND-CODE (E0900) indicates whether the infant or toddler, from birth through age 2, is participating in the early childhood intervention program. (See Texas Human Resources Code §§73.001 and 73.021.)

The early childhood intervention program is operated through the Interagency Council on Early Childhood Intervention. If the district does not operate an ECI program, this code is not used to identify infants and toddlers with auditory or visual impairments who receive hearing and vision services from the district under the Memorandum of Understanding between the Interagency Council on Early Childhood Intervention and the Texas Education Agency. Refer to Section IV of the Student Attendance Accounting Handbook for information on coding these children. [See 19 TAC §89.63(d).]

EARLY-CHILDHOOD-INTERV-IND-CODE should be used only for students ages 0 through 2, as of the PEIMS snapshot date. When the student turns 3, the child may be served through the Preschool Program for Children with Disabilities, if recommended by the child’s ARD committee.

In the event that an ARD committee recommends more than one type of interpreting services, i.e., sign language transliteration services and communication access real-time translation (CART) services, the ARD committee is responsible for providing attendance personnel the appropriate interpreting services type code. In no case should attendance personnel be responsible for determining the appropriate interpreting services type code for a student.

PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CD (E0899) indicates whether the preschool student, age three through five years old, is receiving any special education and related services (including AI and VI) from the LEA in any setting(s) or environment. [See 19 TAC §89.1035, and 34 CFR §300.101(b).]

PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE of “1” can only be reported for special education students who are at least 3 and less than 6 years of age on the PEIMS fall snapshot date. All students receiving special education services under IDEA Part B who are ages 3 – 5, as of the PEIMS fall snapshot date, are participating in the Preschool Program for Children with Disabilities (PPCD) program and must be coded as PRESCHL-PROG-CHLDRN-WITH-DISAB-IND-CODE “1” regardless of their disability or instructional setting.

PPCD is a Texas term which refers to a federally funded program under IDEA Part B which is targeted specifically for 3, 4 and 5 year olds receiving special education and related services.

Each LEA shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services. (CFR §300.115) For 3, 4, and 5 year old students in PPCD, the LEA continuum could include but is not limited to:

• District or Community Child Care Programs
• Pre-Kindergarten Programs
• Kindergarten Programs
• Head Start Programs
• Home Environment
• Special Education Resource Settings
• Special Education Self Contained Settings
• District or Community Therapy Settings (Speech, OT/PT, etc.)

REG-DAY-SCH-PROG-DEAF-CODE (E0833) indicates the student is receiving instructional services from the regional day school program for the deaf (RDSPD).

The RDSPD is part of an LEA special education program which receives additional state funds, and includes students from more than one LEA. Note: The TEA RDSPD SSA Procedures document requires all SSAs to include two or more LEAs.

The fiscal agent for the RDSPD is often the district where students attend classes. Additionally, there are some Education Service Centers (ESC) that serve as RDSPD fiscal agents.

Please note the following guidelines for the reporting of PEIMS data in the fall submission for RDSPD students:

• Only one LEA may report PEIMS data on RDSPD student.
• If there are sending and receiving LEAs involved, an agreement should be made between the LEAs regarding which LEA will report PEIMS data. It is recommended that this agreement be in writing.
• All students in the RDSPD must have a disabling condition of AI (03) (Auditory Impairment) as either their primary, secondary, or tertiary disability. This must reflect exactly what the ARD/IEP states.
• If a RDSPD student is “deaf-blind”, the disabling condition should be coded as AI (03) and D-B (05) in appropriate order of disabling condition.

All students who are in the RDSPD may generate average daily attendance (ADA) based on their ADA-ELIGIBILITY-CODE and their special education instructional setting code. These general education funds in regular education and in special education can be used to supplement the costs of the RDSPD.

INSTRUCTIONAL-SETTING-CODE (E0173) identifies the setting used in providing instruction to students.

Children in the early childhood intervention (ECI) program should have an INSTRUCTIONAL-SETTING-CODE of 01 (Homebound), 31 (Home-based Instruction), 32 (Center-based Instruction), or 34 (Other Environment). Only ECI students may be shown using codes 31, 32, and 34.

