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I am an Abilene Christian University graduate, and I currently teach Kindergarten at Merkel Elementary School in Merkel, Texas. This fall will be my 5th year teaching; I have taught Kindergarten and 4th grade. I am also the middle school cheer coach for Merkel ISD. Upon completion of a Masters Degree in Guidance & Counseling from Angelo State University in the fall of 2018, I hope to become a school counselor at the elementary or middle school level. I hope to guide young people academically, socially, and emotionally to ensure that they are ready for higher education or the workforce. My ultimate goal as a school counselor is to prepare my students to be positive and productive members of society.

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Top 5 According to a Current School Counselor (Step 2, option 1)

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Top 5 According to a Current School Counselor (Step 2, option 1)

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I recently visited with the school counselor at Merkel Elementary School, Kim Sullivan, about the current legal and ethical issues that impact her role.

#1: Confidentiality is of utmost importance in this field. Sullivan mentioned that maintaining confidentiality of students, families, and faculty and staff is constantly on her mind. She said the only time she breaks confidentiality is when a person is in danger, is a danger to themselves or others, or is being abused.

#2: Reading, understanding and adhering to court documents is a requirement. Sullivan mentioned that she often has to read and adhere to court orders, such as divorce records, restraining orders, and custody agreements, in order to protect students and their families. She mentioned that custody cases can be complex and difficult to handle.

#3: Stay up to date with current trends and  information, as well as with recent court cases. Sullivan mentioned she watches the news daily and often views stories on bullying in and out of school, bullying on social media, suicide, child abuse and neglect, and improper relationships between teachers and students. She said she keeps up with court cases and recent legal issues by receiving emails from the American School Counselor Association and from the Texas School Counselor Association.

#4: Students and parents have rights. Sullivan mentioned that school counselors need to keep student and parent rights in mind, otherwise a lawsuit can be filed. Common rights to keep in mind are Family Educational Rights and Privacy Act (FERPA), Individuals with Disabilities Education Act (IDEA), and Free Appropriate Public Education (FAPE), among many others.

#5: Professional liability insurance is highly recommended. Sullivan stressed that possessing professional liability insurance is a necessity. She said it is better to have it and not need it than to need it and not have it.

(K. Sullivan, personal communication, June 7, 2018)

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Education Week - Bridges or Walls?  (Step 2, option 3)

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Education Week - Bridges or Walls?  (Step 2, option 3)

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I found an interesting article on Education Week called "As End of DACA Looms, an 'Anxious Time' for Immigrant Educators and Students," written by Corey Mitchell. This article stood out to me because I recently completed the course Social and Cultural Influences. In this course, I had to attend a cultural activity that I was unfamiliar with had never been to before; I chose to attend a rally in Abilene, Texas supporting Deferred Action for Childhood Arrivals (DACA). At the rally, I met many adults and children who were apprehensive and disappointed that DACA was coming to an end. I suspected some of the participants were brought to the United States illegally as children, and had little memory of their home country. They consider themselves Americans now. Many rally participants would not confirm nor deny their immigration status in fear of being reported and eventually deported. This rally was memorable because I can still envision the tears and faces of hopelessness today. I also wondered how many of my current students were somehow affected by DACA, whether they were brought to the United States as young children or if their parents were brought as young children.
This article mentions one specific piece of legislation, Deferred Action for Childhood Arrivals (DACA). DACA protects young people who were illegally brought to the United States as children and it allows them to work and remain in the country (Mitchell, 2018). Without DACA, many young people would be deported to their home country, a country they may not be familiar with and may have never been to since their arrival to the United States. It is also important to keep in mind that all children, immigrant or not, are entitled to a Free and Appropriate Public Education, so public schools cannot refuse services to them. The article concludes with reminding educators to be sensitive to and understanding of the fact that some of our students may be affected by DACA, because many of them (and their parents) were raised here, educated here, and know nothing about their birth country; all they are lacking is documentation of citizenship.

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As the deadline for the end of Deferred Action for Childhood Arrivals nears, each week hundreds of young people who were brought to the United States illegally by their parents are losing the permits that allow them to legally work and stay in the country.

While leaders in Congress have vowed to find a fix, a concrete plan still hasn't materialized-and some immigration advocates are beginning to worry that nothing will happen before the March 5 cutoff.

