Programs and Services
Adapted Physical Education (APE)
Adapted Physical Education is a diversified program suited to the capabilities, needs, and interests of students with disabilities who may not safely or successfully engage in unrestricted physical education activities. Adapted Physical Education specialists identify students through an evaluation process that focuses on motor and perceptual motor patterns. The service model may include consultative services within regular physical education to specialized physical education in small group settings with adapted physical education teachers.
Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities.
Certified teacher provides itinerate services, consultation, staff development, direct instruction in language and auditory training, use and care of adaptive equipment and adapted materials to prepare students to be literate, independent, functioning members of society.
Behavior Specialists are trained professionals who coordinate Functional Behavior Assessments and Behavior Intervention Plans that address students’ inappropriate behaviors and provide a means to help the students become more academically successful. If needed, direct services to students are provided to help in attaining the behavioral and social skill(s) needed to be more successful in school.
Students may qualify for the related service of counseling provided by either the Special Education Counselor or Licensed Specialist in School Psychology. Goals such as learning self-control or developing coping skills identified through the evaluation may be determined to be needed to help a student progress on his/her Individualized Education Plan.
Child Find is a continuous process of public awareness activities, screening and evaluation designed to locate, identify, and refer as early as possible all young children with disabilities and their families who are in need of Early Intervention Program (Part C) or Preschool Special Education (Part B/619) services of the Individuals with Disabilities Education Act (IDEA).
Extended School Year (ESY)
ESY is provided during the summer for students with disabilities when the need is determined through the ARD/IEP committee. Students who may need educational programming beyond the regular school year are those whose measured educational performance on IEP goals and objectives demonstrates a pattern of significant regression combined with excessive time for recoupment when an extended break in service occurs.
It is the responsibility of the IEP committee on an annual basis to review data gathered and determine services needed during ESY.
Homebound Services (HB)
Homebound services provide instruction to eligible students who are at home or in a hospital setting. Students served through homebound have a medical condition or extended illness that prevents attendance in school for at least four weeks, as documented by a physician licensed to practice in the U.S. Instruction may also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year, as documented by a licensed physician. These services are determined by an ARD/IEP Committee decision. When services are provided in a private setting, such as a home, there must be an adult other than the student and the teacher present in the home.
Preschool Language Lab (PLL)
The purpose of the Preschool Language Lab (PLL) is to provide intensive language services via highly structured language learning activities. The Preschool Language Lab is designed to meet the educational needs of three and four year old students who have been identified with a language delay as their only handicapping condition. The PLL is a language-rich classroom environment set up to provide opportunities for each student to make quick advances in language acquisition, thereby ensuring the three year olds a smooth transition into a regular preschool setting and the four year olds a smooth transition into a regular preschool setting or kindergarten.
In order to be eligible for the language lab the child must meet the following criteria:
1. A speech impairment in the area of language is the only identified handicapping condition in the Full and Individual Evaluation.
2. Expressive language skills measured by formal assessments and observations show a repertoire of 15 or less words.
3. The child appears to demonstrate average cognition at the time of evaluation.
Occupational Therapy (OT)
The Occupational Therapist uses purposeful, goal directed activities to enable a student with a disability to benefit from special education services. Specifically, therapy is designed to assist in the development of skills that are prerequisites to academic learning within the educational setting. Depending on student needs, it may include improving gross and fine motor skills, coordination, adapting environments, organizing and using materials appropriately, and/or developing routines for dressing and feeding skills. Delivery of OT services in the educational setting is distinctly different from clinically based, medically necessitated treatment.
Eligibility for this support service is determined by formal assessment, requested by the ARD/IEP Committee or via assessment personnel as a part of the initial evaluation.
Physical Therapy (PT)
The Physical Therapist plans and implements programs that will help students meet their educational goals and objectives and benefit from special education services. The therapist is concerned with facilitating the child's overall performance in the classroom, considering the student's developmental level and physical disability. Services are provided to enhance independent functioning and may include positioning, strengthening, modifications and adaptations to the environment. Although medical concerns are significant, rehabilitation is not the focus of school based physical therapy.
Eligibility for this special education support service is determined by assessment requested by the ARD/IEP Committee or via assessment personnel as a part of the initial evaluation.
Preschool Program for Children with Disabilities (PPCD)
This program is for children ages 3 to 5. Children who are identified as having a disability are eligible for our PPCD program when they turn 3 years old. This program focuses on helping the children overcome developmental delays in areas such as cognitive, physical and speech. Parents who think their child may have a developmental delay are encouraged to call their child’s campus and ask about scheduling a screening.
Speech-language therapy is available to students’ ages 3 through 21 years of age who meet the eligibility criteria established by the district and under the guidelines of the Texas Education Agency. The speech and language program encompasses many areas. Students receiving services have a communication difficulty that impedes him/her academically, socially, or communicatively. Therapy services, including language, articulation, stuttering, voice, and assistive technology, are provided during the school hours at the student’s campus.
It is the responsibility of the Department of Special Education to process, maintain and safeguard all student records. The department protects the privacy of the students and their families by implementing federal and state laws and guidelines which govern student records. All written requests for the release of student information are processed through this department.
Transition services provide individual support to students, families and staff. Upon request, updates on transition planning, community access support, adult agency information, and development of new programs will be given.
Transportation to special education programs is provided for District students with disabilities and/or impairments who are eligible for special education services and who would be unable to attend school and benefit from their special education programs of instruction without the availability of such transportation.
Vocational Adjustment Program (VAC)
The Vocational Adjustment Program (VAC) is designed to help students acquire a "specific set of skills" in order to reach the overall goal of obtaining employment. Students with disabilities have the opportunity to experience, perform, and develop meaningful vocational skills in a "real life" community environment. For more information, contact DRHS Campus Diagnostician.
Visual Impairment Service For Students (VI)
Itinerant VI Certified Teachers provide services for students with visual impairments. These teachers travel to the students' assigned schools or educational settings to provide consultative services and/or direct instruction. Programming adaptations and modifications are made available in the students' learning environment. Specific skills training, unique to the visual impairment, is assured, (e.g. Braille, large print, low vision aides, tactile and recorded materials, assistive technology, and daily living skills.)
Evaluation information and recommendations from the Orientation and Mobility Specialist may be included in the IEP. Training in orientation and mobility may be provided if approved by the ARD/IEP committee.
NOTE: Related Services such as OT, PT require an evaluation to determine qualification for the related service.