The INSTRUCTIONAL-SETTING-CODE is reported based on the INSTRUCTIONAL-SETTING-CODE documented in the students IEP on the PEIMS fall snapshot date. Refer to the Student Attendance Accounting Handbook for additional guidance on the instructional setting codes for special education students.

Instructional arrangements/settings shall be based on the individual needs and IEPs of eligible students receiving special education services. [See 19 TAC §89.63.]

SPEECH-THERAPY-INDICATOR-CODE (E0857) indicates whether the student is receiving speech pathology/speech therapy services through the special education program in a speech therapy instructional arrangement. [See 19 TAC §89.63 (c)(4).]

Students who are provided “speech therapy services only” are not eligible to be counted for any other instructional arrangement. Speech therapy/speech pathology services must be provided by a professional with a TEA certificate in Speech & Hearing Therapy, Speech Therapy, School Speech-Language Pathology, or with a license from the State Board of Examiners for Speech-Language Pathology(S-LP) and Audiology. An S-LP assistant may provide speech language pathology services under the supervision of a speech-language pathologist.

INTERPRETING-SERVICES-TYPE-CODE (E1040) indicates whether the student who is deaf and receiving special education and related services received, or is scheduled to receive, interpreting services during the current school semester. (See 34 CFR §300.34(c)(4).)

In the event that an ARD committee recommends more than one type of interpreting services, i.e., sign language transliteration services and communication access real-time translation (CART) services, the ARD committee is responsible for providing attendance personnel the appropriate interpreting services type code. In no case should attendance personnel be responsible for determining the appropriate interpreting services type code for a student.

AUDIOLOGICAL-SERV-IND-CODE (E0838) indicates whether the student receiving special education and related services received, or is scheduled to receive, audiological services during the current school semester. (See 34 CFR §300.34.)

Audiological services must be provided by a professional who holds a valid state license as an audiologist. (See TEC §§21.002, 21.003, 29.304, and 19 TAC §89.1131.)

PPCD-SERVICE-LOCATION-CODE (E1077) indicates whether or not the Preschool Program for Children with Disabilities (PPCD) student received their special education services in a regular early childhood program, which is defined as a program that is designed for typically developing children ages 3-5 and is not specifically or primarily designed for children with disabilities and includes (at the time of the placement decision) a majority of at least 50 percent of nondisabled children (i.e., children without an individualized education program (IEP)).

PPCD-SERVICE-LOCATION-CODE indicates whether or not the Preschool Program for Children with Disabilities (PPCD) student received the majority of their special education services in a regular early childhood program. The Regular Early Childhood Program is defined as a program that is designed for typically developing children ages 3-5 and is not specifically or primarily designed for children with disabilities and includes (at the time of the placement decision) a majority of at least 50 percent of nondisabled children (i.e., children without an individualized education program (IEP)).

The Regular Early Childhood Program may include, but is not limited to:

• Community-Based Preschool (3- Through 5-Year-Olds): A PPCD student who is receiving the majority of his or her special education services in a licensed community childcare facility that is working in a collaborative partnership with a school district may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
• District or Community Child Care Programs: A PPCD student who is receiving the majority of his or her special education services in a district or community child care program may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services.
• District or Community Therapy Settings (Speech, OT/PT, etc.): A PPCD student who is receiving the majority of his or her special education services in a district or community Therapy Settings may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services.
• Head Start Program: If a school district and a Head Start program provide collaborative services as documented in a memorandum of understanding between the two entities, a PPCD student who is receiving the majority of his or her special education services in the collaborative partnership may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
• Kindergarten program: A PPCD student who is at least five years old on September 1 of the school year and is receiving the majority of his or her special education services in the kindergarten program may be coded in a regular early childhood program provided that the majority of students in his or her class are students who are not receiving special education services.
• Prekindergarten Program in which the student is eligible: A PPCD student who meets eligibility requirements for prekindergarten (PK) and special education services and is receiving the majority of his or her special education services in the PK classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
• Prekindergarten Program in which the student is not eligible: A PPCD student who does not meets eligibility requirements for prekindergarten (PK) and special education services and is receiving the majority of his or her special education services in the PK classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.
• School-Based Preschool, Staff and/or Community Access (3- Through 5-Year-Olds): If a school district establishes a preschool education program to serve preschool age children regardless of eligibility or other criteria, a PPCD student in the program who receives the majority of his or her special education services (other than speech therapy) in the general classroom may be coded in a regular early childhood program, provided that the majority of students in his or her class are students who are not receiving special education services.

