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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

Parent-Directed Special Education Services (PDSES)

Transition Services

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.

Two students are studying together in a library.

Adult Transtion (ATP)

The Adult Transition Program (ATP) helps students 18+ build independence through job training, life skills, and wellness. It offers hands-on work experience, community instruction, and support in areas like money management, transportation, cooking, and self-care. ATP also develops social skills, self-advocacy, and healthy habits, all tailored to each student’s needs for greater independence and community involvement.

A teacher is sitting at a desk in a classroom.

Compliance and Academics (CAP)

The CAP classroom supports students with disabilities and average cognitive skills who struggle with behavior that impacts learning. It targets attention, compliance, and frustration tolerance through structured, intensive instruction. With repetition, reinforcement, and behavior support, the goal is to reduce disruptions and help students succeed in general education.

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

Early Childhood Special Education (ECSE)

The ECSE program supports children ages 3–5 with specialized instruction in communication, learning, social, and behavioral skills. It focuses on early intervention using a research-based Pre-K curriculum with differentiated instruction. Related services and inclusion are guided by the ARD committee to ensure the least restrictive environment.

 

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

The special education homebound program provides instruction at home or in a hospital from a certified teacher for students with a verified medical condition. Students must be confined for at least four weeks and receive core academics, with other courses as possible.

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Inclusion

Inclusive education supports students with disabilities in general education classes at their home schools. They receive specialized instruction per their IEPs, with help from special education staff through in-class support or teacher consultation. Service time is based on individual needs set by the ARD Committee.

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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.

A young boy wearing glasses focuses on his work at a table with other students.

Resource

Resource is a pullout service for students with disabilities who need support with grade-level TEKS due to learning challenges. It focuses on ARD-driven goals, offering direct instruction and interventions, typically for students 2–3 years below grade level.

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Social Emotional Support

Classroom (SESC)

The SESC offers structured support for social and emotional learning alongside academics. Students progress through levels by showing appropriate behavior, with trained staff using individualized strategies to maximize learning 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) supports students with low-incidence disabilities using a highly structured TEACCH-based approach. It provides individualized instruction through an alternate curriculum aligned to prerequisite TEKS, focusing on academic, social, behavioral, and communication needs. IEP goals remain unchanged and are fully implemented.

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