Even as DACA supporters stage rallies on Capitol Hill and in communities across the nation, little has changed in the four months since President Donald Trump announced plans to end the program. The lack of progress and looming deadline has left undocumented residents, many of whom teach and learn in the nation's K-12 schools, in a state of constant uncertainty, with a sense of hopelessness already setting in for some.

"It feels like time has already run out for a lot of people," said Viridiana Carrizales, the managing director of DACA member support at Teach For America. "It is just becoming a very anxious time."

The immigrants affected by DACA were brought to the United States illegally as children. And millions of U.S.-born students in the nation's schools are the children of undocumented immigrants, many of whom aren't protected by DACA and are at risk for deportation.

Just how many jobs in K-12 education hinge on a DACA deal remains unclear, but the potential impact on schools is significant. The Washington-based Migration Policy Institute estimates that a quarter-million students have become DACA-eligible since President Barack Obama began the program in 2012 and that about 9,000 undocumented, DACA-protected teachers work in U.S. schools.

Federal law prohibits schools and districts from adopting enrollment policies that deny or discourage children from enrolling because of immigration status, but school employees are not afforded those same protections.

Teach For America began hiring the so-called "DACA-mented" teachers in 2013, and nearly 200 undocumented corps members and alumni have taught in the nation's K-12 schools, reaching tens of thousands of students.

But if DACA is repealed without a replacement, roughly 40 of those teachers could be out of work come April. From there, the clock would start ticking on other work permits.

"The education community is really putting most of its energy behind legislation that will keep teachers in classroom," TFA spokeswoman Kathryn Phillips said.

But with two months before the Trump administration sunsets DACA, observers say there's still no clear-cut path to a legislative solution.

Will Congress Fix DACA?

Despite an outpouring of public support from school and business leaders across the country, DACA remains a divisive issue on Capitol Hill. Immigration policy in general has confounded lawmakers for decades, even without a pending deadline on a decision that could directly and suddenly affect the lives of so many.

"Congress has repeatedly tried to reform our immigration system ... and they've repeatedly failed to do so. It's kind of a bleak picture in that respect," said Sarah Pierce, an associate policy analyst with the Migration Policy Institute. "On the more optimistic side, I don't think any immigration-related issues have gotten as much attention as this one. There seems to be a huge push on both sides of the aisle to resolve this issue."

The best shot at resolution may be the Dream Act, a bill sponsored by Democratic Sen. Dick Durbin of Illinois and Republican Sen. Lindsey Graham of South Carolina.

Their legislation would essentially turn DACA into a formal legal program and offer those individuals an opportunity to become United States citizens over time. The Congressional Budget Office estimates the bill could grant lawful immigration status and work authorization to as many as 2 million people. According to Pew Research Center estimates, there were 11 million undocumented immigrants living in the United States in 2015.

Lawmakers in both chambers have met frequently since the fall, with Durbin and Graham leading bipartisan talks in the Senate. But a solution can't come fast enough for DACA recipients: Nearly 15,000 have already lost DACA protection since Trump announced plans to end the program.

The decision could also affect the lives of children born in the United States: the millions of students in the nation's public and private schools who are the children of undocumented immigrants. With deported or detained parents, many of those students could have their educations placed on hold.

"It goes beyond the [DACA] recipients. The sense of uncertainty is certainly just as alarming and disquieting as if there was a firm understanding of what was going to happen," said Julie Sugarman, a policy analyst at the Migration Policy Institute's National Center on Immigrant Integration Policy, where she focuses on issues related to immigrant students in elementary and secondary schools.

The threat of deportation has hit home in cities large and small, including border communities.

Greg Ewing, the superintendent of schools in Las Cruces, N.M., was in Washington last month to relay stories to members of the Congressional Hispanic Caucus about how ramped-up immigration enforcement has upended life for families in his district. He described days where upwards of 20 percent of children in the 12,000-student district stayed home from school as reports of Immigration and Customs Enforcement raids spread. Many of the students were elementary-age children who depended on their parents to get to school.

"What's most appalling is that these students are American citizens, and yet they are fearful about their future and future of their parents," Ewing said he told the members of Congress. "They have a fear of even walking out their front door and going to school."

Time Is Running Short for Immigrants Protected by DACA

Three former homeland security secretaries, including Janet Napolitano, who helped developed the DACA policy as an Obama administration cabinet member, warned congressional leaders and officials that they don't actually have until March 5 to take legislative action. The group warned that the window to protect undocumented immigrants will actually close mid-January, nearly two months before the date outlined by the White House. The former cabinet members estimate that Congress would need to pass a bill by Jan. 19 to allow enough time for the federal government to process applications before the March 5 deadline.