COUNSELING-SERVICES-IND-CODE (E0840) indicates whether the student receiving special education and related services received, or is scheduled to receive, counseling services during the current school semester. (See 34 CFR §300.34.)

Counseling services must be provided in the area of specialization by a qualified professional credentialed to practice in Texas. (19 TAC §89.1131 (a))

MEDICAL-DIAGNOSTIC-SERV-IND-CODE (E0841) indicates whether the student receiving special education and related services received, or is scheduled to receive, medical diagnostic services during the current school semester. (See 34 CFR §300.34.)

Medical diagnostic services must be provided by a licensed physician. (See TEC §21.003 and 19 TAC §89.1131.)

OCCUPATIONAL-THERAPY-IND-CODE (E0843) indicates whether the student receiving special education and related services received, or is scheduled to receive, occupational therapy services during the current school semester. (See 34 CFR §300.34.)

Occupational therapy must be provided by a professional who is licensed by the Executive Council of Physical Therapy and Occupational Therapy Examiners. A licensed occupational therapy assistant may provide occupational therapy services under the supervision of a licensed occupational therapist in accordance with the standards of the profession. (See TEC §21.003 and 19 TAC §89.1131.)

ORIENT-MOBILITY-TRNG-IND-CODE (E0844) indicates whether the student receiving special education and related services received, or is scheduled to receive, orientation and mobility training services during the current school semester. (See 34 CFR §300.34.)

Orientation and mobility training includes those aids, methods, services, and skills which enable visually impaired individuals to move from one place to another with confidence, safety, and purpose. Orientation and mobility instruction must be provided by a professional who meets the requirements explained in TEC §21.003 and 19 TAC §89.1131.

PHYSICAL-THERAPY-IND-CODE (E0845) indicates whether the student receiving special education and related services received, or is scheduled to receive, physical therapy services during the current school semester. (See 34 CFR §300.34.)

Physical therapy must be provided by a professional licensed by the Executive Council of Physical Therapy and Occupational Therapy Examiners. A physical therapy assistant (LPTA) may provide physical therapy services under the supervision of a licensed physical therapist in accordance with the standards of the profession. (See TEC §21.003 and 19 TAC §89.1131.)

PSYCHOLOGICAL-SERVICES-IND-CODE (E0846) indicates whether the student receiving special education and related services received, or is scheduled to receive, psychological services during the current school semester. (See 34 CFR §300.34.)

Psychological services must be provided by a professional who is licensed by the Texas State Board of Examiners of Psychologists as a Licensed Specialist in School Psychology (LSSP), psychologist or a psychological associate. (See TEC §21.003 and 19 TAC §89.1131.)

RECREATION-IND-CODE (E0847) indicates whether the student receiving special education and related services received, or is scheduled to receive, recreation services during the current school semester. (See 34 CFR §300.34.)

Recreation includes assessment of leisure function, therapeutic recreation services, recreation programs in schools and community agencies, and leisure education.

SCHOOL-HEALTH-SERVICES-IND-CODE (E0848) indicates whether the student receiving special education and related services received, or is scheduled to receive, school health services during the current school semester. (See 34 CFR §300.34.)

School health services and school nurse services are those provided to students receiving special education and related services in addition to those routinely available to all students and are designed to enable a child with a disability to receive FAPE as described in the child’s IEP. School nurse services are those provided by a qualified school nurse. School health services may be provided by a qualified school nurse or other qualified person.

SOCIAL-WORK-SERVICES-IND-CODE (E0849) indicates whether the student receiving special education and related services received, or is scheduled to receive, social work services during the current school semester. (See 34 CFR §300.34.)

Social workers must be licensed by the Texas State Board of Examiners and must hold a bachelor’s or master’s degree.

TRANSPORTATION-INDICATOR-CODE (E0851) indicates whether the student receiving special education and related services received, or is scheduled to receive, special transportation services (due to his or her disability) during the current school semester. (See 34 CFR §300.34 and TEC §42.155.)

The eligibility for transportation services for students receiving special education and related services is described in TEC §42.155.

