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Special Education

Department of Special Education

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At Lamar Consolidated Independent School District, we believe that every child deserves the opportunity to reach their full potential. Our Special Education Department is dedicated to providing individualized support, inclusive practices, and high-quality instruction to ensure that all students can thrive in a learning environment that meets their unique needs.

By fostering collaboration between educators, families, and support staff, we empower students with the tools, resources, and opportunities they need to succeed—both in the classroom and beyond. Our commitment is simple: putting students first and ensuring success for every learner.

Special Education is specially designed instruction, offered to students with a disability at no cost to parents, to meet a student’s unique needs.  Special Education serves students with a disability under the Individuals with Disabilities Education Act (IDEA).  A child between the ages of 3-21 with a disability including an:

  • intellectual disability    
  • visual impairment        
  • speech/language impairment
  • emotional disturbance  
  • autism 
  • hearing impairment      
  • specific learning disability
  • multiple disabilities
  • other health impairment
  • traumatic brain injury
    and/or
  • orthopedic impairment
  • deaf-blind
  • Non-Categorical Early Childhood

who, as a result, requires specially designed instruction to benefit from the general education curriculum.

Special Education Staff

Child Find

Instructional and Related Services

LCISD SEPAC

Parent Resources

Operation Guidelines

Supplemental Special Education Services

Transition Services

Special Programs

Pegasus Program

Special Education Programs

We are driven by our unwavering commitment to excellence, equity, and the holistic development of our students. Together, we forge a path of educational success, inspiring a love for learning and empowering our students to shape a bright and promising future for themselves and our community.

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Adult Transtion (ATP)

The Adult Transition Program (ATP) supports students 18+ in job training, independent living, and wellness. It provides hands-on vocational training, community-based instruction, and real-world job experiences to build employability skills. Students gain financial literacy, transportation skills, meal prep, personal care, and household management for self-sufficiency. ATP also fosters social skills, self-advocacy, and decision-making while promoting fitness and nutrition. Tailored to individual needs, it encourages independence and meaningful community engagement.

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Compliance and Academics (CAP)

The CAP classroom supports students with disabilities who have average cognitive functioning but exhibit significant problem behaviors that hinder learning. These students struggle with attention, compliance, and frustration tolerance and may display self-stimulatory behaviors, aggression, elopement, or self-injury. The program focuses on teaching compliance and essential learning skills to help them integrate into general education. It provides high structure, repetition, prompting, reinforcement, and intensive instruction to reduce persistent disruptive behaviors.

A group of diverse children sit on the floor in a classroom, laughing and listening.

Early Childhood Special Education (ECSE)

The Early Childhood Special Education (ECSE) program supports students ages 3-5 with specialized instruction in communication, cognitive, social, and behavioral skills. It emphasizes early intervention, oral language, self-care, and reducing interfering behaviors. Using a research-based Pre-K curriculum, instruction is differentiated through whole group, small group, and individualized teaching. Related services are provided as determined by the ARD committee, which regularly evaluates the Least Restrictive Environment (LRE) for inclusive opportunities.

 

Homebound

A student served through the special education homebound program at home or hospital bedside must be served by a certified special education teacher.  Over the period of his or her confinement, the student must be provided instruction in all core academic subject area courses in which the student is enrolled. In addition, over the period of confinement, the student should be provided instruction in all other courses the student is enrolled in, if possible.

The student is expected to be confined at home or hospital bedside for a minimum of 4 weeks. The weeks need not be consecutive.  The student is confined at home or hospital bedside for medical reasons only.  The student's medical condition is documented by a physician licensed to practice in the United States.

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Homebound

A student in the special education homebound program must receive instruction from a certified special education teacher at home or hospital bedside. They must be taught all core academic courses and, if possible, other enrolled courses during their confinement. The student must be homebound for at least four weeks, though not necessarily consecutive, due to a documented medical condition verified by a licensed U.S. physician.

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Inclusion

Inclusive education ensures students with disabilities receive support in age-appropriate general education classes at their home schools. They receive specialized instruction per their IEPs within the core curriculum and class activities. Inclusion support, provided in designated academic areas, involves a special education teacher or paraprofessional assisting general education teachers with IEP implementation and modifications. Support may be through teacher consultation or direct student assistance, with service time determined by the ARD Committee based on student needs.

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Powell Point

The Powell Point Program is an off-campus program that builds academic and behavioral skills through a multi-systemic approach. It emphasizes socialization, classroom behaviors, and problem-solving to support a smooth transition back to general education. Success depends on individualized interventions, consistency, and collaboration. Powell Point provides special education counseling, sensory tools, and a low student-to-staff ratio, with specialized staff reinforcing coping strategies and social skills across settings.

Resource 

Resource is a pullout service delivery model offered in the student's area of disability. Students placed in resource classes are working on specific individualized educational goals and objectives developed by the admission, review, and dismissal (ARD) committee. Most often, students in these classes are unable to successfully participate in general education curriculum at grade level due to severe learning difficulties.  Resource classes allow these students to progress through the curriculum at their own level and pace.

  • Can receive modified curriculum but are responsible for grade level TEKS.
  • Academic performance can also be 2 to 3 years below grade level.
  • Students must have goals and/or objectives for subjects.
  • Direct instruction and/or interventions are provided to the student.

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Resource

Resource is a pullout service for students with disabilities, focusing on individualized educational goals set by the ARD committee. It supports students who struggle with grade-level curriculum due to significant learning difficulties, allowing them to progress at their own pace. While students may receive modified instruction, they are still responsible for grade-level TEKS. Academic performance is typically 2-3 years below grade level, with direct instruction and interventions provided as needed.

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Social Emotional Support

Classroom (SESC)

The Social Emotional Support Classroom (SESC) provides a structured environment for social skills and emotional learning, supporting behavior development alongside general education or resource instruction. With trained staff and individualized strategies, students progress through a leveled system by demonstrating independent appropriate behaviors, ensuring needed support while maximizing instructional time.

A young girl in an orange sweater smiles as she colors a picture at a table with a teacher.

Structured Learning Classroom (SLC)

The Structured Learning Classroom (SLC) is a specialized program designed to support students with low-incidence disabilities based on the University of North Carolina's Structured TEACCH philosophy. This program is based on a highly structured environment that meets students' academic, social, behavioral and communication needs. It utilizes an alternate curriculum, which focuses on the TEKS at the prerequisite level while individualizing instructional strategies for every student. While the names of the programs have changed student IEP goals will remain intact and implemented to ensure student progress.

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