Legislation "should be enacted speedily, in order to meet the significant administrative requirements of implementation, as well as the need to provide certainty for employers and these young people," the letter said.

Since DACA went into effect in 2012, roughly 800,000 people were protected by the program, and close to 700,000 had active DACA protections in September, when the Trump administration announced its end.

To be eligible, applicants had to have arrived in the United States before age 16 and have lived there since June 15, 2007. Trump repeatedly pledged to repeal DACA during the 2016 presidential campaign. After he left it untouched during the first half of the year, a group of Republican-led states threatened to challenge the program in the courts before a judge who had already blocked an expansion of DACA to include the parents of those individuals.

In response, the Trump administration terminated the program. The president called on Congress to find a legislative solution, while praising DACA recipients as "good, educated and accomplished young people."

But Trump and his GOP allies have demanded that any bill to make DACA permanent be paired with border security and other measures to deter illegal immigration, even pushing for several elements that Democrats have said are non-negotiable.

On Tuesday, Trump accused Democrats of "doing nothing" for DACA recipients and has vowed to not back off his demand for funding a border wall along the U.S.-Mexico border and scaling down family-based migration.

"A big sticking point in this whole debate is where the president lies on this issue," said Pierce, the Migration Policy Institute analyst. "It's been hard for people to gauge what the White House is going to require in order to agree to a deal. That's definitely thrown a wrench into the whole negotiation process."

As the discussions continue in Congress, educators and families across the country are bracing for the unknown.

"As educators, we don't exist to get involved in policy issues," said Ewing, the Las Cruces superintendent. "But we're going to have a group of people who were educated here, raised here, who are culturally and linguistically American, yet they lack that one piece of paper. To be told that there's not a place for them, that's not an American value."

Published in Print: January 4, 2018, as Unknown Fate For DACA Leaves Dreamers on Edge

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As End of DACA Looms, an 'Anxious Time' for Immigrant Educators and Students

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As the deadline for the end of Deferred Action for Childhood Arrivals nears, each week hundreds of young people who were brought to the United States illegally by their parents are losing the permits that allow them to legally work and stay in the country.

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Education Week Article - Disabled and Homeless (Step 2, option 3)

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Education Week Article - Disabled and Homeless (Step 2, option 3)

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I found another interesting article on Education Week called "Getting Help Fast for Disabled, Homeless Students Isn't Easy," written by Christina A. Samuels. This article was interesting to me because I currently teach in a Title I school and I have had many students who were homeless or who I suspected were homeless. One particular student did not want me to find out he was homeless because he was afraid that I would call Child Protective Services and he would immediately be taken away from his mom. In her article, Samuels mentions that it is common for children to have a fear of getting in trouble or being separated from loved ones due to homelessness (2018). After it was confirmed that this student's family was staying in a different place every night and they were struggling to make ends meet, I informed our school counselor, who was able to provide services and resources that were available throughout the community.
This article mentions three pieces of legislation, the Individuals with Disabilities Education Act (IDEA), the Every Student Succeeds Act (ESSA), and the McKinney-Vento Homeless Assistance Act. These three laws provide provide additional rights to children who have disabilities and to children who are homeless to ensure a meaningful and successful education. Without these laws in place, children may not receive appropriate services and their families may not receive the additional resources available to them. This article concludes with and stresses the importance of recognizing homeless students (with and without disabilities), and giving them the extra tools necessary for success.

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More than 1.3 million children in public school experienced homelessness during the 2015-16 school year.

Of those, about 18 percent-five percentage points higher than the rate for the general student population-were also students with disabilities.

One of those students was Myesha Lyles, now a 22-year-old college student at Florida International University in Miami. In school, she had to cope with placement in several foster homes, a difficult relationship with her adoptive mother, and bouts of housing insecurity that left her staying with various friends. At 17, she lost her vision due to a brain tumor. That added a disability to her list of challenges.

Lyles kept a lot of her family difficulties secret from school staff.

"I felt like I needed to keep it to myself. [Teachers] didn't make themselves so open and welcome," said Lyles.

And she also reasoned, where would she go if educators found out?

"I was really scared that if I said something, they were going to take us and separate me from my sisters," Lyles said.