The TRANSPORTATION-INDICATOR-CODE is reported for all special education students who received, or are scheduled to receive, special transportation services (due to his or her disability) during the current school semester. If a SSA member district provides transportation, and the SSA fiscal agent reports PEIMS data, the fiscal agent should also report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement.

Only one district may report the TRANSPORTATION-INDICATOR-CODE for a RDSPD student. If there are sending and receiving districts involved, an agreement must be made between the two districts regarding which district will report PEIMS data. Note: The new RDSPD SSA Procedures require this to be addressed in the SSA contract.

If a member district provides transportation, and the RDSPD fiscal agent reports PEIMS data, the fiscal agent should report transportation PEIMS data for that RDSPD student. This is for PEIMS purposes only and is separate from transportation reimbursement.

ASSISTIVE-TECH-INDICATOR-CODE (E0997) indicates whether the student receiving special education and related services received, or is scheduled to receive, an assistive technology device or service during the current school semester. "Assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a medical device that is surgically implanted or the replacement of such device. "Assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes: a) the evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment; b) purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities; c) selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices; d) coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs; e) training or technical assistance for a child with a disability or, if appropriate, that child's family; and f) training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of children with disabilities. Assistive technology devices and/or services must be made available if required as part of a child’s special education, as a related service, or as supplementary aids and services. (See 34 CFR §§300.5-300.6 and 19 TAC §89.1050.)

The full and individual evaluation, including a written report, shall be completed in accordance with 34 CFR §§300.121, 300.301, 300.303-300.311; TEC §29.004; and 19 TAC §89.1040. Each school district shall establish at least one admission, review, and dismissal committee that shall make decisions concerning eligibility determinations, development of the individualized education program, consideration of assistive technology, development of the behavior improvement plans, and placement of a student referred for special education and related services in accordance with 34 CFR §§300.5, 300.6, 300.34, 300.41, 300.42, 300.105(a), and 34 CFR §§300.320-300.324; state statute; and SBOE rules. (See 19 TAC §89.1050.)

MEDICALLY-FRAGILE-IND-CODE (E0999) indicates whether the student receiving special education and related services is:

• in the age range of birth to 22 years, and
• has a serious, ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, and
• requires the routine use of medical device or of assistive technology to compensate for the loss of usefulness of a body function needed to participate in activities of daily living, and
• lives with ongoing threat to his or her continued well-being.

DISTRICT-OF-RDSPD-SERVICE (E1527) indicates the district identification number of the RDSPD Fiscal Agent that is providing RDSPD services. This district is registered with the Texas Education Agency.

DISTRICT-OF-RDSPD-SERVICE on the 163 Special Education record must match a RDSPD Fiscal Agent District on the 011 record.

Reporting Requirements

A 163 Student - Special Education Program record must be reported for each student receiving special education services in the LEA. Using special education personnel, each school district shall be able to provide services to students with disabilities in order to meet the special needs of those students in accordance with 34 CFR §300.38. For the purpose of determining the student's instructional arrangement/setting, the instructional day is defined as that portion of the school day in which instruction takes place (not to include lunch, recess, passing periods, etc.). The regular school day is defined as the period of time determined appropriate by the admission, review, and dismissal (ARD) committee for a student whose individualized education program (IEP) specifies a shortened day.

For each 163 Student - Special Education Program record, there must be a 110 Student - Enrollment record with a matching STUDENT-ID where SPECIAL-ED-INDICATOR-CODE is “1”.

The PRIMARY-DISABILITY-CODE, SECONDARY-DISABILITY-CODE, and TERTIARY-DISABILITY-CODE cannot all report the same Disability Code.

For students eligible for special education services such as visually impaired, auditorially impaired, and/or deaf-blind, always include such disabilities as either the primary, secondary, or tertiary disability. When deaf-blind is the primary disability it generally is not necessary to document visually impaired and auditorially impaired as secondary and tertiary disabilities, unless the student is served by the Regional Day School for the Deaf. In that case, a student must be coded as auditorially impaired.

Special Reporting Requirements

The 163 Special Education Data record is reported for students enrolled at Texas School for the Deaf, Texas School for the Blind and Visually Impaired, and Texas Juvenile Justice Department (formerly Texas Youth Commission).