Special Education
Special Education Programs

Academic and Behavior Learning Environment (ABLE)
The ABLE program is a highly structured classroom setting designed for students with emotional and behavioral difficulties. The purpose of the program is to help students learn appropriate school behaviors, which will enable them to be successful in less restrictive classroom settings (i.e. applied class or general education class). The primary focus is on teaching appropriate behaviors. However, academic instruction is also emphasized and is individualized according to the student’s behavioral and academic functioning levels in accordance with his/her Individual Education Plan. There is a low student-teacher ratio to help ensure success. The program uses daily point sheets and a level system, which provide a structured and success-oriented behavior management system, allowing the student to assume more freedom and responsibility as he/she is able to accept them in an appropriate manner.

Classroom Support/Inclusion
This instructional model includes a general education teacher and a special education teacher working together in a general education classroom providing educational services to all students in the classroom, including those students with and those without identified disabilities. The classroom support program is designed such that the general education teacher is the main provider of instruction paired with a special education teacher or paraprofessional to assist students with disabilities in the classroom. Students with disabilities become an integrated member of the class without the fragmentation of leaving the classroom for services in a pull-out program. As a result, all students benefit from the wide range of instructional opportunities.

Homebound Services
This instructional setting is for providing special education and related services to eligible students with disabilities who are served at home or hospital bedside. Students served on a homebound basis are expected to be confined for a minimum of four consecutive weeks as documented by a licensed physician. Homebound instruction may also be provided to chronically ill students who are expected to be confined for a minimum of four weeks total over the course of the school year as documented by a licensed physician. Core courses are available at the elementary, junior high, and high school levels. Contact the campus counselor for details. Please note that AP credit will not be given on homebound due to modifications that are inherent in the program. Students may resume AP credit (with campus approval) upon return to the campus.

Learning in Functional Environments (LIFE) Skills
The purpose of the LIFE Skills program is to prepare students with more severe disabilities to participate and function as productively and independently as possible in critical natural environments. The goal for these students is to achieve maximum independence while participating in integrated community, domestic, recreational and vocational activities. Students with disabilities attend schools in their community in an integrated and age appropriate school. Structured opportunities are provided for social and academic interaction between students with disabilities and their non-disabled peers to promote socialization and preparedness for life outside of school. Participation in school and community events is an important component of the program. Parents work closely with the educators to evaluate, plan and set goals for their child.
Early Childhood Special Education (ECSE) 
Early Childhood Special Education (formerly known as PPCD) serves children ages 3 through 5 years who have been identified as disabled and determined to be at risk of not achieving academic and life skills without intervention. Referrals for screening of students are made through the Department of Special Education. The phone number is 936-293-2565. Intake information is obtained from the parent and the information is given to the ECSE district contact person. Screenings and comprehensive assessments are scheduled with the parent. Parents are encouraged to make the referral call two to three months prior to the child’s third birthday. 

This program is offered at Keenan Elementary.
Children are eligible for special education services if they are determined to meet state criteria as a child with a disability. There is no fee for services. The classes are offered for a full-day Monday through Friday. If the child has an educational need for related services, they are delivered during the assigned session as part of the child's daily program.

Services for children in ECSE include daily structured activities to develop language, cognitive, social/emotional, motor (fine and gross motor), and self-help skills. Additional services may include transportation, assistive technology, counseling, or occupational, physical, or speech therapy, if recommended by the Admission, Review, and Dismissal (ARD) Committee. Those children who are only in need of speech services may be recommended for speech services without the entire ECSE program. For example, a child might come to the school once a week for a session with the speech pathologist. These services are available on the student's home campus.

Speech Services
Speech and language services through the public school provide remediation for a variety of communication disorders that may have an impact on the student’s ability to participate in the educational process. Speech and language services are also offered for private school students who meet the eligibility criteria, students involved in the ECSE program, and for preschool speech only students. Speech and language screening is available for all 3-5 year olds throughout the year.

The type/level of speech and language service is determined by the ARD committee. In the consultative model, strategies are developed together by the speech-language pathologist (SLP), teacher and parent. The teacher and parent implement the strategies in the academic/home setting with input from the SLP. The SLP monitors progress through informal student contact, teacher conferences, and/or parent contact and recommends changes in strategies as needed. Frequency of consultation will be determined by the ARD committee and specific time indicated in the ARD deliberations.

In the collaborative service model, remedial activities based on the student’s IEP are developed and implemented by both the SLP and the teacher. The SLP provides direct therapy in the classroom in collaboration with the teacher. Activities are embedded in or concurrent with regular classroom curricula. In a pull-out service model, remedial activities based on the student’s IEP and curricula are developed and implemented by the SLP, and are usually provided in a therapy room or other setting away from the classroom.