Lyles has been able to move past some of her earlier struggles. She plans to graduate this fall with a bachelor's degree in psychology; Florida provides free college tuition to children adopted from foster care.

But her story illustrates some of the deep vulnerabilities of children facing both a disability and homelessness, and the challenges that can come with trying to make sure they get the help they need.

Two federal laws, the Individuals with Disabilities Education Act and the McKinney-Vento Homeless Assistance Act, govern school responsibilities when it comes to serving such children. But in some cases, the laws have different requirements and operate on different timelines. Both laws require schools to proactively identify children and families in need, but sometimes families or students keep their problems secret out of fear and shame. And sometimes, school personnel may not recognize the signs that a student or family is struggling, or they may not know how best to help.

When children enroll in school is an obvious time to identify some families in need, said Patricia Popp, the director of Project Hope-Virginia, which oversees that state's McKinney-Vento program. Each state disperses federal funds to school districts for homeless student support services.

"Beyond that, [homeless student liaisons] explicitly need to train every staff member, to make sure that teachers and counselors and bus drivers know what we mean by 'homeless for education purposes.' It could be the little guy whose mom is sitting in the car every day to pick him up. Teachers need to know what to listen for. It's all those little red flags."

Among homeless students, 76 percent of them are sharing housing with another person, or what the law calls "doubled up." The remainder are in shelters, hotels and motels, or unsheltered-living in cars or abandoned buildings, for example.

Getting Support Fast

Angeleatha McAdoo, the homeless-education advocate for the Christina district in Wilmington, Del., estimates that 32 percent of the district's approximately 500 homeless students have disabilities. McAdoo receives data sheets on homeless students from school administrators.

"We try to put them to the top of the list" for help, McAdoo said. But homeless students are highly mobile, and a phone number given to a school one day may not work later on when staff members try to reach the family.

"We try to tell the parent, if you move, you need to notify me as soon as possible, so that we can set the transportation [to school] based on that moving date. I think that's a big piece of it, we try to minimize that interruption of their education as much as possible."

In Florida, a state with a large homeless student population, about 18 percent are classified as having disabilities. Debra Albo-Steiger, an administrator who oversees support for homeless students in the 350,000-student Miami-Dade district, said she also tries to get help to families quickly.

"If I have a student who is coming from another district, I immediately call our special ed office. I'm not going to wait months for these kids' [individualized education program] to be done. If they're within the shelter system, we're working with the shelter staff on really how to best help that family," said Albo-Steiger, who oversees a program for the district called Project UP-START.

The acronym, which stands for "Updating Personnel Support and Tutoring Activities to Retain Transitioning Students," offers both a description of the program's work and a term for families-"transitioning"-that Albo-Steiger says makes it more palatable for them to accept support.

Albo-Steiger did not work with Lyles, but said that one of her goals has been to educate school staff about signs that children may be in crisis. Fear of getting in trouble or being separated from loved ones is common for youth facing homelessness, she said, making school staffers even more critical.

"In the last three or four years, we've had a concerted effort to make teachers aware enough to ask someone else," Albo-Steiger said. Educators are not expected to solve the problems themselves, but they should share their concerns with a school counselor or social worker, she said.

The federal government does not keep track of the individual disability categories that homeless students have, but some districts, such as Miami-Dade, do. In the 2016-17 school year, Miami-Dade had about 8,000 students classified as homeless, about 1,250 of whom were classified as being eligible for the district's exceptional student services, Albo-Steiger said.

Many of those students, close to 400, were identified because they were eligible for gifted services. Of the remainder, most had specific learning disabilities, which is also the largest disability category for special education students overall. Smaller numbers were identified as having other health impairments, emotional disturbances, and autism.

Clashing Timelines

Under the McKinney-Vento Act, districts are required to provide transportation so that homeless students can remain in their school of origin. The law also requires schools to enroll children even if they don't have their complete educational records available. The Every Student Succeeds Act expanded some provisions of McKinney-Vento by stating that preschool-age homeless children are also eligible for services, that schools must remove enrollment barriers such as fees or documents that might otherwise be required, and that educational institutions must partner with other agencies that support homeless families and youth.

While all districts must follow McKinney-Vento's mandates, only a fraction of school systems receive federal support through the U.S. Department of Education to do so. In fiscal 2017, $77 million was distributed to the states through formula grants.

