Special Education Programs/Services
Campus Based Special Education is a term that describes the flexible individual service/programs designed by ARD committees to meet the needs of children with disabilities on the campus. Following are several of the options that may be utilized:
- Regular Classroom with Accommodations/Modifications
- Helping Teacher
- Speech Therapy
- Content Mastery
- Accelerated Class (AC)
- Resource
- Behavior Adjustment Program (BA)
- Behavior and Academic Support Environment Program (BASE)
- Adaptive Behavior & Communications Program (ABC)
- Learning in a Functional Environment (LIFE)
- Vocational Adjustment Classes (VAC)
- Transition Learning Center (TLC)
- Hospital/Homebound
- Off-Home Campus (CBC)
- Parents in Partnership (PIP), an Early Childhood Intervention (ECI) funded program
- Preschool Program for Children with Disabilities (PPCD)
- Additional Support Services
- Regular Classroom with Accommodations/Modifications
- Instructional and curricular accommodations/modifications recommended by the ARD committee are implemented in the general education classroom. This enables the student to be involved and progress in the general curriculum to the maximum extent possible.
- Helping Teacher
- Helping teachers provide support in the general education classroom. This support may include direct instruction, reteaching, accommodations, modifications, collaborations, or assistance to students and teachers.
- Speech Therapy
- Speech and language therapy is available to all eligible students ages three through twenty-one years of age residing in the district. Through appraisal and intervention, the speech-language pathologist helps students with communication disorders in the areas of articulation, language, voice and fluency.
- Content Mastery Program (CM)
- Content Mastery is a supplementary support system for students who remain in the regular class for teacher directed instruction. Students may receive additional help in the content mastery center in the subject specified by the ARD committee.
- Accelerated Class (AC)
- The Accelerated Class (AC) model provides additional support to students who remain in the general education setting. The student receives instruction in the general education setting and receives additional instruction, at another time in the day, from the special education teacher.
- Resource
- Students may require special education instruction in specified content areas. Instruction is provided by a special educator.
- Behavior Adjustment Program (BA)
- The Behavior Adjustment program is designed to serve students on the campuses whose behavior consistently interferes with their educational performance. This program provides a structured learning environment, a social skills curriculum, and regular contact with parents. The goal of the program is the successful return of each student to the general classroom.
- Behavior and Academic Support Environment Program (BASE) The Behavior and Academic Support Environment program is designed to address student’s behavioral and academic issues on secondary campuses by providing support within the mainstream classroom environment. This program also provides direct instruction in appropriate social skills and study skills. The goal of the program is for students to have support needed to encourage them to actively participate and remain in the general education classroom.
- Adaptive Behavior and Communications Program (ABC) The Adaptive Behavior and Communication programs are designed to meet the needs of students diagnosed with autism spectrum disorders, TBI, or other neurological impairments whose behavior consistently interferes with their educational performance. The focus is on development of age appropriate behavior, coping, and communication skills, and academics. The goal of the program is the successful return to the general education classroom to the greatest extent possible.
- Learning in a Functional Environment (LIFE)
- The Learning in a Functional Environment program incorporates a functional and developmental curriculum designed for students whose needs cannot be met in the general curriculum. Instruction is provided in the domains of: Functional Academics; Domestic; Community; Recreation/Leisure; and Vocational. The LIFE program provides an environment which allows for learning that is individualized and appropriate to each student’s developmental and functional level. The goal of the program is to develop to the maximum the skills required for daily living and occupational activities.
- Moving Toward Independence (MTI) A specialized class under the LIFE program. It is designed to support students who require additional assistance in the areas of self-help and daily living skills.
- Behavioral LIFE A specialized class under the LIFE program. It is designed to provide additional behavioral supports beyond those typically found in the LIFE classroom.
- Vocational Adjustment Classes (VAC)
- Vocational Adjustment Classes are offered on each high school campus for students who require more support than is available in career and technology education programs. Students receive instruction in skills necessary to obtain and maintain employment. Opportunities are offered for students to receive specific job training and to participate in off-campus work.
- Meeting and Catering Services (MACS) is a GISD full or part time special education community based vocational education training experience for students with significant disabilities, ages 18-21. This program gives students the opportunity to learn a wide range of job skills in an actual work environment. A job coach facilitates the hands on job training that includes; furniture arrangement and refreshment set up of conference rooms, operation of a small store, selling convenience items, and a mobile beverage and snack service. The campus VAC, in collaboration with other campus special education staff, makes referrals to MACS.
- Transition Learning Center (TLC)
- The Garland ISD TLC is a special education program designed to support inclusive practices, age appropriate settings, community integration activities, and opportunities for competitive/supported employment. The TLC student’s parents must be willing to support employment initiatives. Students may still need job development training, but (paid) employment internships, apprenticeships, or individual competitive employment will be the primary focus. The ultimate objective is for students to establish daily living routines that will be continued after leaving the TLC.
- Hospital/Homebound
- Homebound instruction is a service that is considered to be highly restrictive. Students on homebound are unable to interact with peers and may be subjected to a reduced curriculum. Homebound instruction may be extended to students who are eligible for special education instruction and, due to a medical condition, must be confined to their home for a minimum period of four weeks. In order to assist the ARD Committee in determining eligibility for the identified student for special education homebound services, information will be requested from the student’s attending physician.
- Off-Home Campus
- GISD’s Off-Home Campus is the Cooperative Behavior Center (CBC). CBC is a separate campus for students diagnosed with severe emotional and behavioral disabilities. Students return to their home campus when their needs can be met in a less restrictive environment.
- Parents in Partnership (PIP), an Early Childhood Intervention (ECI) funded program
- This program provides services to children from birth through 36 months in a variety of settings. Eligibility is based on medical diagnosis, atypical development or developmental delays. The program addresses all areas of functioning, including physical, emotional and cognitive development.
- Preschool Program for Children with Disabilities (PPCD)
- Three, four, and five year olds with disabilities can participate in this program. The PPCD program offers a continuum of services ranging from speech services only to a full-day program based on the needs of the child. PPCD classes are located on campuses throughout the district. These special preschoolers receive instruction in the developmental areas of cognition, communication, motor, self-help and social/emotional.
- Primary Behavior Intervention (PBI) This class is composed of students who have been identified as emotionally disturbed or have exhibited behavior patterns that consistently interfere with age appropriate skill development.
Additional Support Services
- Audiology
- Counseling
- Transportation
- Physical and Occupational Therapy
- Adapted Physical Education
- Parent Training
- Vision Services
- Assistive Technology
- Helping Teacher
- Transition Specialist
- Home School Facilitator
- Educational Diagnostician
- Licensed Specialist in School Psychology (LSSP)
- Intervention Teacher
- Deaf Educator
- Child Find Liaison
- Special services for children prior to kindergarten