McKinney-Vento's focus is on moving quickly to enroll children. The IDEA, on the other hand, has built-in timelines for evaluating a child for services that don't fit neatly into McKinney-Vento's mandates.

"You can have administrators saying, 'I have to put them in school, do we put them in the wrong placement and then have to change them?' " said Kerry Wrenick, the statewide director of homeless student services for Colorado. Before she took that position, she oversaw homeless student services in the Kansas City, Mo., district.

"And then there's the whole question of whether they have a legal person to sign off on all their [special education] stuff," Wrenick said, such as a parent or recognized guardian. The IDEA requires an authorized party to agree to an individualized education program, but the student may be living with a person who doesn't have that standing. The IDEA has a provision allowing schools to appoint what the law calls a "surrogate parent," just for the purposes of developing and supporting a student's special education program.

But the tug-of-war between the two laws should not stop schools from offering these students what they need, Wrenick stressed. She urges district leaders not to overlook these students because they're such a relatively small part of the student population.

"I really approach it as these provisions were put into place to help level the playing field," Wrenick said. Given the special challenges life has handed them, these students "need a little extra."

Published in Print: March 7, 2018, as Disabled and Homeless: Twice as Vulnerable

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Getting Help Fast for Disabled, Homeless Students Isn't Easy

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More than 1.3 million children in public school experienced homelessness during the 2015-16 school year. Of those, about 18 percent-five percentage points higher than the rate for the general student population-were also students with disabilities. One of those students was Myesha Lyles, now a 22-year-old college student at Florida International University in Miami.

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McKinney-Vento Homeless Assistance Act (Step 3)

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McKinney-Vento Homeless Assistance Act (Step 3)

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The legal and ethical issue that I am interested in learning more about is child homelessness and the McKinney-Vento Homeless Assistance Act. I am interested in learning more about the legal and ethical issues behind this topic because homelessness is a crisis that I believe too many students and their families face. Often, students and their families try to hide the fact that they do not have a permanent home because they are embarrassed or because they do not want to draw attention to themselves. Homeless students and their families are supported and provided with additional resources and rights by the McKinney-Vento Homeless Assistance Act.

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School Counselors and the McKinney-Vento Homeless Assistance Act (Step 4)

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School Counselors and the McKinney-Vento Homeless Assistance Act (Step 4)

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In my search of the Angelo State University Library, I discovered an article titled "Advocating for the McKinney-Vento Homelessness Act: The Role of Professional Counselors" and it attracted my attention not only because of the topic, but because it directly referred to school counselors. This article described homelessness, how to recognize children and families who are homeless, and it also explained the rights and resources available to children who are homeless due to the McKinney-Vento Homeless Assistance Act. The article acknowledges how homelessness is a problem that affects student success and encourages schools, counselors, teachers, and administration to recognize homeless students and provide additional resources and assistance to those in need (Sosa, Peek, Muhammad, Gonder, Cook, Bolton & Parrish, 2015).

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McKinney-Vento Homeless Assistance Act (Step 4)

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McKinney-Vento Homeless Assistance Act (Step 4)

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I performed an internet search on the McKinney-Vento Homeless Assistance Act and discovered that the Texas Education Agency (TEA) provided further information on how this piece of legislation affects homeless students in Texas public schools. TEA reiterates that all children, including children who are homeless, are entitled to a free and appropriate public education (Texas Education Agency, n.d.). Students who are homeless are also entitled to transportation to their school of origin and additional educational services under the McKinney-Vento Homeless Assistance Act (Texas Education Agency, n.d.). TEA provides a link to the U.S. Department of Education website which offers a  complete explanation of the McKinney-Vento Homeless Assistance Act

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Under federal and state law, children and youth experiencing homelessness have a right to a free, appropriate public education (FAPE). The McKinney-Vento Homeless Assistance Act (federal law) provides assistance to states to help them ensure educational rights and protections for children and youth experiencing homelessness. This program helps State Educational Agencies (SEAs) ensure that homeless children, including preschoolers and youths, have equal access to FAPE, including a public preschool education, as provided to other children and youth.

Consistent with the McKinney-Vento Act, children experiencing homelessness are to be provided services comparable to those received by other students in the school they attend, including transportation services, and education programs for which such students are otherwise eligible, such as services provided under , as amended by the McKinney-Vento Homeless Assistance Act Every Student Succeeds Act of 2015 or similar state or local programs and programs for students with disabilities.

State law also addresses the educational rights of children and youth experiencing homelessness. Texas Education Code (TEC) §§ 25.001, 25.002, and 29.153 address educational rights concerning school admission and preschool for homeless students.

The Individuals with Disabilities Education Act of 2004 (IDEA) assists states in meeting the early intervention needs of infants and toddlers with disabilities and their families and the special education and related services needs of children with disabilities. The rights and protections applicable to children with disabilities and their parents under IDEA Part B (Grants to states program) and the rights and protections applicable to infants and toddlers with disabilities and their families under IDEA Part C (Infants and Toddlers With Disabilities program) apply to homeless children with disabilities.

States and their public schools also have an affirmative obligation to identify, locate, and evaluate all children residing in the state who are suspected of having disabilities and who are in need of special education and related services, regardless of the severity of their disability. This obligation, known as "child find," is specifically applicable to homeless children.

State Resources

The Texas Homeless Education Office (THEO) provides resources and services to ensure that all Texas children living in homeless situations have the opportunity to enroll in, attend, and succeed in school.

National Resources

The National Center for Homeless Education at SERVE provides research, resources and information enabling communities to address the educational needs of children and youth experiencing homelessness.

The U.S. Department of Education Guidance: Guidance on Homeless Children with Disabilities Q&A provides state and local education officials, early intervention services providers, and homeless assistance coordinators with information to assist with the implementation of the requirements of the IDEA and the McKinney-Vento Homeless Assistance Act. The document was issued by the Office of Special Education and Rehabilitative Services (OSERS).

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Children and Youth Experiencing Homelessness

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Under federal and state law, children and youth experiencing homelessness have a right to a free, appropriate public education (FAPE). The McKinney-Vento Homeless Assistance Act (federal law) provides assistance to states to help them ensure educational rights and protections for children and youth experiencing homelessness.

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How Does The McKinney-Vento Homeless Assistance Act Relate to My Future Profession as a School Counselor? (Step 5)

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How Does The McKinney-Vento Homeless Assistance Act Relate to My Future Profession as a School Counselor? (Step 5)

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I was not surprised to see that homeless students and families have additional rights and protection to ensure a quality education. I knew students who are homeless had additional resources and rights, however, I was not aware of all the rights granted by the McKinney-Vento Homeless Assistance Act. The McKinney-Vento Homeless Assistance Act allows students who are homeless to enroll in school without documentation, it allows for students to attend their school of origin or school of choice, it allows for students to receive necessary transportation, and it ensures that students are provided equal opportunity for quality education (Texas Education Agency, n.d.). I am thankful that the government has passed legislation to protect and provide educational opportunities to students who are homeless.
This relates to my future profession as a school counselor because I know I will serve students (and their families) who have no permanent home. I will have to be familiar with what rights and resources are available to homeless students to ensure that they receive a quality education. As a school counselor, I will be expected to stabilize homeless student's basic needs, provide classroom support for the student and their teacher(s), provide social and emotional support, and assist them with plans for their future, whether it be college or entering the workforce; ultimately, I will be expected to be an advocate for those who have no one else to speak up for them in times of need.

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Mitchell, C. (2018). As end of DACA looms, an 'anxious time' for immigrant educators and students. Education Week, 37(17), 1-11. Retrieved from
https://www.edweek.org/ew/articles/2018/01/04/as-end-of-daca-looms-an-anxious.html?qs=daca

Samuels, C. A. (2018). Getting help fast for disabled, homeless students isn't easy. Education Week, 27(23), 12-13. Retrieved from https://www.edweek.org/ew/articles/2018/03/07/getting-help-fast-for-disabled-homeless-students.html

Sosa, S. I., Peek, S., Muhammad, S., Gonder, T., Cook, J., Bolton, J., & Parrish, M. S. (2015). Advocating for the McKinney-Vento Homelessness Act: The role of professional counselors. Georgia School Counselors Association Journal, 20(1), 1-8. Retrieved from https://eric.ed.gov/contentdelivery
/servlet/ERICServlet?accno=EJ1072610

Texas Education Agency. (n.d.). Children and youth experiencing homelessness. Retrieved June 9, 2018, from https://tea.texas.gov/Academics/Special_Student_Populations/Special_Education/Programs_and_Services/State_Guidance/Children_and_Youth_Experiencing_Homelessness/